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