Who wants to be a teacher? The impact of age, disability, ethnicity and gender

Wilson, V., Powney, J., Davidson, J. and Hall, S. (2006) Who wants to be a teacher? The impact of age, disability, ethnicity and gender. Scottish Educational Review, 38(1), pp. 92-104.

Abstract

This article reports the results from a 12-month study of teachers’ careers in schools in England and the ways in which a sample of headteachers and teachers perceive that age, disability, ethnicity, gender and, to a limited extent, sexual orientation Respondents report a diverse range of motives for entering the profession. Overall these relate more to personal circumstances and ambition than to age, disability, ethnicity or gender, either individually or in combination. Family and friends also play an important role, as do changing national priorities. The authors suggest that typologies developed around teachers’ motives for joining the profession may not be sustained at later stages of their development. This is because teachers’ career Finally, some implications for teacher recruitment in Scotland are highlighted.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Wilson, Dr Valerie
• Authors: Wilson, V., Powney, J., Davidson, J., and Hall, S.
• College/School: College of Social Sciences > School of Education
• Journal Name: Scottish Educational Review
• ISSN: 0141-9072