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There is much alarm about the current teacher shortage resulting from the pandemic and its aftermath. But teacher shortages have long been a perennial issue in K-12 education. Researchers Richard Ingersoll and Henry Tran analyzed data from the National Center of Education Statistics to compare rural schools to urban and suburban schools to understand their teacher staffing problems. They found that rural teacher shortages are worse than elsewhere and are driven by teacher turnover and hence won’t be solved just by focusing on new teacher recruitment. High-poverty rural schools and rural schools with high levels of students of color face the most extreme teacher turnover of all schools, experiencing departures of between a quarter and a third of teachers annually. Their reasons for leaving include lack of classroom autonomy and the inability to be included in schoolwide decision making.

Teacher shortages in rural areas has become a public crisis. This shortage of key personnel requires stakeholders (higher education, state departments, local school districts) to examine factors that help teacher education students choose to apply to rural settings. The current study examines new teacher candidates’ background, preparation for teaching, and perceptions of protective factors on their decisions to work in rural areas. Data from teacher education students in their residencies from 14 institutions were analyzed. Results suggest that student background, including race, level of education, parent education, and high school location are important. White students, those pursuing undergraduate degrees, those from rural high schools, and students who feel more confident in teaching 21st-century critical thinking skills (e.g., using a variety of perspectives, engaging in self-assessment, teaching critical thinking) are also more likely to consider teaching in rural areas. Results are discussed as they relate to recruitment in rural areas.

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

Motivated by shifting demographics and the persistently low academic performance oflatinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the authors conclude that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers' career histories. The findings of this study serve as an important race-and culture-conscious counternarrative that can inform efforts to systematically diversify the teaching profession.

The purpose of this study was to compare motivations and influences of high school music students who express an interest in a career in music teaching and those who do not. A previous survey was adapted for the study and administered to a pre-college population that included musicians who stated a preference to pursue music teaching or other music careers and musicians who stated a preference for other nonmusic occupations. Items were analyzed using a discriminant analysis of principal components (DAPC) data reduction strategy, which used a principal components analysis as a first step to determine item loadings onto orthogonal components. The three occupation groups (music teaching, other music, and other nonmusic) were then compared using a discriminant analysis of the resulting components. The model correctly classified 69.8% of cases, with one significant component primarily separating both music groups from the nonmusic career group and three additional significant components separating the music teaching group from the other music careers group. Using this model, the choice of an occupation appears multidimensional, and discrete sources of influence (e.g., music teachers and music teaching experiences explored in prior studies) are not necessarily individually predictive of the overall choice to pursue music teaching.

This study aimed at examining the global standards of teacher effectiveness to be employed to evaluate teacher candidates in the English teacher recruitment process. For this purpose, the global standards of teacher effectiveness and the qualities indicative of them were extracted from the documents. Then, the educational managers of thirty English language institutes were interviewed to discover the extent to which theses global standards are considered for teacher selection in the language institutes in Iran. The use of global standards by the language institutes would confirm the fact that they are applicable to the recruitment process. Next, the global standards were used to employ five English teachers in a language institute in Kerman, Iran. The classroom behavior of these teachers was observed by the institute supervisor. Moreover, the perceptions of the recruited teachers' students were probed by means employing a questionnaire containing the criteria of teacher effectiveness. The results of the study indicated that the educational managers of the institutes approved of the majority of the global standards to be used in the English teacher recruitment process. The perceptions of the students and those of the supervisor also manifested that the recruited teachers are doing their jobs well, which would verify the appropriateness of the criteria used for teacher selection. Based on the results, a framework for English teacher recruitment encompassing the global standards of teacher effectiveness, their definitions, and the qualities indicative of them was suggested.

The demographic divide between teachers and students is of growing public concern. However, few studies have explicitly addressed the common argument that students, and particularly minority students, have more favorable perceptions of minority versus White teachers. Using data from the Measure of Effective Teaching study, we find that students perceive minority teachers more favorably than White teachers. There is mixed evidence that race matching is linked with more favorable student perceptions. These findings underscore the importance of minority teacher recruitment and retention.

Nationally, the recruitment and retention of Black male teachers have become a crisis for public schools at all educational and academic programmatic levels. This is especially true for gifted and AP programs, considering that most Black males who enter the teaching profession are rarely selected to serve in such teaching capacities. However, what has been missing from the extant research literature is the role Historically Black Colleges and Universities (HBCUs) play in the preparation of Black male teachers for the gifted classroom. In this article, the authors explore scholarship that focuses on the lack of diversity among teachers and specifically among males in general education to draw implications to the field of gifted education. The authors provide specific attention to reasons HBCUs play an important role in preparing Black males for the gifted classroom, along with providing recommendations for preparing Black male teachers in gifted education.

This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racializedpredominantly White teache education program, grows and develops in science education, and secures herfirst full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education.

Over the past few decades, scholars have paid increasing attention to the role of native speakerism in the field of TESOL. Several recent studies have exposed instances of native speakerism in TESOL recruitment discourses published through a variety of media, but none have focused specifically on professional websites advertising programs in Southeast Asia. In this article, the authors report findings from a critical discourse analysis of textual and visual features in 59 websites recruiting for specific language schools located in China, Japan, Korea, Taiwan, and Thailand. They find that the ideal candidate is overwhelmingly depicted as a young, White, enthusiastic native speaker of English from a stable list of inner-circle countries. Furthermore, they find that these sites place more emphasis on the opportunities to make money, travel, and experience adventure in exotic cultures that come with the TESOL jobs being advertised, rather than on the jobs themselves. The authors conclude by providing a discussion of their findings informed by work in cultural studies and critical race theory, and suggest ways in which readers can fight against the entrenchment of native speaker and White privilege in the field of TESOL.