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ABSTRACT
The purpose of this article is to report the development and implementation of a STEM teacher attraction intervention based on person-environment (and person-vocation) fit theory. Study 1 reports the administration of a 'realistic job preview' (RJP) intervention requiring participant responses, followed by experienced teacher feedback and a tailored fit message to 111 university students in STEM-related fields. Results showed a significant relationship between RJP performance and interest in a teaching career, even after controlling for prior career intentions. Study 2 reports the results from individual interviews with 14 university students studying STEM-related subjects on the factors contributing to career-decision making, especially regarding teaching as a career. The 16 codes were distilled into three themes: the role of personal reflection, critical influences on career decisions, and patterns of change. We conclude with suggestions for implementation of RJPs as a supplement to current attraction and recruitment approaches.
Disclosure of potential conflicts of interest
No potential conflict of interest was reported by the author(s).
Notes
1. No participant in the present study had a score of 12 or lower.
Additional information
Funding
Notes on contributors
Robert M. Klassen
Robert M. Klassen is Professor and Chair of the Psychology in Education Research Centre at the University of York. His work focuses on teacher recruitment and development.
Helen Granger
Helen Granger is a former Maths teacher and currently a Lecturer in the Department of Education at the University of York.
Lisa Bardach
Lisa Bardach is an Assistant Professor at the Hector Research Institute of Education Sciences and Psychology in Germany. Her research focuses on the adaptive development and motivation of students and teachers.