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ELEMENTARY SCHOOL TEACHERS teach children from Kindergarten to fifth, sixth, or eighth grade (depending on the school system). Many teach a variety of subjects, from history to reading to science. Others specialize in one content area. Most teach in public schools and about 10 percent work in private schools. From coast to coast, rural village to metropolitan hub, there are schools in need of motivated teachers. The best part of being an elementary school teacher is inspiring children and seeing them grow and develop as learners and people. If you enjoy spending time with children you will find this to be a very rewarding career. Every day involves new adventures - some good, some bad. This is a job that will keep you on your toes. You will need to be creative, patient, energetic, and social. Strong communications skills are also a must. The nine-month school year allows teachers a long summer vacation in which to rest and recharge, travel, or work a second job. Their regular workweek also allows some extra time off in comparison to office jobs. The elementary school day typically runs from 8:00 or 9:00 in the morning, to 2:00 or 3:00 in the afternoon. Salaries are modest, but they are improving, and full-time teachers do enjoy good benefits packages. There will be an increase in the number of jobs over the next decade. You can get a teaching job with a bachelor's degree and certification earned through student teaching, and an exam. In college, there are two options. One is to major in elementary education, and the other is to major in a content area such as math and take additional education courses. Some school districts require their teachers to hold a master's degree, but this is not usually the case. However, teachers must take continuing education courses throughout their career to maintain certification. Good elementary school teachers understand that children are the future. As a teacher, you have the opportunity to make an enormous difference in the lives of your students and their families. In fact, you may be one of the most influential people in a child's life. If you are up for the challenges and joys of teaching, read on to learn more about how to become an elementary school teacher!
This study was conducted to discover whether two elementary school districts, one committed to career education and the other not committed, would show a significant difference in their response to 60 statements about career education and its practice. The study was also designed to determine to what degree students and teachers would differ in their response. Other important objectives were to ascertain whether the integration of academic and vocational education is perceived as a viable career education method of instruction. Additional aims were discerning the characteristics which identify career education generally and career awareness specifically as well as identifying the various methodologies used for career awareness education. A questionnaire, refined by a jury panel of career educators and two field tests, was administered to 140 sixth grade students and 12 sixth grade teachers from each district. Responses were given on a five-point Likert type of scale. The readability level was set at early fifth grade using the Fry graph. Means and standard deviations were computed for each item and the data were analyzed to test three hypotheses: H1 There is no school effect, H2 There is no personal effect, and H3 There is no interaction effect. The F statistic was the basis for computing the analysis of variance. The critical significance level was set at [alpha] = . 05. Five H1 hypotheses were rejected, twenty H2 hypotheses were rejected, and four H3 hypotheses were rejected. The data showed that the career education district teachers were much more in agreement with identified career education concepts and practices than were the teachers in the non-career district. However, little congruity was indicated between all students and all teachers concerning career education concepts and practices, while considerable agreement between students was indicated. Both teacher groups showed less variability of response on their answers than did students. The literature indicated a broad definition for career education. Career awareness is defined with more agreement. Work preparedness was presented by most career education authors as central to the career education movement. An integration of various school disciplines was seen as an essential teaching method as was the assimilation of career education into all levels of the existing curriculum. In a total school articulation career awareness is presented as the time to become aware of the variety and value of work and the awareness of self within the knowledge of the possibilities in the world of work. It was recommended that this or similar studies be made on the elementary, junior and senior high levels to determine to what extent the findings of this study might be duplicated. The study also points out the need for teacher training institutions to provide more extensive pre- and in-service career education instruction dealing with both the concepts and practices (methodology) of career education.