Abstract
The purpose of this research was to examine a set of ten motivational factors that appear to be influential in the choice of a career among high school seniors. Specifically, the aims of the investigation were to examine each factor with respect to importance in career choice, actual level found in a teaching job, and required level for the selection of teaching as a career. Further, to observe differences in variables among three scholastic groups, four ethnic groups, and two gender groups. The ultimate goal was to determine the overall level of perceived dissatisfaction towards the teaching profession across the groups measured. The sample for this study was 2,296 high school seniors drawn from twelve comprehensive public high schools located throughout California. This distribution closely equated California public school enrollment figures. There were differences in the weighted summed overall dissatisfaction level among the three scholastic groups. The superior students were most dissatisfied with respect to teaching as a career. The average students were least dissatisfied with respect to selecting teaching as a career. Findings for the four ethnic groups showed the White students were most dissatisfied and the Hispanic students least dissatisfied of the four ethnic groups with respect to teaching as a career. For the gender groups, women were significantly more dissatisfied than men with respect to teaching as a career. The study also revealed differences between the perceived actual level found in teaching and the perceived required level to select teaching. In general, students' perceptions of the reward structure of the teaching profession today were negative. When considering career choice, the findings suggest students want jobs that pay well and provide retirement security. Further, they want a structure for advancement, a voice in decision-making, and work conditions of quality resources. The overall findings imply that legislators and educational administrators who are interested in recruiting more superior students, more ethnic minority students, and more men into the teaching profession, and who are interested in lessening the teacher shortage may use the results of this study or create similar studies to generate data to enhance the reward system of the teaching profession. They may be wise to pay close attention to the career motivational needs expressed by young people.