The employability characteristics of the 1978 teacher education graduates from Memorial University of Newfoundland

Clarke, William (1979) The employability characteristics of the 1978 teacher education graduates from Memorial University of Newfoundland. Masters thesis, Memorial University of Newfoundland.

[English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (55MB)

Abstract

The study was an attempt to determine the problems associated with the movement of beginning teachers from Memorial's Faculty of Education to the teaching force. The purpose of the study was to gain a better understanding of the kinds of problems encountered by these graduates in their efforts to gain entry into their particular career. The study was of particular importance since it was undertaken during a period of declining enrollments and alleged teacher oversupply. The determinants of beginning teacher's occupational attainment status were grouped into three categories: (1) ascribed or background factors; (2) achieved factor-s, and (3) personal, self-concept factors. Each set of factors were comprised of a number of individual characteristics, and investigated in order to determine their relative influences upon the beginning teacher's success, or lack of success, in obtaining a teaching appointment for the 1978-79 school year. The data were collected by the researcher through two surveys; the first was at the time of graduation and the second was shortly after the beginning of this school year. The statistical analysis consisted of Pearson product moment correlations and regression analysis. The study found that the most influential determinants of the beginning teacher's occupational attainment status were the efforts one places in their job . search, (an inverse . relationship), the willingness of the individual to relocate, the individual's participation in the internship, as opposed to the regular, student teaching program, the -number of family contacts already in the tea~hing profession, and the presence of -qualifications enabling the individual to teach either . French or special education. Other characteristics investigated did not prove to be significantly related to one'·s chances of obtaining employment in the teaching profession.

Actions (login required)

View Item