Page 16 - 2024_Journal_90-3

For some chapters, the recruitment strategy centered around a partnership with
a postsecondary teacher-preparation program or financial support for preservice
teachers or education majors at the postsecondary level. Marie Mueller (Oregon
State Organization) pointed out how chapters might use the Internet to locate
nearby postsecondary institutions offering education degrees and then communicate
directly with professors and instructors, perhaps inviting them to speak at chapter
meetings. Some respondents recommended that recruitment efforts begin in middle
or high schools through career fairs or collaboration with school organizations
such as Future Teachers of America. Michele McKie (Georgia State Organization)
suggested, “Chapters could speak with local middle and high school students to
encourage them to consider going into the profession” because some in higher
education are finding that “many teachers do not encourage their students to become
teachers.” Catherine Wilson (Georgia State Organization) suggested that teachers
at all levels encourage students to consider teaching as a profession while Carolyn
Waters (Georgia State Organization) suggested
a high school course that allowed students to
...five respondents [indicated] explore teaching as a career.
Beth Naylor (Tennessee State Organization)
politics or legislation, at least in suggested recruiting through a social media
campaign: “DKG can also create social media
the United States, has played a commercials about ‘I am a teacher,’ showing

significant role in the exodus of strength, unity, dignity, and pride in being an
educator.” Such positive messaging about the
teachers from the classroom. teaching profession could run on top social
media sites throughout the school year.
Not all respondents had best practices to
report or propose. Several respondents focused
on causes of a teacher shortage rather than on
possible solutions, with five respondents indicating that politics or legislation, at
least in the United States, has played a significant role in the exodus of teachers
from the classroom. Mary Kennedy (South Carolina State Organization) pointed
to the importance of working with legislators to help them understand the needs
of teachers for “. . . fully funded schools with salaries and working conditions
that allow teachers to perform their jobs without exhaustion, with respect, and
with solid, salaried support professionals available in the schools when needed.”
Another small group of respondents also mentioned the loss or lack of respect—
from administrators, the community, parents, or students—as a reason for teachers
leaving the profession and for young people choosing other career paths apart from
teaching. Susan Ogletree (Georgia State Organization) pointed to an erosion of
professional respect as a repercussion of state licensure waivers, especially those
allowing military veterans without a college degree to become teachers of record:
“Teaching is one of the most honorable professions there is, and we cannot stand by
and allow de-professionalization to occur on our watch.”

Limitations and Significance
The Editorial Board wishes to thank the 52 members who participated in the
survey. With more than 50,000 potential member-participants, the response rate for
this voluntary survey was less than 0.1%, certainly much lower than the Editorial

14 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators