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Understanding the Decision (Not) to Become a Teacher: Evidence from Survey Experiments with Undergraduates in the UK and US. EdWorkingPaper No. 25-1354

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Title: Understanding the Decision (Not) to Become a Teacher: Evidence from Survey Experiments with Undergraduates in the UK and US. EdWorkingPaper No. 25-1354
Language: English
Authors: Sam Sims, Clare Routledge, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 51
Publication Date: 2025
Sponsoring Agency: Gatsby Charitable Foundation (United Kingdom)
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching (Occupation), Undergraduate Students, Career Choice, Salaries, Work Environment, Personality Traits, Values, Incentives, Teacher Shortage, Individual Differences, Foreign Countries
Geographic Terms: United States, United Kingdom
Abstract: Teacher shortages are widespread, yet the reasons people choose (not) to enter the profession remain poorly understood. We conducted two survey experiments in which thousands of undergraduates chose between pairs of hypothetical jobs. This allowed us to evaluate the effects of differences in pay, working patterns and other job attributes on job choices, as well as explore how personality type and values underpin job preferences. Contrary to existing research, which is largely based on self-reports, we found that extrinsic rewards have the most influence on job choices, even among those who are considering teaching. Policymakers looking to address shortages should improve the extrinsic rewards of teaching and communicate these, alongside the many altruistic and meaningful aspects of teaching, to potential new recruits.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678275
Database: ERIC
FullText Text:
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Teacher shortages are widespread, yet the reasons people choose (not) to enter the profession remain poorly understood. We conducted two survey experiments in which thousands of undergraduates chose between pairs of hypothetical jobs. This allowed us to evaluate the effects of differences in pay, working patterns and other job attributes on job choices, as well as explore how personality type and values underpin job preferences. Contrary to existing research, which is largely based on self-reports, we found that extrinsic rewards have the most influence on job choices, even among those who are considering teaching. Policymakers looking to address shortages should improve the extrinsic rewards of teaching and communicate these, alongside the many altruistic and meaningful aspects of teaching, to potential new recruits.
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