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Why Should I Stay? Factors Influencing Technology Education Teachers to Stay in Teaching Positions

Authors:

Luke J. Steinke ,

Eastern Illinois University, US
About Luke
An Assistant Professor, School of Technology, Eastern Illinois University, Charleston.
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Alvin R. Putnam

Southern Illinois University, US
About Alvin
An Associate Professor, Workforce Development and Education, Southern Illinois University, Carbondale.
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Abstract

Technology education is facing no more critical issue than that of its current teacher shortage (Wicklein, 2005). Research conducted by Meade and Dugger (2004), Ndahi and Ritz (2003), Newberry (2001), Ritz (1999), and Weston (1997) have all indicated that technology education has been and will continue experiencing a significant teacher shortage unless action is taken to reverse this problem. Wicklein (2005) indicated that in order to address the issue of the teacher shortage, efforts need to be aimed at recruiting, preparing, and retaining technology education teachers at all levels. This study sought to identify effective retention techniques by determining the factors that influence technology education teachers to stay in teaching positions. The study utilized the survey technique to gather perceptions from technology education teachers and administrators who were elected officials in state technology education associations.
How to Cite: Steinke, L. J., & Putnam, A. R. (2007). Why Should I Stay? Factors Influencing Technology Education Teachers to Stay in Teaching Positions. Journal of Technology Education, 19(1), 71–84. DOI: http://doi.org/10.21061/jte.v19i1.a.5
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Published on 22 Sep 2007.
Peer Reviewed

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