nsf.gov - Science and Engineering Indicators 2006 - Former public school mathematics and science teachers who rated various aspects of their current occupation as worse than teaching, better than teaching, or about the same: 2000–01

Table 1-14

Former public school mathematics and science teachers who rated various aspects of their current occupation as worse than teaching, better than teaching, or about the same: 2000–01

(Percent distribution)

Aspect of occupation	Worse than teaching	Better than teaching	About same

Salary	22.2	55.9*	21.9
Benefits	50.2	40.1*	9.7
Job security	20.1	46.1*	33.8
Intellectual challenge	15.0	59.0*	26.0
Opportunities for professional development	13.9	58.1*	28.0
Professional prestige	9.0	63.4*	27.6
General work conditions	3.4	64.3*	32.3
Safety of environment	20.4	25.3	54.3
Manageability of workload	15.1	76.9*	8.1
Procedures for professional evaluation	15.1	50.6*	34.3
Autonomy or control over own work	18.7	57.6*	23.7
Influence over workplace policies and practices	12.8	41.9*	45.3
Availability of resources and materials/equipment for doing job	33.5	55.9*	10.7
Recognition and support from administrators/managers	12.1	51.7*	36.2
Professional caliber of colleagues	17.2	43.6*	39.2
Opportunities for learning from colleagues	12.9	57.1*	30.0
Opportunities for professional advancement	7.2	63.6*	29.2

*p = .05, statistically significant difference between mathematics/science teachers and other teachers.

SOURCES: U.S. Department of Education, National Center for Education Statistics, 1999–2000 School and Staffing Survey; and 2000–01 Teacher Follow-up Survey.

Science and Engineering Indicators 2006

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