Understanding the decision (not) to become a teacher: evidence from survey experiments with undergraduates in the UK and US

Sam Sims () and Clare Routledge ()
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Sam Sims: UCL Centre for Education Poicy & Equalising Opportunities
Clare Routledge: UCL Centre for Education Poicy & Equalising Opportunities

No 25-15, CEPEO Working Paper Series from UCL Centre for Education Policy and Equalising Opportunities

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.

Keywords: teachers; occupational choice; recruitment; survey experiment; conjoint experiment (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 54 pages
Date: 2025-11, Revised 2025-11
New Economics Papers: this item is included in nep-exp
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