Quantifying the Diminished Number of Technology Education Teachers in Wisconsin

Abstract

This paper evaluates the diminished number of technology education teachers in the state of Wisconsin. A review of technology education and more broadly career and technical education (CTE) teacher populations was conducted to better understand the landscape of this specific role. Graduation numbers from current Universities and Technical Schools in Wisconsin was preformed to review the number of teachers entering the field against the growing need of educators for this subject area. A survey was conducted given to relative stakeholders at universities and technical schools that offer technology education teacher certification in the state of Wisconsin. This survey questioned career service directors, program directors, department chairs, deans, professors, and assistant professors on the state of this field. Individuals were questioned on challenges and barriers affecting technology education teacher training in Wisconsin, reasons for this subject specific shortage, implications of this shortage, and remedies to attract new professionals into this field. Results indicated that limited compensation, limited recruitment efforts, licensing challenges, and teacher perception caused barriers for attracting new individuals into this field. Results indicated that loss of student opportunity, and long-term damage to the trade-related workforce are potential results of this population disparity.