Students' perceptions about the status of teachers

Many national reports suggest that teaching as a professional choice is held in low regard. The population for these studies have been adults, teachers, high school seniors, and college students. In order to identify the age at which individuals develop these perceptions, young children in grades three and six, as well as students in grades nine and twelve were asked to express their attitudes about the status of teachers relative to that of other occupational groups.

Subjects included 904 students from intact classrooms in urban, rural, and suburban schools of California's San Diego and Riverside counties. Students responded to a questionnaire designed to ascertain attitudes about teacher status. Questionnaire items included the following categories: (1) monetary factors, (2) teacher gender, (3) teacher quality and training, (4) the status of the teaching occupation, and (5) the nature of the work of teaching.

The data were analyzed to determine whether or not there were significant grade level or gender differences in students' responses. Percentages were generated for responses to each item by gender and grade level. Chi square analysis was used to test for significance in items containing nominal data. The F test (two-way ANOVA) and the Newman-Keuls Test were used to test for significance in items containing interval data.

Results of the study indicated that there are significant grade level and gender differences among students' perceptions about teacher status. Third grade students were significantly more likely to select favorable responses regarding teacher status, while ninth grade students were the least likely to do so. Female students were also significantly more inclined to select positive responses regarding the status of teaching. Furthermore, this study found significant grade level but not significant gender differences in students' perceptions about the status of the reading specialist. Younger students displayed significantly more favorable attitudes toward classroom teachers than toward reading specialists. Both males and females indicated that reading specialists and classroom teachers had equal status. Efforts need to be directed toward programs which present teaching as a positive career choice.