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F A C T O R S A F F E C T I N G T HE R E T E N T I O N OF M E N
IN THE TEACHING PROFESSION
A S T U D Y OF
M I L W A U K E E S T ATE T E A C H E R S COLLEGE
M A L E G R A D U A T E S F R O M 1932-1946

By
R a l p h Clarence Grae t z

A THESIS
S u b m i t t e d to the School of Graduat e Studies of M i c h i g a n
State College of Agr i c u l t u r e and A p p l i e d Science
in partial fulfillment of the requirements
for the degree of
DOCTOR OF E D U C A T I O N

Department of Education
1952

The author wishes to express his thanks to the members
of his graduate committee Dr. Clyde m. Campbell,
Dr. W i l l i a m H. Combs, Dr. G u y H. Hill,

Chairman,

and Dr. John F.

Thaden for the guidance and encouragement given to him in
his study and thesis preparation.
He also wishes to thank or. J. mart i n x^lotsche, P r e s ­
ident and the faculty and staff of the Wisconsin State
College, ikiilwaukee, Wisconsin for allowing this survey to
be made and for the assistance given in helping to find the
recent addresses of the group surveyed.

The assistance of

the Wisc onsin Ed u c a t i o n A s s o c iation in obtaining addresses
is also acknowledged.
The help of Mr. Glen G. A l l e n in planning the statis­
tical approach to the p r o b l e m involving the use of chi
square is acknowledged and very m u c h appreciated.
The writer is grateful for the w i lliam and Sarah E.
Hinman Fellowship awarded to him in 1949-1950.

This award

and the G I Bill made it possible for him to pursue his
graduate studies.

R a lph Clarence Graetz
candidate for the degree of
Doctor of E d u c a t i o n

Final examination, w a y 19, 1952,
Conference R o o m
Dissertation:

2:00 P. to., Education

Factors Affec ting the R e t e n t i o n of M e n in
the Teaching P r o f e s s i o n A study of M ilwaukee
State Teachers College male Graduates from
1932-1946

Outline of Studies
M a j o r subject:
Education
Cognate subject:
Sociology
.biographical Items
Born, M a rch 3, 1913, Milwaukee, Wisconsin
U ndergrad uate Studies, iviilwaukee State Teachers College
Graduate Studies, iv,arquette University, 1940-1942,
to. E . Degree toay, 1942, M i c h i g a n State College, 19481950
Experience:

Social science teacher, Milwaukee V o c a ­
tional School, Milwaukee, Wisconsin, 19381942, Member U n ited States Army, 19421946, Guidance Counselor, Milwaukee V o c a ­
tional School, Milwaukee, Wisconsin, 19461947, Guidance Counselor, Department of
Industrial Psychology, Uni v e r s i t y of W i s ­
consin, Racine, Wisconsin, 1947-1948,
Elementary School Principal, P a r k Forest,
Illinois, 1950-1952

M e m b e r of is.appa Delta Pi, National Vocational Guidance
A s s o c i a t i o n (Professional Member), Ass o c i a t i o n
for oupervision and Curriculum Development,
A s s o c i a t i o n for Childhood Education International,
Department of Eleme ntary Echool principals,
National puducation Association, Illinois E d u c a ­
tion A s s o c iation

TABL.C. OF CONTENTS
CHAPTER
I.

PAGE
T H E P R O B L E M .....................................
A.

Reasons for Selecting the P r o b l e m

. . . .

B.

Basic Assumption s U p o n W h ich This Study
R e s t s ........................................

C.
II.
III.

Significance of the S t u d y ................

P R E VIOUS STUDIES

..............................

1
2

8
11
15

PROCEDURE, LIMITATIONS, A N D P O S I T I V E ASPECTS
OF THE S T U D Y ...................................

32

A.

P r o c e d u r e ..............................

34

B.

Li mitations of the S t u d y ................

46

C.

Positive Aspects of This s t u d y ..........

47

IV.

F I N D I N G S .......................................

49

V.

S U M M A R Y ..........................................

133

CONCLUSIONS A ND IMPLICATIONS

154

VI.
VII.

...............

R E C O M M E N D A T I O N S ................................

177

A P P E N D I X .................................................

188

B I B L I O G R A P H Y ............................................

196

LIST OF TABLES
TABLE

PAGE

1. M e n G r a d u a t e s of M i l w a u k e e S t ate T e a chers
College

(1932-1946)

36

2. M e n G r a d u a t e s of M i l w a u k e e S t a t e T e a chers
Colle ge

(1932-1946)

Who were O m i t t e d fro m

the S t u d y ...................................
3. M e n G r a d u a t e s Who were D e c e a s e d or for
It W a s I m p o s s i b l e to O b t a i n

40

whom

aRecent Address

41

4. Q u e s t i o n n a i r e s Sent A c c o r d i n g to F i v e
C a t e g o r i e s ................................. ..

43

5. »Questionnaires R e t u r n e d f r o m F ive M a j o r
F i e l d C a t e g o r i e s ...........................
6. M e n G r a d u a t e s of M i l w a u k e e State
College

44

Teachers

(1932-1946) Who H a d N e v e r Taught

.

•

50

7. M e n G r a d u a t e s of M i l w a u k e e State T e a c h e r s
College

(1932-1946)

W ho H a d Lef t T e a c h i n g

At A n y T i m e ................................

51

8. M e n G r a d u a t e s of M i l w a u k e e State Teach e r s
College
Teaching

(1932-1946) W h o H a d N e ver Left
(Except for a P e r i o d of M i l i t a r y

S e r v i c e ) ....................................

52

TABLE

PAGE

9. M e n Graduates of Milwaukee State Teachers
College (1932-1946) Who H ad R e t u r n e d to
Teaching and Had R e m a i n e d ...................

53

10. M e n Graduates of Milwaukee State Teachers
College

(1932-1946) Who Had Returned to

Teaching and Ha d Left A g a i n .................

54

11. M e n Graduates of Milwaukee State Teachers
College

(1932-1946) Who Had Left Teaching

and Ha d Never R e t u r n e d .......................

55

12. M e n Graduates of Milwaukee State Teachers
College

(1932-1946) Not In Teaching at the

Time of the P u r v e y ............................

56

13. The Effect of Present Income On the Retention
of M e n T e a c h e r s ....................

62

14. The Effect of the Size of the Community of
the First Teaching Assignment On the
R e t e ntion of M e n T e a c h e r s ...................

66

15. A Comparison of First Teaching Assignments
Wi t h P r e sent Teaching A ssignments in
R e l a t i o n to Size of C o m m u n i t y ..............

67

16. Grade Po int A v e r a g e s of M e n Who Returned the
Questionnaire

.................................

71

17. The Effect of Grade roint Averages O n the
Re t e ntion of Men T e a c h e r s ...................

72

A

T^RT.K

PAGE

18. The Effect of the Number of Gradu a t e Credits
on the

R e t e n t i o n of

M e n T e a c h e r s ........

74

19. The Effe ct of the Type of Degree on the
R e t e n t i o n of M e n

T e a c h e r s ..................

75

20. The Effect of the Taking of Graduate S t u d y
on the

R e t e n t i o n of

M e n T e a c h e r s ........

76

21. E x t r a c u r r i c u l a r P a r t i c i p a t i o n of Mi l w a u k e e
State Teachers College M e n Graduates
(1932-1946) W ho R e t u r n e d the q u e s t i onnaires

79

22. The Effect of P a r t i c i p a t i o n in the Three
O u t s t a n d i n g E x t r a c u r r i c u l a r a c t i v i t i e s on
the R e t e n t i o n of M e n T e a c h e r s ..............

80

23. The Effect of the Number of A r e a s of E x t r a ­
curricular p a r t i c i p a t i o n on the R e t e n t i o n
of M e n T e a c h e r s ...............................

81

24. The Effect of Income on M u si c D i v i s i o n G r a d ­
uates as Compared to O t h e r D i v i s i o n G r a d ­
uates on the R e t e n t i o n of M e n Teachers

. . .

83

25. The Effect of Having R e m a i n e d in the ^ r e a of
Training on the R e t e n t i o n of M e n T e a c h e r s

.

85

26. The Effect of the L e n g t h of M i l i t a r y Service
on the R e t e n t i o n of M e n T e a c h e r s ............

88

27. The Effect of Age at Time of G r a d u a t i o n on
the R e t e n t i o n of M e n T e a c h e r s ..............

90

TABLE

PAGE

28. The Effect of Esther*s Occupationel C l ass­
ification on the Re t e n t i o n of M e n Teachers
29. The Effect of
tion of M e n
30. The Effect of
tion of M e n
31. The Effect of
tion of M e n
32. The N u mbe r of
Married Men

.

92

F a t h e r ’s O r i g i n on the R e t e n ­
T e a c h e r s .........................

94

M o t h e r ’s O r i g i n on the R e t e n ­
T e a c h e r s .........................

95

Marital Status on the R e t e n ­
Teachers

..............

96

Children in the Families of the
Graduates of Milw aukee State

Teachers College

(1932-1946)

Returned the Questionnaire

Who Had

. . . . . . . . .

98

33. The Effect of the Size of Family on the
R e t ention of M en T e a c h e r s .....................

99

34. The Effect of Wishing to Prepare S p e c i f i c ­
ally for Teaching at the Time of Entry into
College on the R e t e n t i o n of M e n Teachers

. .

100

35. The Effect of Teaching Immediately After
Graduat ion on the R e t e n t i o n of M e n Teachers

102

36. The Effect of the Time Lapse B e t w e e n G r a d ­
u ati o n and the First Teaching P o s i t i o n on
the R e t e n t i o n of M e n T e a c h e r s ..............
37.

104

The Effect of the First Teaching Assi gnment
on the R e t e n t i o n of M e n T e a c h e r s .............

106

TABLE

PAGE

38. The Numb e r of Y e ars 93 M e n Who Had L e f t
T e a c h i n g and Never R e t u r n e d

H a d Taught . . •

107

39. The Numbe r of School P o s i t i o n Changes by
M e n who Had N e v e r Left T e a c h i n g ............

108

40. The Eff ect of the Extent of P r e p a r a t i o n for
the Initial Teach ing a s s i g n m e n t on the
R e t e n t i o n of M e n T e a c h e r s ...............

110

41. The Effect of M e e t i n g Prob l e m s D uri n g the
First Y ear of Teac hing for which Teacher
T r a i n i n g Had Not P r e p a r e d Them on the
R e t e n t i o n of M e n T e a c h e r s ..............

Ill

42. P r o b l e m A r e a s Listed by M ilwaukee State T e a c h ­
ers College M e n Graduates

(1932-1946) W ho

Had A n s w e r e d the Questionnaires . . . . . .

113

43. The Effect of Tenure on the R e t e n t i o n of Men
Te a chers

..................

1 14

44. The Effect of Tenure on M e n Who H a d Taught
Les s than T en Y ears Compared to the M e n
Who Had Taught Ten Y e ar s or More on the
R e t e n t i o n of M e n in the P r o f e s s i o n

. . . .

116

45. Reasons for R e m a i n i n g in Teaching G i v e n by
M e n Graduates of M i l w aukee State Tea chers
College

(1932-1946) Who Had Never Left the

P r o f e s s i o n ......................................

118

TABLE

PAGE

46. Reasons for Re t u rnin g to Teaching Given by
47 M e n Who Had Left the P r o f e s s i o n and
R e t u r n e d ........................................

120

47. Reasons for Not Having Taught Given by M e n
Who H a d Graduated from Milwaukee Gtate
Teachers College

(1932-1946) and Who Had

Not Entered the P r o f e s s i o n ...................

122

48. Reasons for L e a v i n g Teaching Given by men
Who H a d Left Teaching

at Any Time

. . . . .

124

49. Occupations of M e n Not in Teaching at the Time
of the d u r v e y .................................

129

CHAPTER I
THE PR O BLEM
This is a study of the men graduates of Milwaukee .State
Teachers College

(now known as Wisconsin state College,

Milwaukee, Wisconsin)

from the year 1932 through 1946.

The

purpose of this study was to determine, through the use of a
questionnaire, the factors that had influenced the retention
of these m e n in the teaching profession.

The term teaching

profession as used in this study was meant to include m en in
administrative,

supervisory, and consultant capacities.

There were a number of reasons why the m en graduates of
the Milwaukee State Teachers College were chosen for this
investigation.
group of m e n who

It had been deemed desirable to study a
could reasonably be assumed to have com­

pleted their college careers qualified to teach.

The M i l ­

waukee State Teachers College, wit h its emphasis on teacher
preparation, offered such a group of men.

Its graduates had

to complete practice teaching and were also required to take
numerous courses in education in order to graduate, and thus
could be assumed to have been equipped to enter the p r o f e s ­
sion.

In most instances the practice teaching had covered a

period of an entire year and had offered opportunities to
work wit h children of different age groups.

2
Reasons for Selecting the P r o b l e m
The professional as well as popular literature written
after the conclusion of World W ar II stressed the assertion
that a serious shortage of teachers existed.

The lack of an

adequate supply of m e n teachers was especially noted.

Arti­

cles were appearing w hich related the reasons w h y teachers
were leaving the teaching profession.

It seemed that writers

for popular magazines were in agreement that low pay was the
paramount reason for the exodus from the profession.

The

type of treatment accorded teachers by school boards,

school

administrators, and members of the community also received
frequent m e n t i o n . 1
The professional literature also indicated a trend away
from teaching.

In Evansville, Indiana a postwar employment

survey was made in w h ich 18,201 replies to questionnaires
were r e c eived.2
group.

There were 94 teachers'

returns in this

Sixteen had desired to return to teaching, while 78

had not.

This represented an 83 per cent loss to the p r o ­

fession.

Of the 78 not wishing to return to teaching 45 had

Lois iviacEarland and David G. Wittels.
I'm Through
Yrfith Teaching.
Saturday Evening P o s t . 219 (Nov. 9, 1946),
pp. 16-17.
Elizabeth Irwin and Leonard Paris.
Why Teachers <^uit
School.
C o l l i e r s . 118 (August 24, 1946), pp. 20.
Orval C. Husted.
I Was Driven Out of Teaching.
Nations
B u s i n e s s . 35 (January 1947), pp. 62-7.
2 J. Park.
Postwar Occupational Wishes of Teachers and
Students Now In Industry.
School and S o c i e t y . 60 (August 5,
1944), p p . 94-5.

3
wanted, to r e m a i n in factory work a n d 11 had wan ted to seek
office positions.

P a r k s made the following observation con­

cerning his data.

"The reasons w h y these attitudes should

prevail

is not known,

nor can they be discovered by the data

at h a n d .
The Nations* Schools conducted a survey to determine
w h y t e a chers had left their positions.

A questionnaire was

sent to five hundred superintendents and the following r e ­
plies were received f r o m the 34 p e r cent of the superintend­
ents who had answered the q u e s t i o n n a i r e :4
8 0 # L o w salaries
78-/o B e t t e r opportunities in o t her fields
54# B e t t e r opportunities in other school systems
38/0 I nsecurity of tenure
18/o Restrictio ns on social habits
18/o P o o r living conditions
1 4 # Restrictions on marriage
6/o P o o r working conditions
3 # L a c k of professional status
2/o Disciplina ry problems
2# W o r k not appreciated
2/e Unsuited to teaching
l/o R estrictions on religion
The A n n a l s w h i c h is the official publicat ion of The
A m e r i c a n A c a d e m y of political a n d docial dcience devoted its
entire September, 1949
in Ajnerican Education".

issue to "Critical Issues and Trends
It was

interesting to note that the

shortage of teachers vwas approached from a quality as well

S Ibid . , p . 95.
^ Why Teachers Leave.
1944), p. 32.

Nations*

Schools.

34 (September

4
as a quantity point of view as was indicated in the foll o w ­
ing pertinent statement.
Of course, if "shortage” were defined in terms of
teachers v.ith the personal and professional qualifica­
tions American Society needs, the results would be
shocking.
The rewards offered by teaching have never
bee n and are not now, sufficient to attract and hold
against the competition of other vocational opportuni­
ties more than one-third to one-half of the number of
really adequate persons needed to staff our schools and
colleges.
A permanent cure for this kind of shortage
must be found.0
This professional magazine also stressed the need for
higher teachers'

salaries.

salaries were shown to be part

of the general p r oblem of increased funds for education,
ii study that had been made by the Council of state G o v e r n ­
ments was cited.
The big task ahead of the common school was made
known in M a y 1949 by publication of a comprehensive
national study issued by the Council of -State Govern ments.
The study disclosed that within the past decade
the median annual expenditure per pupil in the common
schools had risen from $82 to $178, state educational
aid to local communities had increased between 30 and
40 percent, and t e a c h e r s ’ salaries had risen from an
average of #1,093 to #2,440; but when these were adjust­
ed to the C o n s u m e r s ’ Price Index based on statistics of
the Bureau of Labor, the actual increase was only to
#1,448.6
Prior to the war the lack of young men in the teaching
profession had been considered critical.

Concerted efforts

5 .Edgar *». knight.
The Evolving and expanding Common
B c h o o l . Critical Issues and Trends in American Education.
Annals of the American Academy of political and oocial
Science.
265 (oeptember 1949), pp. 92-100.
6 I b i d ., p . 99.

5
had been made to urge young m en to consider entering the
teaching profession.

There were a number of reasons why it

had been regarded desirable to recruit xnen teachers.

Car­

riage was not as likely to alter the status of men in the
profession as it had frequently altered that of women.
Also, a m a n was more likely to establish a home in the com­
munity and thus contribute, not only to the school, but also
to the community welfare.

More important than the afore­

mentioned reasons was the fact that it was believed that
having m en as well as women teachers had a good effect upon
children.

The need Tor m e n in the elementary field was p a r ­

ticularly acute.

This had been almost exclusively a womens*

field.
World war II had expanded the possibilities for women
in fields other than education.

However, as Henry *T. Otto

stated:
Women have made themselves indispensable in numerous
business, industrial, c o m m e r c i a l , and service fields,
but there was a time w h e n teaching was about the only
major occupation in which it was considered appropriate
for w o men to seek employment.
One would think that the
vast increase in the number of vocational outlets for
women, the increase in the number of gainfully employed
w o m e n , and the corresponding tendency to bring about a
more balanced proportion of men and women workers in
each of the vocational fields would result in a more
even division of men and women in teaching.
If such a
trend is underway, it has not progressed far enough to
be noticeable.7

7 Henry J. Otto.
Principles of Hlementary Education
New York: Rhinehnrt and Company, Inc., (1949), p. 387.

educational leaders were becoming more concerned about
the lack of m en in the profession.

The need for boys and

girls to have contact w i t h m e n as well as w i t h w o m e n t e a c h ­
ers was noted.

The fact that it was possible for a boy or a

girl to go through elementary school and high school without
having had a m a n teacher w as a distinct possibility.
Louis K a p l a n had felt that some s ubstantiat ion of the
need for m e n in the schools was necessary.

He conducted a

survey8 v;hich had yielded some interesting results.
of 213 eminent psychologists,

A group

psychiatrists, psychoanalysts,

and sociologists had been questioned concerning the d e s i r ­
ability of having m e n teachers.

xhere had been 104 usable

replies and of this number 86 or 83 per cent indicated that
it was desirable to have m e n teachers.

Their replies y i e l d ­

ed six general premises.
1. The m a n teacher m a y help satisfy the paternal needs
of the child.
2. The m a n teacher facili tates the social development
of children.
3. k e n teachers influence the p e r s o n a l i t y of boys.
4. The m a n teacher exercises a favorable influence on
the personal adjustment made by girls.
5. k e n teachers enrich the emotional experience of
children.
6. k e n teachers are a favorable influence on the t e a c h ­
ing s t a f f . 9
If these findings were true it w as more

important than

ever to determine the status of m e n in the profession.

8 L o u i s Kaplan. More m e n for K l e m e n t a r y Schools*.
The .Phi Delta K a p n a n . 29 (march 1948), pp. 299-302.

7
Checking the biennial Surv ey of E d u cat ion in the U n ited
States for the years 1936 through 1946 the following s t a t i s ­
tics w ere found concerning the number of m e n in the teaching
profession.^-0
Y ear

Number of M e n

1936
1 938
1939-40
1 9 4 1-42
1943-44
1945-46

266,504
282,264
301,131
293,719
226,886
252,760

It was easy to p e r ceive that m en had left the pr o f e s s i o n
in considerable numbers.

While there had b e e n an increase

of 25,674 or an 11.4 per cent gain in 1945-46 w h e n compared
to the 1943-44 figures there was a deficit of 48,471 or a
16.0 per cent deficit w h e n compared to the 1939-40 figures.
However,

these figures had not shown the actual turnover of

m e n in the teaching profession.
mine

It was important to d e t e r ­

if m a n y m e n wer e a c t u a l l y m a k i n g a career of teaching.
Milwaukee state Teachers College had bee n attempting to

attract m e n into the teaching p r o f e s s i o n m a n y years prior to
the war.

The que stion arose as to w h e ther these me n had r e ­

main e d in teaching.

Attendin g

class reunions and h o m e c o m ­

ings had increased the feeling that these m e n had turned to

10 Federal Securi ty A g e n c y Office of education.
Statistical Summary of .education. 1942-44, Chapter 1, p. 28,
1944-46, Chapter 1, p. 26, 1947-48, Chapter 1, p. 49.
bien­
nial S u r v e y of education in the U n i t e d States, Washing ton D.C.
United States Government p r i nting Office.

8
pursuits other than t e a c h i n g .

I f this were true a serious

problem existed.
The men graduates of t h e
lege who had been i n f o r m a l l y

Aiilwaukee Btate Teachers Col­
c o n t a c t e d gave various reasons

for having left the p r o f e s s i o n .
sons was low salary.

Personal

been given as the r e a s o n for*

Foremost among these r e a ­
r e s t r i c t i o n s which had often

l e a v i n g prior to the war no

longer seemed to play a n i m p o r t a n t
who had left the field could,

It had seemed i m p o r t a n t

otate

ing and what had been t h e i r

sion?

indicated the factors

that

Teachers College left teach­
for leaving?

Also, and

h a d m e n remained in the p r o f e s ­

The periodical l i t e r a t u r e

why teachers were l e a v i n g

To what extent had men

reasons

of greater significance, w h y

follow-up of its grad­

to ascertain if these inform­

al observations had b e e n c o r r e c t .
graduates of the M i l w a u k e e

The number of men

o n l y be estimated as the col­

lege had not conducted a s y s t e m a t i c
uates.

role.

the

gave a good indication of

p r o f e ssion,

had

but it had not

b e e n influencing the r e ten­

tion of teachers.
Basic Ass u m p t i o n s

U p o n VJhich This otudy Bests

In approaching t h i s p r o b l e m

it was found necessary to

formulate a series of a s s u m p t i o n s w h i c h would aid in organ­
izing a study of this

type .

ed through contacts w i t h m e n

T h e assumptions were construct­
in the field of education,

readings in educational t e x t b o o k s and periodicals,

comments

of present and former teaching colleagues,
observations.

and personal

The assumptions formulated were:

1. A large number of m e n had left the teaching
profession.
2. One of the m a i n reasons m e n had left the teaching
p r o f e s s i o n w a s financial.
3. M e n w ho had started their teaching careers in or
t ransferred to a m e t r o p o l i t a n area had remained in
teaching longer than those who had begun and had
remained teaching in a n o n - m e t r o p o l i t a n area.
4. m en w it h higher grade point averages had a tendency
to leave the teaching profession.
5. Graduate w o r k had influenced m e n to r e m a i n in the
teaching profession.
6. m e n who had p a r t i c i p a t e d in the most e x t r a - c u r r i c ­
ular activities had a t e n d ency to leave the t e a c h ­
ing profession.
7. A higher p e r c entage of m e n who had graduated from
the secondary division,
divisions,

rather tha n from other

had a tendency to remai n in teaching.

8. m i l i t a r y service had influenced m a n y m en not to
return to the teaching profession.
9. .a serious d e p r es sion or a re c e s s i o n w o u l d hasten
a return to the teaching profession.

10. m e n w ho were older than most students at the time
of their g r a d u a t i o n had a t e n dency to remain in
teaching.
11. Z a nily bac k g r o u n d had an effect upon the retention
of m e n in the t e a chin g profession.
12. c a r r i e d m e n w i t h families had a t e n d e n c y to remain
in teaching.
13. m e n v.ho had entered college to t r ain speci fically
for teaching careers had a t e n d e n c y to r e ma in in
the profession.
14. The sooner after g r a d u a t i o n m e n had entered the
teaching profession,

the greater were their chances

of having remained in the profession.
15. The type of their first teaching assignment had an
effect upon the r e t e n t i o n of m e n in the teaching
profession.
16. The rate of m e n leaving teaching had b e e n highest
during their first three years in the profession.
17. The m e n who had made the least

job changes had a

tendency to r e m a i n in teaching.
18. The m e n who,

in their opinion,

had felt that they

had r e c eived proper teacher training had a tendency
to remain in the profession.
19. Security,

as reflected in teacher tenure, had a

ten dency to hold m e n in the profession.

11
20.

The m e n w ho had remained in teaching had done so
because of an interest in c h i l d r e n or personal
satisfac tion gained from teaching rather than
because of financial gain,

ease of work,

or other

so called "practical" reasons.
If these assumptions

could be p r o v e d or disproved it

would furnish i n f o r mation of importance to the M i l w aukee
State Teachers College as w ell as to the teaching p r o f ession
as a whole.
Signifi cance of the S tudy
Before beginning a study such as this and trying to
find out the soundness of the assum ptions

it was necessary

to formulate the p o s s i b l e values that m i g h t ensue from this
research.
seemed to

The values w h i c h it w a s thought m i g h t evolve
justify a study of this type.

These values were

as follows:
1.

To determine w h e t h e r the p r o b l e m of m e n teachers

leaving the p r o f e s s i o n was serious.

The returns from the

questionnaires should indicate w h e t h e r the m e n graduates of
M i l waukee Btate Teachers College were leaving the teaching
profession.

The extent of the exodus v;ould help to d e t e r ­

mine the seriousness of the p r o b l e m for the group surveyed.
It w o u l d help to substantiate or refute the claims of the
wr i t e r s who had stated that a serious situation existed.

12
2. To determine w h e t h e r

steps could be t a k e n to reduce

the number of m e n w ho had left the profession,

es p e c i a l l y to

w o r k in fields not closely r e l a t e d to teaching.

The replies

to the q u e s t i onn aires v/ould indicate the type of w o r k b e ing
done by m e n h a v i n g left the profession.

In a n a l y zing the

returns the r e a sons for m e n leaving or r e m a i n i n g in the p r o ­
f e s sion should b e come a p p a r e n t .

*<ith this i n f o rma tion it

should be p o s sible to develop p l a n s of a c t i o n w h i c h should
reduce the t e n d e n c y for m e n to leave teaching.

It should

indicate w h e t h e r some m e n who had left the p r o f e s s i o n should
never have entered it.
3. To determine w h e t h e r g r e a t e r effort should be m ade
to increase teacher salaries in order to compete w i t h a l t e r ­
native occupations.

This

study should c o n firm or deny the

claims made by educators that teachers believe t h e y are
underpaid.

A w a g e c o m p a r i s o n w o ul d be mad e b e t w e e n m e n who

had never taught, m e n w h o had taught and left teaching,
the m e n w ho had r e m a i n e d in teaching.

and

In the light of p o s i ­

tive findings the drive for high e r salaries for teachers
should then be continued or other areas p r o b e d to determine
the r e a s o n s for the exodus from the profession.
4. To determine v/hether certain a r eas in education,
such as the s e c o ndary level,

field of music,

erted a g r e ater hold on m e n t e a c h e r s .

etc.,

had e x ­

This should be of

p a r t i c u l a r value to M i l w a u k e e State T e a chers College as the
se c o n d a r y d i v i s i o n had seemed to a t tract a large number of

13
m e n but the number accepted for training was comparatively
small.

It would be interesting to see if the secondary divi­

sion had held more m e n in the profession than other divisions
of the college.

After the level or field w ith the greatest

holding power was determined it would be advisable to try to
ascertain whether more m en should be encouraged to enter
this level or field.
5. To determine what influence an unusual situation
such as the last war had on the holding power of the p r o ­
fession.

Because practically the entire group of men sur­

veyed were of military age it would be valuable to know if
leaving the profession for military duty would influence
many men to remain out of teaching.

If it had, this would

indicate a weakness of the profession.

Bither its a t trac­

tion for m en was not strong

or the teacher training program

had failed to eliminate m en

who were not suited

ing.

for teach­

On the other hand if men returned to teaching it would

be v/orth while determining the reasons for remaining in the
profession.
6. To determine how strong a factor tenure
holding men teachers in the

profession. Tenure

had been in
had often

been considered to be a strong factor in the retention of
teachers.

This survey should point out its relative strength

in influencing men graduates of Milwaukee Btate Teachers
College to remain in teaching.

It might indicate a need to

stress tenure as one of the advantages of the profession.

14
O n the other hand it might show tenure not to be a major
factor in keeping m e n in the profession.
findings

In a ny event the

should influence the attitudes of educators toward

the subject of teacher tenure.
7.

To determine if factors influencing the retention of

m e n in the teaching profession,
earlier studies,

that had not bee n noted in

could be discovered.

This should be one of

the most significant aspects of the study.

It would be im ­

portant to confirm or refute the findings of other studies
but beyond this and of greater value should be the d i s c o v ­
ery of factors which had not b een noted in earlier studies.
The scope of the questionnaire m a k e s it seem evident that a
greater number of factors could be checked.

If new signifi­

cant factors were determined it w o u l d act as a guide in
attacking the p r o b l e m of m a k i n g teaching more attractive and
thus influencing more m e n to enter the profession.

CHAPTER II
PR E V I O U S STUDIES
A ver y intensive search w as conducted to determine the
extent to w h i c h this p r o b l e m had b e e n surveyed by other
educators.

It was found that only a few studies had b e e n

made w h i c h w e r e closely related to the anticip ated study.
^ n early study m ade by J o s e p h Baer in 1928 had c o n c e r n ­
ed itself w i t h m e n teachers in the public schools of the
Uni ted S t a t e s . H

The historical ba ckground of m e n in the

teaching p r o f e s s i o n w a s presented.

However, Baer's approach

to the p r o b l e m had not emphasized the r e t e n t i o n of m e n in
the teaching p r o f e s s i o n and the factors affecting their r e ­
tention had not b e e n analyzed statistically.
Some valuable information concerning the number of me n
in the p r o f e s s i o n w a s presented but it concerned a period
prior to the d e p r ession of 1929.

For instance the figures

on the m e n teachers in the p r o f e s s i o n from 1870 to 1926 had
been presented.

Baer had stated that:

Figures on the percents of m e n teachers are a v a i l ­
able only since 1870, less than tv.ro generations.
In the

H
J o s e p h Alva Baer.
M e n Teachers in the P u blic
Schools of the U n i t e d S t a t e s . U n p u b l i s h e d Ph. D. thesis,
The Ohio State University, 1928, 318 n u m b e r e d leaves.

16
y ear 1870, 38.7 p e r c e n t of the t e a c h e r s in the p u b l i c
school w e r e men.
By 18 8 0 the p e r c e n t had r i s e n to 42.8
F r o m this l a t t e r y e ar until 1 9 2 0 the p e r c e n t g r a d u a l l y
d r o p p e d so tha t in the last na med year o n l y 14.1 p e r ­
cent of the p u b l i c school t e a c h e r s were men.
F r o m 1920
to 1926 the p e r c e n t rose to 16.8.
The year 1920 seems
to have b e e n tne lowest in p e r c e n t of m e n t e a chers
a l t h o u g h the rise since that time has b e e n s l i g h t . 12
The auth o r had. gone

on to r e vea l

that w h i l e mor e m e n

had e n r o l l e d in t e acher t r a i n i n g i n s t i t u t i o n s it had not
seemed p o s s i b l e that the p e r c e n t of m e n

in the p r o f e s s i o n

could be m a i n t a i n e d .
T h r o u g h the use of q u e s t i o n n a i r e s u s e r had sought to
de t e r m i n e w h y m e n h a d b e e n leaving
and als o w h y m e n h a d r e m a i n e d

the t e a c h i n g p r o f e s s i o n

in the field.

B a e r had stated

that:
q u e s t i o n n a i r e s w e r e r e t u r n e d by 383 m e n v/ho have
left t e a chin g for o t h e r v o c a t i o n s . N e a r l y all of these
m e n give i n a d e q u a t e s a l a r i e s a p r o m i n e n t p l ac e in the
r e a s o n s for their d e c i s i o n to leave the p ro f e s s i o n .
O t h e r p r o m i n e n t r e a s o n s w ere that there w as no o p p o r ­
t u n i t y for a d v a n c e m e n t in teaching; that there wa s no
f i n ancial future in the p r o f e s s i o n ; that there wa s no
chance for p r o v i d i n g for old age; that there w as too
m u c h u n c e r t a i n t y in tenure; that there is too m u c h p o l i ­
tics in h o l d i n g a job; and m a n y gave p e r s o n a l reasons
suc h as health, a dislik e for w o r k and so on. 3
B a e r had p r o v i d e d an i n t e r e s t i n g t a b u l a t i o n of the
f a c t o r s v/hich h a d i n f l u e n c e d m e n to leave t e a c h i n g . 14

1 2 Ibid. , p.

294.

1 3 I b i d ., p . 295.
1 4 I b i d . , p p . 66-69

17
Reaso ns p e c u l i a r to the p r o f e s s i o n
209 I n s u f f i c i e n t s ala r y
83 No future in teaching; no chance for advancement
42 No financial future
35 No p r o v i s i o n for old age
21 Too m u c h movi ng; too m a n y dif ferent jobs
19 Too m u c h r o u t i n e
15 O n l y nine m o n t h s employment
9 General i n e f f i c i e n c y of p r o f e s s i o n
8 j.ork too
confining
7 Too
m u c h expense to keep up t r a i n i n g (oummer
school)
6 Too m u c h c o m p e t i t i o n (too m e n y women, too few men)
3 Too confinin g
3 kxces sive demand on time w i t hout compensation
3 D i s a g r e e a b l e duties, p e t t y troubles, p e tty
a n n o yances
2 Too
much supervision
2 Too
m u c h contact w i t h immature
m i nds
2 Constant change in teaching m e t h o d s
2 P r e d o m i n a n c e of f o s s ilized professor s.
Handicap
of p e r s o n a l i t y and character d e v e l o p e d in old
tea chers
18 R e a s o n s a p p e a r i n g only once
532
Public
41
11
8
7
6
4
3
3
2
2
2
2

a t t i t u d e s - - r e l a t i o n s of teacher to public
Too m u c h p o l i t i c s (petty politics, etc.)
B o ards of e d u c a t i o n source of irr itation
L a c k of a p p r e c i a t i o n by publ i c
Too m a n y bosses
P o o r b u s iness m e t h o d s in conduct of schools
P e t t y bickerings, etc.
R e s t r i c t i o n s p l a c e d on teachers
L a c k of sympathy, support, etc.
P u b l i c attitude that teachers are not human
B o ards and p u bl ic t h ink they ow n you
C o m m u n i t y factions
L a c k of opp o r t u n i t y to w i n r e c o g n i t i o n in
c ommunity
5 R e a s o n s a p p e a r i n g only once
94

P e r s o n a l reasons
68 To take up a n o ther line of w o r k
39 To make m o r e m o n e y
22 H e a l t h
16 Dislike for teaching
13 I n s u f ficie nt adult contacts
12 Mor e p e r s o n a l f r e e d o m
11 Differences w i t h superior officers

18
10
9
7
5
4
4
4
3
2
2
2
2
2
2
14
235

L a c k of training
Des i r e for adult a nd m a s c u l i n e associat ions
ho p e r s o n a l develo pment
W a n t e d o u tdoor w o r k
G r e a t e r independence
I n t e n d e d to use t e a ching as a stepping stone
D e s i r e to be o wn boss
V e n t u r e o u s d i s p o s i t i o n (try something new)
W a n t e d p e r m a n e n t home
Chance for self e x p r e s s i o n
Desire for larger p ar t in comm unity and state
affairs
Desir e to use a b i l i t y in a b i gger w a y
To the general good of the cause of e ducation
Too m u c h w o r r y
R e a s o n s a p p e a r i n g only once

A n o t h e r question naire had been sent to a group of
teachers and admini s t r a t o r s .

T h e y w e r e to express t h e m ­

selves concerni ng w h y they had remained

in teaching.

A q uestionnaire as to w h y m e n continue teaching was
a n s wered by 474 teachers, principals, supervisors and
superintendents.
The m a i n r e a s o n w h i c h t h e y give is
that they like and enjoy the w ork.
Other reasons are,
o p p o r t u n i t y for service and for g r o w t h through service;
love for y o ung people; t e a ching gives an opp o r t u n i t y for
continued study and growth; t e a c h i n g offers a good
b e g i n n i n g salary; the r e m u n e r a t i o n w h i l e small is steady
a nd fairly sure; teaching is honorable, w o r t h while,
respectable; and so on.
iviany of the m e n chose the p r o ­
f e s s i o n b e cause it w a s the quickest w a y to cash in on
their college training.
T hey have continued either
fro m inertia, or because they like the work, and are
w i l l i n g to p ut up w i t h h a n d i c a p s .15
The deta iled list of reasons w h y m e n had remained in
teaching that had b e e n compiled by Baer follows:^-6
186 Like the work; enjoy the work; love the w o r k
95 O p p o r t u n i t y for service; g r o w t h through service

15 i b i d . , p.

296.

Ibid., pp. 88-90.

19
78 Lo v e for y o u ng people; desire to be w i t h and help
y o u n g p eo p l e
65 B e g a n t e a c h i n g b e c a u s e it gave a n o pp o r t u n i t y
for cont in ue d s t u d y a n d growth; lovers of books
and learning
46 T e a c h i n g convenient and quickly remunerative;
offers good b e g i n n i n g salary
45 R e c o g n i z e d a nat ur al a ptitude for the w o r k
37 R e m u n e r a t i o n w h i l e small is stea dy and fairly
sure; one m a n says p a y is ample to raise a f a m i ­
ly and send t h r o u g h college
33 Tra in ed e s p e c i a l l y for teaching, and ha vi n g a
large investment in t r a i n i n g
32 T e a c h i n g is honorable, wo r t h w h i l e , respect ab le
31 Teac hi ng runs in the family; f a mi ly tradition;
i nfluence of p a r e n t s
28 iMo o p p o r t u n i t y to change; l a c k of cepital to
start in business; too m a n y r e s p o n s i b i l i t i e s to
r is k changing
26 E n j o y p l e a s a n t a s s o c i a t i o n s a nd social a d v a n ­
tages
23 E n t e re d t e a c h i n g t h r o u g h the influence of other
t eachers
22 s t a rt ed teaching as a s t e p p i n g - s t o n e to some
o t he r w o r k but have co nt in ue d tea c hi ng
21 I n t e r e s t e d in education, or some p h a se of it
18 P r o m o t i o n s and salary increases have indicated
success
12 f o r ki ng conditions good, ho urs short; va cations
pleasant
10 E n j o y a d m i n i s t r a t i v e w o r k - - l e a d e r s h i p and
responsibility
8 E x p e r i e n c e all in education; too late to change
to a n y t h i n g else
6 leaching gives leisure to f o l l o w hobbies and
s e c o nd ar y interests
6 P h y s i c a l l y i n ca pa ci t at ed for ot her w o r k
4 Local e n v i r on me n t de t e r m i n e d t r a i n i n g toward
t e a c hi ng
4 deemed "called" to t e a c h
4 nrief ex pe r ie nc e substituting, etc. indicated
success as a teacher
3 I n t e r e s t e d in improving t e a c h in g m e t h o d s
3 A p p r e c i a t i o n and confidence of p u p i l s have kept
in
3 Con ti nu ed b e c a us e no other w o r k seemed better
3 Teachers* r e t i r e m e n t fund n o w holds
3 O f f e r e d early income on w h i c h to m a r r y
3 R e a d i l y entered w i t h ou t m u c h p r e p a r a t i o n
3 K n e w n o t hi ng about other v o c at io ns
3 H a b it and inertia kept in p r o f e s s i o n

20
18 Nine of two each.
Two a r e w o r t h y of notice:
T w o chose t e a c h i n g b e c a u s e m a r k e t for civil
e n g i n e e r s w a s f l o o d e d in 19 09-10,
T w o sel ec te d
t e a c h i n g b e c a u s e t h e ir o wn cho i ce s of v o c a t i o n
w e r e t h w a r t e d b y t heir fathers,
18 Of one each.
One m a n still f e e ls that he has
w o r k to d o .
999
B a e r had f o u nd that the m e d i a n m a n v/ho had left t e a c h ­
ing, h a d t a u g h t s e v e n years, w a s out of t e a c h i n g for five
years a n d w a s r e c e i v i n g a s a l ar y of # 4 , 7 0 0 a year.

T his had

m a d e his t a l e n t s w o r t h a b ou t twice as m u c h as t hey w e r e w h e n
he had left t e aching.
left t e a c h i n g w e r e

O n e - h a l f of the t o t al group w h o had

in sales wo rk.

three m o n t h s of g r a d u a t e w o r k . ^ 7

The m e d i a n m a n h a d about
The m e d i a n m a n in the

t e a c h i n g group h a d t a u g h t

23 y e ar s an d w a s n o w r e c e i v i n g a

s alar y of #3,349 a year.

he had had a b o ut a year of g r a d ­

uate t r a i n i n g . 18
I n 1 93 2 T h o m a s B r e i t w e i s e r m a d e a s t u dy c o n c e r n i n g the
occupational

s t a b i l i t y of the g r a d u a t e s of P e n n s y l v a n i a

o t at e T e a c h e r s Co lleges.

T h is

sur v ey had c o n c er ne d itself

w i t h b o t h m a l e an d fema l e g r a d u a t e s as w e l l as w i t h g r a d u ­
ates f r o m two a n d t hree year

courses of study.

f r o m 13 of the 1 4 state norma l

17 I b i d . , p.

296.

1 8 I b i d . , p.

297.

Graduates

sch oo ls and t e a c h e r s aolleges

19 T h o m a s J o h n B r e i t w e i s e r .
o c c u p a t i o n a l o t a b i l i t v of
the G r a d u a t e s of P e n n s y l v a n i a Btate T e a c h e r s Colleges. 1 9 1 0 1930.
P a y e t t e v i l l e , ra.: The Graft rress, Inc., 1932, 165 pp.

21
in Pennsylvania had been used in this study.

The years

1910, 1915, 1920, 1925, and 1930 had been chosen as r e pr e­
sentative years and questionnaires had been sent to all of
the individuals graduating in those years,
10,554.

a total of

The number of usable replies was 4,108.

breitweiser had stated his p r o b l e m as follows:
It is the p r o bl em of this study to determine the
tendency of the graduates of teachers colleges in P e n n ­
sylvania to remain in teaching, the pr of ession for which
the state trained them.
The study will also attempt to
ascertain what effect the length of the course has upon
the professional stability of the graduates.
It will
try to ansv/er the question, does the age of the graduate
at the time of graduation have any bearing on the permanecy of the teacher?
The study will indicate some of the reasons given
by btate Teachers College graduates for not continuing
in the teaching profession.
There will be an attempt
ma<ie to find out how m any of those v/ho discontinued
teaching have a desire to teach again.
A n attempt v/ill also be made to analyze the social
and educational backgrounds of the students v;ho enter
and complete a teachers course, and thus become p o t e n ­
tial teachers in the C om m on we al th .20
creitweiser had found that there were more males in
teaching than in any other occupation,

however,

twenty

years after graduation 61.4 per cent of the male graduates
were not teaching.

The percentage of graduates teaching

had kept increasing until 1930 w h e n 80 per cent of both
male and female graduates had been teaching.

"The results

indicated that the state teachers colleges of Pennsylvania

20 Ibid., p. 10.

22
are training their students for teachers but a large per
cent of their graduates do not remain in teaching
oermanently •" 21
It was also found that among male graduates the longer
the course the longer m e n had remained in teaching,
the author had continued:

nowever,

"The m a ny exceptions to this g e n ­

eral statement and the fact that the number remaining in
teaching is so small make it evident that the mere le ngthen­
ing of the course will not m e a n more permanent t e a c h e r s ."22
Age at graduation had not played an important part in deter­
mining who had remained in teaching,

nowever,

somewhat qualified by the following statement.

this fact was
"The teaching

graduate has a slight tendency to be older at graduation
than the non-teaching g r a d u a t e . " 23
The year 1930-31 had been used to check the reasons for
having left the profession.

Out of 190 males 137 had r e ­

plied to the question concerning their reasons for having
left the teaching field,

breitweiser had tabulated these

reasons.24
55 oalary too low, to get better pay
20 To enter some other profession

21 I b i d . ,
P • 40
22 I b i d . , P • 47
23 I b i d .,
P. 73
24 I b i d . , P. 75

23
17
9
9
8
7
4
3
3
1
1
137

To enter some college, continued study
A r m y service
Too m u c h p o l it ic s
Did not like teaching
Illness, ill h e al th
ho future w i t ho ut degree
To accept business, p r e f e r bus in es s
To f a rm
D i f f i c u l t y w i t h b o a rd
To help p a r e nt s

In addition, B r e i t w e i s e r had found that the more years
that had elapsed after hav in g left teaching,
there had b e e n to return,

a

the less desire

m e d i a n 3.Q0 years

taught by the n o n - t e a c h i n g males.

had b ee n

The lar ge st number of

graduates had come from the homes of farmers.
To check the h o l d i n g p ower of other p r o f e s s i o n s b r e i t ­
w e i s e r had sent 22 letters to p r o f e s s i o n a l
received lb replies.

schools and had

These rep li es had indicated that most

p r o f e s s i o n s had held their members,

but this fact had not

b e e n s c i e n t i fi ca ll y determined.
I n 1941 F l orence Gr e en ho e made an analysis of the com­
m u n i t y relatio n sh ip s of 9,122 p u b l i c school t e a c h e r s . 25
The tea ch er s had b e e n selected as a national sample and b o th
sexes were

included.

from lay persons,
training.

Correla ti ve m a t e r i a l had b e e n obtained

school board members,

and teachers in

Com mu ni ty contacts had b een lis te d under three

25 F l o r e n c e G r e e n h o e . Co mm u ni ty Co ntacts and
P a r t i c i p a t i o n of T e a c h e r s . W a s h i n g t o n D. C.: A m e r i c a n
Council O n P u b l i c Affairs, 1941, 91 pp.

24
headings:

1. professional

and 3. leisure pursuits.

services,

2. citizenship

contacts,

The study had b ee n largely limited

to the third category.
The m aj o r i t y of teachers who had been surveyed had come
from small communities.
the fact that:

The author had called att en t io n to

Mnhen community backgr ou nd s are investigated,

it is interesting to note that 51.4 per cent of the teachers
came from communities wi t h a p o p u l a t i o n under 2 , 5 0 0 . " 2^
Interest in teacher community contacts in this study
had b een centered around four m a j or points.
1. Teachers m o b i l i t y
2. social fitness for teaching
3. Teacher rea c ti on to community codes
4. Teacher p a r t i c i p a t i o n in or ga ni ze d community life
It had been found that wh ile teachers had m o v e d rather
frequently they had m o ve d in a rather limited radius.

c>o-

cial fitness had b e en m e a s ur ed t h r o ug h a l i b e ra li sm conserv­
atism scale.

Greenhoe had m a d e an interesting discovery

concerning scores on the l i b e r a l i s m conserv at i sm scale.
On the latter score, students were found to be most
liberal, w i t h teachers second and school board members
last.
A m o n g the practical implications dr awn from the
data was the fact that rating group at t itudes are so far
apart that job-seeking students, for example, w ill be
forced to m o d i f y m a n y of the at titudes r evealed in

26 Ibid., p. 14

25
ans w e r to our questi on n ai re or else they w ill endanger
their chances for employ me nt as t e a c h e r s . 27
R e g a r d i n g c o m m u n i t y p a r t i c i p a t i o n it had been found
that the average teacher had p a r t i c i p a t e d in four co mm u ni ty
functions.

Church w o r k and pa re n t teacher a c ti vi ti es w e r e

the only a c t i v i t i e s
leadership.

in v/hich they had e x e r t ed m u c h social

C o n c e r n i n g conduct codes it had b e e n found that

teachers w e r e d e f i n i t e l y restricted.

The auth or stated that:

"Cl ea rl y t ea ch e r s are a r e s t r i c t e d and i nh ibited group, but
for that m a t t e r all p r o f e s s i o n a l p e r s o n s are bound by the
e x pe c ta ti on s of the pub li c as v,*ell as by the ethics of their
p r o f e s s i o n ." 2©
The study had c on cluded that the teacher had r a r e l y b e ­
come a n integral p art of the community.
G r e e nh oe had stated that,

"Our basic

In e x p l a n a t i o n

i n t e r p r e t a t i o n rests on

the p r e m i s e that the so ciology of the teacher is the s o c i o l ­
o g y of the s t r a n g e r . " 29
I n 1943 Ger al d L. P o o r made a study of teacher turnover
and had confined it to the small h i g h schools

in m i c h i g a n . ^ O

This survey had not dealt w i t h a great deal of mat er ia l

27 Ibid., p.

77.

28 L o c . C i t .
2 ^ Loc. Cit.
30
G e r a l d L. Poor.
A S t u dy of the Ext en t and Causes of
T e a c h e r Tu rn o v e r in Small H i g h Sch oo ls of M i c h i g a n . U n p u b ­
lish ed Ph. D. thesis, U n i v e r s i t y of M ic higan, 1943, 204 numb,
leaves.

26
pertinent to the study at hand.

Teacher turnover is only

one facet of the p r o b l e m of retaining teachers in the
profession.
P o o r ’s study had used both male and female respondents.
The conclusion had b e en reached that teacher turnover was a
serious p r o b l e m Dut that the amount of teacher turnover d e ­
sired was a debatable

question.

Poor had found that the

higher the standards of the school as judged by accrediting
agencies the lower the turnover had been.
The m ajor reasons for teachers having left a position
had been low salaries,
It was

and preferring w o r k closer to home.

significant that a change of superintendents had had

a disturbing effect on teachers and that the efficiency of
school a d mi ni st r at io n had b e e n reflected in teacher turnover.
A study made in 1946 by J a y L. P y l m a n had concerned
itself with the stability of the teaching p r o f e s s i o n . 31

The

study centered around the 2,000 teacher candidates who had
been trained in M i c h i g a n and certificated in 1920.

The

following significant conclusion had b e en reached.

"The

teaching profession,

in terms of the 1920 institutional

product followed through approxi ma t el y a quarter of a cen­
tury,

is relatively u n s t a b l e .

2

Jay L. Pylman.
The ot ab ll it y of the Teaching
P r o f e s s i o n . U n p u b l is he d PJf.D. t h e s i s , University or Michigan, 1946, 275 numb, leaves.
O
T W * A

^

O CZC\

27
The 192Q candidates had been 65 per
per cent had be e n under 21 years of age.

cent wom en and 40
Three out of four

had had two years or less of college training.
been 1,649 usable

There had

case histories and out of this number 491

or 27.98 per cent had been actively engaged in teaching,
greater persistence had been found among the men as 40.8
per cent had remained in teaching as compared to 27.4 per
cent of the w o m e n .

Retention had been found to be higher

among older teachers certificated in 1920 and those who had
had the greatest amount of training had been more likely to
remain in teaching.
rylman had u sed the premise that a profession was not
stable unless more than a majority of those who had begun
teaching in any one year had remained for a career.

It was

found that separation had been greatest during the early
years in the teaching profession end that by the end of the
third year 50 per cent of the separations had occurred.

Con­

cerning job changes it was found that two out of three re ­
tentions had changed

jobs at least once while three out of

five separations had changed jobs at least once prior to
having left teaching.
The conditions responsible for individuals having left
the profession had been p l a ce d in two m ajor categories by
Pylman.

These categories were personal and social status

and professional security,

pylman had found that the p e r s o n ­

al and social status of teachers was not enviable.

6ix out

28
of e v e ry ten r e s p o nd e nt s had cited financial or social r e a ­
sons for lea vi ng teaching.

^ome had felt that artificial

r e s t r a i n t s and i rr ational i nt er fe re n ce s w ere

imposed upon

teachers w h il e others felt that a l ack of social,

cultural,

r ec r e a t i o n a l and avocat io n al o p p o r t un it i es had aggravated the
problem.
teachers.

It was felt that too m a n y don*ts were imposed upon
The o p i n i o n was stated that the t e a c h e r ’s personal

life should be divorced f rom school life.
U n de r the c a t e go ry of pr o f e s s i o n a l s e c u r i t y it was found
that one out of five re po r t e d p ro f e s s i o n a l
reas on for lea vi n g the profession.

insecurity as the

It was n o t e w or th y that

45 per cent of the m e n listed economic reasons for resigning
as compared to 16 per cent of the women.
P y l m a n had s um ma ri ze d his fin d in gs as follows:
In summary, then, since the p e r c en ta g e of memberr e t e n t i o n is inordin at el y low, the rate of s ep aration
is v e r y rapid, job co nstancy is lacking, and w o r k i n g
conditions in the field are c h a r a ct er i ze d by lack of
satisf a ct or y p e r so na l and social status, inadequate p r o ­
fessional security, and low financial r e w a r d s . ^
In P y l m a n * s s t udy r e t en ti on w a s trea te d as one phase or
factor in the i ns ta bi l it y of the teaching profession.
h a d stated that:

He

"Among the f a c to rs contri bu ti ng toward

instab i li ty in the t eaching p r o f e s s i o n are excessive turnover
and t r a n s ie nc y in service and per ma ne nt

s e p a ra ti o n from the

p r o f e s s i o n after only a brief p e r i o d of service.**2,4

53 I b i d . , p . 272.
34 Thld . . n . 112.

29
These studies had p r e s e n t e d a co nsiderable amount of
val ua bl e in f o r m a t i o n but had only p a r t i a l l y a n s w e r e d some of
the questions rais ed in the p r e v i o u s chapter and had no b e a r ­
ing on others,

.all of the studies w i t h the e x c e pt io n of

baer's had p e r t a i n e d to b o th sexes and this w o u l d make it
difficult to use some of the findings w h e n comparing them
w i t h those of a n all male population.

It w o u l d def in it e ly

have a bear in g on the reasons for leaving the profession.
B a e r ’s study w h i c h had dealt w i t h m e n o nly had covered a p e ­
riod p r i or to 1930.

This study w a s the o n ly one that had

s p ec i fi ca ll y delved into reas on s for h a v in g re mained in the
p r o f e s s i o n as w ell as reas on s for having left the profession.
It w o u ld be valuable to see if the p r e s e n t study s u b s t a n t i ­
a ted caer' s fi ndings

in this area.

joreitweiser *s study had also covered a p e r i o d prior to
1930.

He found out the relati on sh ip b e t w e e n leng th of the

course of study and l e ng th of time in d iv id ua ls had re m ai ne d
in teaching.

The p o p u l a t i o n to be su rv ey ed in the present

study had no individuals w h o had t aken less than a four year
course w h il e B r e i t w e i s e r fs had g r a d u at es f ro m two and three
year courses.

B r e i t w e i s e r *s findings co nc erning age at time

of g r a d u a t i o n w o u ld be compared w i t h the findings concerning
the M i l w a u k e e State Te achers College m e n graduates.
O reenhoe had made a v a l u a b l e so ciological as well as an
educational study in having centered her w o r k around the
four m a jo r sociological

factors w h i c h w e r e enumerated

30
earlier.

The findings concerning these factors might give

a lead to possible reasons for m e n teachers having remained
in or having left the profession.

However, one must take

into consideration the fact that the ma jority of the p o p u ­
lation had come from communities of under 2,500 population
while the populat io n in the present study was predominently
metropolitan.
P o o r ’s study had treated one aspect of the problem,
namely teacher turnover, among a particular group of t e a c h ­
ers.

Teacher turnover had not necessarily indicated the

number of teachers who had left the profession.

It had,

however, presented reasons for leaving a particular p o s i ­
tion w hich might lead to an in d i v i d u a l ’s eventually leaving
the profession.
Pylman had presented an interesting approach to the
problem but had limited the study to the certificated t each­
ers from one year,

namely 1920.

There were definite l i m i t a ­

tions to have studied the teachers certificated in only one
year.

Also, P y l m a n ’s group had contained teachers with two

years or less of training.

The premise presented by Pylman,

that a profession was not stable if less than a majority of
those who began teaching in any one year remained for a
career, was not only interesting but useful.

It could be

used as one measuring device to determine the stability of
the m e n teachers reporting for the early years of the p r e ­
sent survey.

31
The studies discussed in this chapter had all contrib­
uted information which should indicate factors w hich had
influenced the retention of men in the teaching profession,
nowever,

it was felt that a study, wider in its scope,

should not only confirm or reject previous findings but
should also uncover additional factors whi ch were respon­
sible for the retention of m e n teachers.

CHAPTER III
PROCEDURE,
a

The present

L I M I T A T I O N , a HD POSITIVE

R r E C T o OP THE STUDY

s t u d y h o p e d to be able to amplify and

supplement the f i n d i n g s of the studies discussed in the p r e ­
vious chapter.

Th e

qu es tionnaires were sent and returned

in 1950 and t h e r e f o r e w o u l d furnish recent data to use in a
solution of the p r o b l e m of the retention of m e n teachers.
The fact that the

st udy concerned itself with an all

male group should a g a i n be noted.

The only previous study

which had pe rt a in ed o n l y to m e n was B a e r ’s study.
B a e r ’s study w a s

However,

c o n d u c t e d prior to 1929 and thus would not

furnish the p r o f e s s i o n w i t h recent data.
The present

stu dy covered a 15 year period and thus

would present v a r y i n g

conditions at the time of graduation.

This would avoid the w e a k n e s s sometimes found when studies
are made in w h i c h the gr ad u at es of only one year are survey­
ed or if five or t e n y e a r

intervals are used.

In this study

no one year w o u l d u n d u l y influence the findings.
It was h o p e d to be able to show the effect of a factor
such as military s e r vi ce on the retention of m en teachers.
Therefore, the g r o u p of m e n chosen for the survey was p a r ­
ticularly good b e c a u s e w i t h few exceptions they were of
ml i itarv ace at

the time of world V*ar II.

33
Each of the m e n contacted in this study had his b a c h e ­
l o r ’s degree.

This was an advantage over previous studies

because in m a n y instances individuals with two and three
years of training were included in the groups surveyed.

It

was felt that a ma n with less than the minimum amount of
training required to teach in most communities would place
restrictions on the findings of a survey which would result
in biased findings.

Also, it was felt that it was advanta­

geous to compare m e n who had begun teaching with essentially
an equal amount of training.
This study would pertain only to men graduates from a
particular college and would therefore concern itself with
m e n who had relatively equal or comparable training.

The

findings pertaining to this group would be compared with
other groups studied whenever such comparisons were feasible.
In addition,

it was expected to be able to analyze

factors which had not been considered in other studies.

The

background of the m e n graduates of Milwaukee iitate Teachers
College would be studied.

Factors such as grade point aver­

age, extra-curricular activities, and the division from
w h ic h graduated and their effect upon the retention of men
in the teaching profession would be considered.

Family

background from the standpoint of f a t he r’s occupation and the
p a r e n t s ’ place of birth would also be checked.
factors such as graduate work,
service,

In addition,

the influence of military

the possible influence of a depression or

34
recession, marital status,

tenure, and attitude toward

teaching at the time of college entrance w ould be analyzed.
It was hoped that this more intensive analysis of the
background of the m e n graduates of Milwaukee State Teachers
College would present a clearer understanding of the factors
w h ic h had affected the retention of m e n in the teaching p r o ­
fession .
A more intensive analysis would be assured through the
statistical treatment of data whenever it was feasible.
Mer el y to compute the data and then draw conclusions from
the compilations without using a statistical measure might
lead to faulty conclusions.
Procedure
The first step w a s to receive the tentative approval of
the graduate committee to a llow this study.
was to contact Dr. J. Martin Klotsche,
waukee State Teachers College.

The next step

the President of M i l ­

The proposed project was

favorably received by Dr. Klotsche and a committee of M i l ­
waukee State Teachers College faculty members.

The committee

believed that the sxudy could be of considerable benefit to
the college as well as to the teaching profession.
The construction of the questionnaire was next.

M a r­

ly in the wo r k on the questionnaire it had become apparent
that some open-end questions would be needed.

The immediate

prob le m was to determine the kind of responses that might
be exnected from the use of open-end questions.

As a trial

35
three open-end questions were formulated and permission was
obtained to present them to the m e n in a graduate course in
education.

All of the m e n who answered the questions were

or had b e en directly engaged in teaching.

The three ques­

tions were:
1. List all of the reasons you can w h i c h have acco un t ­
ed for your remaining in the teaching profession.
Please be as specific as possible.
2. List all of the reasons you can w h i c h have a c c ou nt ­
ed for your friends or yourself contemplating l e a v ­
ing the teaching profession.

Please be as specific

as p o s s i b l e .
3. List the problems wh ich you met in your first t each­
ing po sition for w h ic h your teacher training had not
prepared you.

Please be as specific as possible.

On the basis of the responses to these questions it had
b e en deemed advisable to include some open-end questions in
the questionnaire even though the responses would not lend
themselves to statistical analysis.
with the advice of individual members of the graduate
committee a preliminary draft of the questionnaire was
drawn.

Copies of this draft were submitted to the graduate

committee and also to some members of the Milwaukee btate
Teachers College faculty.

These people had some pertinent

suggestions and as a result some questions were altered.
The questionnaire was then ready for pretesting.

It was

given to a group of twenty m e n graduate students for their
appraisal.

They answered the questionnaire and critically

examined the questions for ambiguity and clarity.

There

were several questions that needed to be reworded but on a
whole the questions were found to be understandable.

The

tabulation of the responses indicated that the questionnaire
was usable and w o u ld lend itself to statistical analysis.

A

meeting w i t h the graduate committee gave final authorization
for the study.
Covering letters to accompany the questionnaire were
written.

One of these was written by Or. Klotsche.

The

letters explained the purpose of the study and appealed to
the m e n graduates of Milwaukee £>tate Teachers College to a n ­
swer the questionnaire because of its value to the college
and its educational significance.

It is certain that Dr.

k l o t s c h e fs excellent covering letter had a marked influence
on the very fine return.
The questionnaires and covering letters could have
been mimeographed, printed, or multilithed.

It seemed that

a mimeographed communication would not have the prestige
value of one that was printed or multilithed.

The educators

who had been consulted had agreed with this decision and it
undoubtedly had an effect on the favorable reception a c c o r d ­
ed the questionnaire \ hich was multilithed.

The covering

letters and the questionnaire in its final form are p r e s en t­
ed in the appendix.

37
The task of locating the present addresses of the m e n
graduates from 1932-1946 was difficult and time consuming.
The Milwaukee £>tate Teachers College Registrar was most h e l p ­
ful in making it possible to compile a list of the m e n g r a d ­
uates over the desired period.

The names were listed by

year of graduation and the division from w h i c h the m e n had
graduated.

The individual file of each graduate showed the

home address while attending college but only if a recent
request for a transcript had b ee n received wa s a usable a d ­
dress given.

The alumni association officers refused access

to their files and thus m a n y hours were needed to locate r e ­
cent addresses of the m e n graduates.
alumni members,

However,

individual

the college teacher placement office,

f ac ­

ulty members of the college, and the Wisconsin Education
A ssociation in Madison, Wi s co ns in were most helpful in
bringing the addresses up to date.

As m a n y of the m e n

graduates had families living in the Milwaukee area an in­
tensive telephone campaign w a s very successful.
Table one showed the number and the distribution of m e n
graduates.
In analyzing the records of the m e n graduates it was
found that some m e n had carried on their college training
over a long period of time.

They had taught a number of

years and then had returned to college or they had attended
summer sessions over periods of from three to ten years or
more.

It had been felt advisable to eliminate this group

38
TABLE 1
M E N GRADUATES OF M I L W A U K E E STATE
TEACHERS COLLEGE (1932-1946)

Rural
Kdg.
Elem. Music S e c o n d * E x c e p t . St. Grad.Prm.Total

Y ear

Art

1932

3

1

4

18

0

1

27

1933

4

6

16

29

2

0

57

1934

10

5

10

33

0

1

59

1935

10

28

10

21

2

4

75

1936

4

40

5

16

1

2

6Q

1937

8

24

10

15

5

5

67

1938

10

32

13

8

2

1939

10

26

9

13

9

67

1940

8

36

10

18

4

76

1941

12

33

10

12

6

73

1942

14

29

9

15

3

70

1943

6

16

7

13

5

47

1944

2

7

1

4

1

15

1945

5

5

0

0

1

11

1946

6

9

0

4

1

20

112

297

114

219

42

Total

1

13

1

66

798

39
from the study for a number of reasons.

The comparison of

the length of service of this group with the men graduates
from 1932-1946 would have been difficult.

Several other

factors that were to be compared would be thrown off by
having included this g r o u p .
w o ul d be m u c h higher.

Age at time of graduation

Summer school attendance would not

have offered the same opportunities for extracurricular
activities as regular attendance.

The college program

would have varied greatly if too long a time span had been
covered.

Finally, the m e n who had been eliminated from the

study would not have been fully trained at the time of their
graduation from less than a four year course and this would
have influenced their responses concerning their needs and
the problems they had met at the time of graduation.
There had been no four year rural state graded g r a du ­
a t e s after 1937 so the 13 graduates prior to that time plus
the one kindergarten primary graduate were deleted.

The m e n

who had been omitted had represented approximately eight per
cent of the total group.

Table two had showed the distrib­

ution .
The number of graduates who were deceased or whose
address w as unknown was exceedingly small,

namely 28.

This

represented approximately three and one-half per cent of
the total number of graduates.
tribution of this group.

Table three shows the d is ­

40
TABLE 2

1 932

3

1933

1

1934

2

1935

1

1

1

•

Year

Rural
Elem.
S
e
c
o
n
d
.
M
u
s
i
c
E
x
c
e
p
t
.
Art
S t . Grad.

»t p,
V

M E N G R A D U A T E S OF M I L W A U K E E STATE
T E A C HE RS COLLEGE (1932-1946) W H O W E R E
O M I T T E D F R O M THE S T UD Y

1

Total
4

2

5

1

1

4

1

2

4

8

1936

1

1

2

4

1937

1

2

5

10

1938

3

1939

3

1940

2

2

3

5

2

2

1

2

1941

2

1 942
1943

1

2

1

1

1

5
4

2

1944

1

1945

3

3
4

1946

1

3

Total

8

25

1

4

12

1

13

1

64

41
TABLe 3
}/F,N GRA.iXJA.Tjio * HO ««£RE +jl>2eAoBD
OR FOR «H0L5 IT V»AS Ii-POoolBLe TO OBTaIK
A RBCBJvT aDDRSSo

Year

Art Elementary

Ausic secondary exceptional

1932
1933

1

1934

1

1

1935

2

3

1

Total

1

1

1

2

1

3

1

7

1936

1

1937

1

1

2

1

1

4

1

2

1938

2

1939

1

1

1940

1

1941
1942

1

1

2

3

1

1943

1

1

1

1944

0

1945

0

1946

0

Total

9

7

5

6

1

26

42
After eliminating

the a b o v e groups it w a s p o s s i b l e

to

send q u e s t i o n n a i r e s to

a p p r o x i m a t e l y 88 p e r cent of

the

g ra duates.

706 q u e s t i o n n a i r e s w e r e sent

out b e ­

31, 1950.

the

a

total of

t w e e n J u l y 15 a nd J u l y

Table four showed

d i s t r i b u t i o n of t hi s g r o u p .
A p e r i o d of three m o n t h s w a s a l l o w e d bef o re the actual
t a b u l a t i o n w a s begun.

The r e t u r n s w e r e m o s t g r a t i f y i n g as

503 q u e s t i o n n a i r e s w e r e a n s w e r e d w h i c h m e a n t a 71 per cent
return.

Considering

was excellent.

the 15 year span covered,

the r e t u r n

A n a n a l y s i s of Table five reve al ed that the

retu rn s v.rere w e l l d i s t r i b u t e d w i t h i n e ac h d i v is io n of study
and w i t h i n each year of g r a d u a t i o n so that n o n r e s p o n d e n t
bias f r o m these two f a c t o r s w a s n e g l i g i b l e a n d unimportant.
No one y e a r had l o w e r than a 60 p e r cent r e t u r n and no one
d i v i s i o n h a d l o w er t h a n a 65 p e r cent return.
The a n s w e r s to the q u e st io ns w ere t r e a t e d s t a t i s t i c a l l y
whenever

it w a s fe a sible.

The s ta t i s t i c a l device u s e d most

f r e q u e n t l y w a s the chi square f o r m u l a w h i c h gave a measure
of the i n d e p e n d e n c e or the n o n i n d e p e n d e n c e b e t w e e n the
g r o u ps * su rv e y e d for the s pecific h y p o t h e s i s proposed.

In

set ti n g up the h y p o t h e s i s for t e s t i n g w i t h the chi square
formula,

the h y p o t h e s i s w a s a l w a y s stated so as to indicate

that no s i g n i f i c a n t d i f f er en ce w a s exp ec te d b e t w e e n the

* This refers to the b r e a k d o w n of the data into three
g ro u p s for the p u r p o s e of statistical analysis.
This is
~

“

'

- —

j-----—

^ 4

^ n r* o

43

TABLE 4
QUESTIONNAIRES SENT
ACCORDING TO FIVE CATEGORIES

Year

Art Elementary

Music

S e c o n d a r y Exceptional

Total

1932

3

1

4

14

0

22

1933

2

5

15

26

2

50

1934

7

4

10

31

0

52

1935

7

24

9

18

2

60

1936

4

38

5

15

1

63

1937

8

22

7

13

5

55

1938

8

28

12

7

2

57

1939

9

23

7

13

9

61

1940

8

34

10

17

4

73

1941

10

30

10

12

5

67

1942

12

27

8

15

3

65

1943

5

15

7

12

5

44

1944

2

6

1

4

0

13

1945

5

2

0

0

1

8

1946

5

6

0

4

1

16

95

265

105

201

40

706

Total

44
TABLE 5
QUESTIONNAIRES RETURNED
F R O M F I V E M A J O R F IELD CATEGORIES

Per cent
Return

Year

Art

1932

2

1

4

9

0

16

73

1933

1

3

12

17

2

35

70

1934

5

3

6

19

0

33

64

1935

3

17

7

14

1

42

70

1936

0

26

4

13

1

44

70

1937

3

18

5

6

3

35

64

1938

8

21

9

5

2

45

79

1939

9

16

6

11

6

48

79

1940

4

27

8

12

4

55

75

1941

7

22

8

11

4

52

78

1942

6

13

7

11

2

39

60

1943

4

12

5

6

5

32

73

1944

1

4

1

3

0

9

69

1945

4

2

0

0

0

6

75

1946

5

4

0

2

1

12

75

62

189

82

139

31

503

71

65

71

78

69

78

71

Total
P e r cent
Return

Elem. M u si c Second. E x c e p t . Total

45
groups b e i n g surveyed.

A r k i n a n d C o l t o n g ave a g ood e x p l a ­

n a t i o n of the use and s i g n i f i c a n c e of the chi square test.
The chi sq ua r e test m a y be u s e d to test a large
v a r i e t y of h y p o t h e s e s in m a n y fiel ds of c o m p a r i n g the
e x p e c t e d r e s u l t s (frequencies) b a s e d u p o n the h y p o t h e s i s
to be t e s t e d a n d the actual r e s ul ts o b t a i n e d b y s e c u r ­
ing o b s e r v a t i o n s . If the chi square test d e m o n s tr at e s
that the d i s p a r i t y b e t w e e n the actu al a n d the exp ec te d
f r e q u e n c i e s is too la rge to be a s c r i b a b l e to chance (if
p is less t h a n the s e l e c t e d fi ducial l imit of ft01 or
.05), the h y p o t h e s i s m a y be said to be f a l s e . 33
After
tion,

the d e g r e e s of f r e e d o m are t a k e n into c o n s i d e r a ­

the larger

the v a l u e

of chi square,

chance of the h y p o t h e s i s b e i n g false.

the g r e a te r the

The f a c t that a chi

square w a s not l arge w i t h a r e s u l t a n t h i gh er p r o b a b i l i t y had
not i n d i c a t e d th a t the h y p o t h e s i s p o s e d w a s true.
K e n d a l l had s t r e s s e d this

fact in their text.

Y u le and

T h e y stated:

We cannot p r o c e e d , however, in the r e v er se d i r e c ­
t i o n a n d say that if p is not small our h y p o t h e s i s is
p r o v e d correct.
A l l w e can s a y is that the test reveals
no g r o u n d s for s u p p o s i n g the h y p o t h e s i s incorrect; or
a l t e r n a t i v e l y , that so far as the chi square is c o n ­
cerned, data a n d h y p o t h e s i s are in a g r e e m e n t .36
I n all i n s t a n c e s w h e r e the chi square test w a s used,
Table 9 . 2 in S n e d e c o r ' s t e x t 37w a s
s i g n i f i c a n c e of chi square.

c o n s u l t e d to de te rm i ne the

If a p r o b a b i l i t y of

.01 or less

33 H e r b e r t A r k i n and R a y m o n d R. Colton.
A n O u t l i n e of
S t a t i s t i c a l M e t h o d s . N e w York:
B a r n e s and Noble, Inc.,
1939, p. 112.
36 G. U d n y Y u l e and M. G. K e n d al l .
A n I n t r o d u c t i o n To
The T h e o r y of S t a t i s t i c s . London:
Cha rl e s G r i f f i n and
Company, L imited, 1 9 4 5 , P • 423.
Town:

G e or g e W. Sn ed ec or , S t a t i s t i c a l M e t h o d s . Ames,
The Iowa State C ollege Press, 1946, p. 22.

46
was found,

the result was highly significant, and the p r o b a ­

bility w as followed b y two asterisks.
more than

.01 but no greater than

A probability of

.05 was significant and

was followed by a single asterisk.

A probability that was

not significant w o ul d be construed as having had little
effect on the pop ul a ti on tested.
Limitations of the Study
1. The study had confined itself to the m en graduates
of Milwaukee State Teachers College.
select stratified population.

This group was a very

The findings could therefore

be used m a i n l y to point out characteristics of the group
being studied.

Factors found to have had an effect upon the

retention of m e n teachers could only be related specifically
to the m e n graduates of Milwaukee State Teachers College.

A

generalization for the w hole teaching profession should not
be drawn from the findings of this survey.
2. The use of open end questions had its limitations.
The answers woul d be difficult to categorize.

Also, open

end questions w ould not lend themselves to statistical
analysis.
3. This survey, as is usually true of surveys where
m e mo ry is involved in answering questions, was subject to a
memory and a time lapse bias.

Over a period of years the

reasons for certain actions m i ght either consciously or
unconsciously be altered.

Thus,

it might be difficult to

47
e v ok e a n a c c u r a t e r e s p o n s e c o n c e r n i n g the r e a s o n s w h y a m a n
had left t e a c h i n g ten ye ars a g o .
4.

The use of a n y st a t i s t i c a l device w o u l d have certai

l im it at io ns .
test.

This w a s true of the use of the chi square

J u s t b e c a u s e a chi s q ua re i n d i c at i ng a p r o b a b i l i t y of

.05 or less h a d b e e n calculated,

it w o u l d not be a c er tainty

that there h a d b e e n s i g n i f i c a n t d i f f e r e n c e s b e t w e e n the
groups that h a d b e e n analyzed.

A s i g n i f i c a n t chi square

w o u l d l i k e l y be w r o n g abou t one in t w e n t y times at the
level.

.05

S n e d e c o r had sta te d that:

A sample f u r n i s h e s evidence, not proof.
This e v i ­
dence is to be a d d e d to that a l r e a d y a c c u m u l a t e d f r o m
e x p e r i e n c e a n d r e p o r t s of o t h e r r es earch.
U sually, also
t here is c o l l a t e r a l i n f o r m a t i o n a c c r u i n g du r i n g the
p r o g r e s s of the e x p e r i m e n t . It is the i n v e s ti ga to rs
r e s p o n s i b i l i t y to in te gr at e all this e v i d e n c e and to
r e a c h a decision.
Ke cannot evade this r e s p o n s i b i l i t y
m e r e l y b y citing a v a l u e of chi s q u a r e . 38
P o s i t i v e A s p e c t s of This S t u d y
W h i l e there h a d b e e n a n u m b e r of l i m i t a t i o n s to this
study it w a s felt that the p o s i t i v e a s p e c t s had o u tw eighed
these l i m i t a t i o n s .
1.

F a c t o r s of i m p o r ta nc e

w o u l d be noted.

for the t e a c h i n g p r o f e s s i o n

D e s p i t e the fact that it h ad dealt w i t h the

m e n g r a d u a t e s of one i n s t i t u t i o n there w o u l d be findings
w h i c h w o u l d be of value to the entire m a l e tea ch in g p r o ­
fession .

38 Ibid., p.

23.

48
2. A com pa ri so n w i t h other studies could be made.

The

findings of earlier m or e limited studies could be compared
w i t h the present study and trends noted.

Also,

the data

contained in these earlier studies could be brought up to
date .
3. O pen end questions w o u l d give inf or ma t io n w h i c h was
valuable a l t h ou gh it would not lend itself to statistical
analysis.

Also,

it w o u l d eliminate the channelizing of

responses in an area w here a w id e v a r i e t y of opinions mi ght
exist.
4. Chi square had its limita t io ns but it was felt that
it w a s p re fe ra bl e to use this statistical m e a s ur e rather
t han r e l y u po n a subjective analysis w h i c h w o u l d have c on ­
siderably less validity.
5. This study v.Tould be w ider in scope than previous
studies.

A greater number of factors w o u l d be studied in an

attempt to obta in valuable inf or ma t io n concerning the r e t e n ­
tion of m e n in the t e a ch in g profession.
6. Mi l w a u k e e State T eachers College should profit by
the r e s u lt s of this survey.

Beca us e

m e n gr ad u at es over a 15 year period,
w o u l d be v a l u ab l e

it was a survey of its
inf or ma t io n obtained

in p l a n n i n g for the p r e p a r a t i o n of the

m e n w h o entered M i l w a u k e e State Teachers College each year
to study s p e c i fi c al ly to become teachers.

The high p e r ­

centage of retu r ns should increase the value of this study
for the college.

CHAPTER IV
F I N D IN GS
For p u r p o s e s of ana ly si s the quest io n na ir es ret u rn ed
w ere b r o k e n d ow n into three m a i n categories, m e n w h o had
never taught, m e n w h o had left t e a ch in g at any time,

and

m e n w h o had never left t e a c h i n g (except for a p e r i o d of
m i l i t a r y service).

The d is t r i b u t i o n w i t h i n these three c a t ­

egories can be seen in tables six,

seven,

and eight.

There

w ere several i ns tances in w h i c h a further b r e a k d o w n of the
group that had left teac hi ng w a s necessary.

Therefore,

tables n i n e , ten, and 11 s howing m e n w h o had r e t u r n e d to the
p r o f e s s i o n and remained, m e n who had r e t u r n e d to the p r o ­
fes si o n and had left again,

and m e n w h o had left the p r o ­

f ession and had never returned, we r e pr es ented.

Finally,

table 12 showing the d is t r i b u t i o n of m e n not in teaching at
the time of the s u r v e y w a s compiled.
A check of tables six through 12 gave a n i nd ication as
to w h e t h e r a large number of m e n g r a d u a t e s f r o m the iiilwaukee State Teachers College had b e e n t e n di n g to leave the
t ea ch in g profession.

Table six showed that 17 per cent of

the m e n w h o had r e t u r n e d the q ue stionnaire had never taught.
This m e an t that a p p r o x i m a t e l y one out of every six gr aduates
had never taught after h a vi ng completed training for the

50
TABLE 6
MEN GRADUATES OF MILWAUKEE STATE
TEACHERS COLLEGE (1932-1946)
WHO HAD NEVER TAUGHT

Year

P e r Cent
Art Elem. M u s i c S e c o n d . E x c e p t . Total
R e tu r n

1 932
1933

1

1934

1

0

0

3

5

14

4

6

18

3

4

10

2

1

3

7

1
1
1

1935
1 936
1937

2

4

2

8

23

1 93 8

2

3

1

6

13

2

4

6

13

3

11

20

13

25

9

23

9

28

1939
1940

1

7

1941

2

3

1942

3

1

1943

1

3

2

4

2

5
1

3

1

1944

1

1

11

1945

2

2

33

1

2

17
17

1946

1

Total 1 4

29

5

33

4

85

P e r cent
Return
23

15

6

24

13

17

51
TABLE 7
MEN GRADUATES OF MILWAUKEE STATE
TEACHERS COLLEGE (1932-1946)
WHO HAD LEFT TEACHING AT ANY TIME

Year

Art Elem. Music S e c o n d . E x c e p t . Total P e r Cent
Return

1932

1

1933

1

4

6

38

1

3

6

10

29

9

27

1934

3

1

1

4

1935

2

7

2

5

1

17

41

6

1

15

34

2

14

40

16

36

8

1936
1937

1

6

3

2

1938

2

9

2

3

1939

4

5

2

3

4

18

38

1940

2

5

1

3

2

13

24

1941

2

3

1

2

8

15

1

2

2

8

21

1

1

3

9

2

4

45

2

33

2

17
29

3

1942
1943

1
2

1944
1945

2

1946

1

1

21

51

17

42

14

145

Per cent
R etur n
34

27

21

30

45

29

Total

52
TABLE 8
MEN GRADUATED OF MILWAUKEE STATE
TEACHERS COLLEGE (1932-1946)
WHO HAL NEVER LEFT TEACHING
(EXCEPT FOR A PERIOD OF MILITARY SERVICE)

Year

Art El e m . Music S e c o n d . E x c e p t . Total

Per cent
Return

1932

1

1

3

5

0

10

63

1933

0

2

8

8

2

20

57

1934

1

1

5

11

0

18

55

1935

1

10

4

6

0

21

50

1936

0

16

4

6

0

26

59

1937

0

8

2

2

1

13

37

1938

4

9

7

1

2

23

51

1939

5

9

4

4

2

24

50

1940

1

15

7

6

2

31

56

1941

3

16

6

6

U

31

60

1942

3

9

6

4

0

22

56

1943

2

9

3

2

4

20

63

1944

1

1

1

1

0

4

44

1945

2

0

0

0

0

2

33

1946

3

3

0

2

0

8

67

Total 27 109

60

64

13

273

54

73

46

42

54

Per cent
Return 44

58

53
TABLE 9
MEN GRADUATES OF MILWAUKEE STATE
TEACHERS COLLEGE (1932-1946)
WHO HAD RETURNED TO TEACHING AND HAD REMAINED

Year

Art

Elem.

Music

Second.

Except.

Total

1932

0

1933

1

1

1934

1

1

2

4

1935

1

1

1

3

1

1936

1

2
1

1937
2

1938
1939

1

1

1

2

2

2

2

1940

1

1941
1

1942

2

8

2

4

1

2

1

2
0

1943

1

1944

1

2
0

1945

0

3

10

2

10

6

31

54
TABLE 10
MEN GRADUATED OF MILWAUKEE STATE
TEACHERS COLLEGE (1932-1946)
WHO HAD RETURNED TO TEACHING AND Hk D LEFT AGAIN

Year

Art

Elem.

Music

1932

Second.

Except.

2

2

1933

Total

1

1

0

1934
1935

1

1936

2

1
3

1

0

1937

2

2

1938

1

3

1939

1

1940

2

2

1941

1

1

1942

1

1

1943

0

1 944

0

1945

0
0

1

8

1

5

1

16

55
TABLE 11
MEN GRADUATES 0E MILWAUKEE STa T^
TEACHERS COLLEGE (1932-1946)
WHO HAD LEFT TEACHING AND HAD LEVER RETURNED

Year

Art

1932

1

1933

Elem.

1

1934

2

1935

1

1936

5

Music

Second.

1

2

4

2

5

8

1

2

5

2

4

1

•13

4

1

10

2

13

5

1937

1

6

3

1

1938

2

7

2

1

1939

2

3

1940

2

1

1941

2

2
1

1942
1943

1

1944
1945

1
1

Except.

Total

12
1

3

7
7

1

5

1

5

1

2

1

1

3

1

2

1

2

2
1

1

L7

33

2
14

27

7

98

56
TABLE 12
♦

M E N GRADUATES OF M I L W A U K E E STATE
TEACHERS COLLEGE (1932-1946)
NOT IN TEACHING A T THE TIME OF THE SURVEY*

Year

Art Elem. Music S e c o n d . E x c e p t . Total Per Cent
Return

1932

1

0

1

4

0

6

38

1933

1

1

4

8

0

14

40

1934

3

1

1

6

0

11

33

1935

1

6

3

7

1

18

43

1936

0

9

0

6

1

16

36

1937

3

10

3

3

2

21

60

1938

4

10

2

4

0

20

44

1939

3

6

0

5

2

16

33

1940

3

10

1

6

0

20

36

1941

4

6

2

4

3

19

37

1942

3

3

1

7

1

15

39

1943

2

3

2

4

1

12

38

1944

0

2

0

1

0

3

33

1945

2

2

0

0

0

4

67

1946

2

1

0

0

1

4

33

Total 32

70

20

65

12

199

40

Per cent
Return
52

37

24

47

39

40

*This includes m e n who had never taught, m e n who had
left the profession and never returned, and men who had left,
returned, and left again.

57
t e a c h i n g p rofession.

The first year of the survey, 1932,

found that all 16 m e n w h o had r eturned t h e i r q ue s ti on na ir es
had entered teaching.

The year w i t h the highest pe rc en t ag e

of m e n who had n e v er taught w a s 1945 w i t h 33 pe r cent but
the number of m e n in college dur in g this w a r year w a s very
low.

The year 1943 w i t h 32 ret ur ns ind ic at e d 28 per cent

had never taught.

oince 1941 the tr end seemed to show a

larger p e r c e n t a g e of trained indivi du al s never h a v i n g e n t e r ­
ed the teaching p ro fe ss io n.
In table seven it w a s found that 145 m e n had left the
p r o f e s s i o n at some t i m e .
the total returns.

This a m o u n t e d to 29 per cent of

Tabl es nine,

ten,

and 11 showed a f u r ­

ther b r e a k d o w n of this group of 145 returns.

Thirty-one m e n

or 6 per cent nf the total gro up had r e t u r n e d to the p r o ­
f e s s i o n and had remained,

16 m e n or 3 p e r

cent of the total

group had r e t u r n e d to teac hi ng and had left again, w h i l e 98
m e n or 20 per cent of the total gr oup had left the p r o f e s ­
s ion and had never returned.
Table eight showed that

273 m e n r e p r e s e n t i n g 54 per

cent of the total retu rn s had never left t e a c h i n g except for
a p e r i o d of m i l i t a r y service.

The first three years of the

survey indicated that 55 per cent to 63 per cent of the
g roup h a d never left teaching.

It w o u l d s eem re as onable to

a ss um e that these three years v/ould r e m a i n above
during the next four years.
premise

50 per cent

If this o c c u r r e d and P y l m a n ' s

concerning the s ta bility of the p r o f e s s i o n was

58
accepted,

it w o u l d be safe to say that the graduates of

the early years represented a fairly stable group and that
the holding power of the profession in this group was
strong.

Pylman, as was stated earlier, accepted the premise

that a profession was not stable if a majority of the certi­
ficated teachers of any one year had not remained in t each­
ing for a career.
Table IS combined the tabulations of tables six, ten,
and 11 to obtain the total number of m e n who were not in
teaching at the time of the survey.
per cent of the total group

It was found that 40

surveyed were not in teaching at

the time the questionnaires were returned.

In other words

approximately four out of every ten m e n graduated during the
period of years from 1932 through 1946 had not been teaching
at the time of the survey.
Using Pylman*s premise it would appear that the men
graduates of the years 1932 through 1936 represented a
fairly stable group as 57 per cent to 67 per cent of the men
in these years were teaching.

However,

it appeared that the

years 1937 through 1946 would probably have less than 50 per
cent of their groups left in teaching at a date twenty
years after their graduation.

The 1937 figure* seemed to

*A check of the 1937 percentage in a Confidence table
indicated that the large number not teaching at the time of
this survey was not due to "chance” errors in sampling.

59
be out of line with the years immediately preceding and
following it so a closer check was made to see if a reason
for this extreme fluctuation could be found.

Of the 21 men,

eight had never taught and 13 had left teaching and never
returned.

The reasons given for not teaching by the eight

men were:

four had not obtained a job, two listed low pay,

and one never wanted to teach,
ing because of low pay.

8ix of the 13 m e n left teach­

It would appear that low salary had

been the m ain factor influencing the men leaving the profe s­
sion among the 1937 graduates.
The returns in general supported the hypothesis that
m e n had been leaving the teaching profession.

The graduates

of the years after 1936 appeared to be leaving at a faster
rate than those prior to that time.

It would appear that

the ivxilwaukee State Teachers College group of men who had
graduated in the earlier years of the survey had greater
professional stability than the group of m e n that Pylman had
studied.

Approximately 40 per cent of P y l m a n 1s group had

remained in teaching over a twenty year period compared to
63 per cent of the Milwaukee State Teachers College 1932
class,

60 per cent of the 1933 class, and 58 per cent of the

1934 class.

The groups in the present survey were beginning

their seventeenth, eighteenth, and nineteenth years of
teaching.
Before proceeding with the analysis of the question­
naires it was felt that an attempt should be made to check

60
the n o n - r e sp on de nt bias.

Therefore,

an effort w a s made to

o bt a i n informa ti on co nc er n in g the 197 m e n w h o had not
r e t u rn ed the q u e s t i o n n a i r e s .

It had been the feeling that

the m e n who had r e m a in e d in t e a c hi n g w o u l d be anxious to
cooperate w i t h a study of this type and thus w o u l d return
their questionnaires.

If this were true it might pose a

p r o b l e m in as m u c h as the u n r e t ur ne d questionnaires wo uld
represent m e n who had left teaching.

Thro u gh contacting

M i l w a uk e e State Teachers College alum ni and faculty members
it w as poss ib le to determine the p r e s e n t occupations of
eighty of the non-respondents.

The o ccupations ware as

follows:
Professional
43 Teachers
1 Social Work e r
1 M u s e u m Curator
1 R e c r e a t i o n W ork er
1 Rehabilitation Worker
1 Minister
1 Librarian
3 Mu s i c i a n s
1 Artist
3 Lawy er s
1 Dentist
1 M e t e o ro lo gi s t
1 P h y s i ci st

61
S e m i - p r o f e s s i o n a l and M a n a g e r i a l
1 P r e s i d e n t of U n i o n
2 Gift or A rt Shop P r o p r i e t o r
2 Tavern Proprietor
1 G r o c e r y Store P r o p r i e t o r
1 B u s i n e s s for Self
1 C lothing M a n u f a c t u r e r
1 Exporter
Clerical and Sales
2 Salesman
1 Insurance Underwriter
1 Time-study Man
Others
1 Church W o r k e r
2 Army Officers
1 R a d io A n n o u n c e r
1 R e l i g i o u s O r der
3 K n o w n not

to be te ac hi ng

A s t e achers r e p r e s e n t e d 54 p er cent of the no n- re tu r ns
c ompared to the same p e r c e n t a g e of the ret ur ns

it w a s a s ­

sumed that the n o n - r e t u r n p o r t i o n of the p o p u l a t i o n w a s not
h e a v i l y w e i g h t e d w i t h n o n - t e a c h i n g ind iv i du al s and therefore
did not differ s i g n i f i c a n t l y from the group re tu rn in g
questionnaires.
The res po ns e s to the i n q u ir y con ce rn in g p r e s e n t s a l a ­
r i e s indicated the m e d i a n salary range for the m e n v/ho had

62
never left teaching was #3,500 through $3,999 compared to
$4,000 through $4,499

for

the m e n who had never taught, and

$4,500 through $4,999

for

the m e n who had left teaching.

In listing the reasons for not having taught 35 per cent of
the m e n had indicated

low

salaries as the cause.

The m e n

who had left teaching gave even greater emphasis to this
factor as 92 m e n or 63 per cent of the group listed l o w s al ­
aries as a rea so n for aba nd on in g teaching as a career.

The

effect of income on the r e t e n t i o n of m e n teachers was e x a m ­
ined in table 13.
T A BLE 13
THE E F F E C T OF P R E S E N T INCGkE
O N THE RE T EN TI ON OF m EN TEACHERS

P r e s en t Income

Never
Taught

Left
Teaching

U n d e r $3,500

14

(18)

29

(31)

$3,500-$4,999

39

(43)

60

(77)

$5,000 and over

27

(19)

52

(33)

Total

80

141

Nev er Left
Total
Teaching
(58)

107

166 (145)

265

64

36
266

(63)

115
487

F igures in pa r en th es is indicate the expected number
based on the total population.
Hypothesis: There was no significant difference between
the groups on the r e t e nt i on of m e n in the teaching p r o f e s ­
sion due to present income.
degrees of f r ee do m = 4
chi square
=11.57
p r o b a bi l it y
0.01**

63
The h i g h l y sig ni f ic an t

chi square indicated that p r e s ­

ent income h ad had a n effect u p o n the r e t e n t i o n of m e n
gra du a te s of the M i l w a u k e e State T e a c h e r s College in the
teaching profes si on .

I n a n a l y z i n g the table

it w a s evident

that the group that had never left te ac hi ng h a d not had the
numb er of m e n in the .$5,000 and over bra c ke t that w o u l d be
e xpected on the b a s is of the total group studied.

Thus,

it

was d e t e r m i n e d that the o p i n i o n e x p r e s s e d in current l i t e r a ­
ture to the effect that t e a ch er s w e r e leaving the p r o f e s ­
sion b e c a u s e of low sa l ar ie s w a s

sup po rt ed b y the fact that

the group w h i c h had r e p o r t e d the hig he s t salaries w e r e the
m e n who had never t a ug ht and the m e n w h o had left teaching.
R e g a r d i n g s u p p l e m e n t a r y income it w a s found that 65 per
cent of the m e n w h o h ad never left t e a c h i n g s up p le me nt ed
their income w i t h p a r t time w o r k compared to 37 per cent of
the m e n w h o h ad left teaching,
w h o had never t a u g h t .

and 19 per cent of the m e n

For w o r k i n g w i v e s on a p art time or a

full time b a s is the p e r c e n t a g e s w e r e

El p e r cent,

cent,

It w o u l d s ee m to be i n ­

and 15 per cent respec ti v el y.

d i c a te d that if m e n

21 per

in t eaching could not have supplem en te d

the income from their t eaching p o s i t i o n s t h ey m i g h t have had
to leave the p rofession.
The R e s e a r c h D i v i s i o n of the R a t i o n a l E d u c a t i o n A s s o c i ­
a t i o n in November,

1 950 p u b l i s h e d some v e r y per ti n en t data

concerning t e a c h e r s 1 salaries.

Teachers*

salaries were

64
compared to dentists and lawyers for the years 1929 through
1949.

The comparisons for the year 1949 were as follows:
The average salary of teachers was #2,890.

The average income of dentists was #7,146,
147.3 per cent higher than teachers.

or

The m ed i a n income of dentists was #6,140, or
112.5 per cent higher than teachers.
The average income of lawyers was #8,083, or
179.7 per cent higher than teachers.
The m e d i an income of lawyers was #5,787, or
100.2 per cent higher than teachers.39
This public at io n had gone on to show that teachers sal­
aries did not compare favorably w ith Federal service e m ­
ployees.

The bulletin concluded that:

W i t h trends in prices and wages as they are today,
teachers are again losing ground in comparison with
other employed groups in the United States.
The relative
economic rewards in prospect for the young persons con­
sidering teaching as a profession are relatively less
than they were before »«orld War I I . Only by substantial
increases in basic salary schedules can the prewar s t a­
tus be regained and the w ay will then be open for r ais­
ing salaries to truly professional l e v el s. 40
This data presented by the National Education A s so ci a­
tion indicated that the m e n graduates of Milwaukee State
Teachers College had experienced the same salary problems as
teachers in general.

39 Economic Status of Teachers in 1950-51.
Schools and
Current Economic T r e n d s . Release No. 2, Research Division,
National Education Association, Washington, D. C., 1950, p. 20.
40 Ibid., p. 30.

65
At the time of gra du a ti on 433 of the 503 m e n who r e ­
t ur ne d questionnaires had listed M i l w a u ke e County, most of
w h i c h could be considered a m e t r o p o l i t a n area,
home r e s i d e n c e .

as their

This was 81 per cent of the group and i nd i ­

cated the pr esence of a strong m e t r o p o l i t a n influence.
W i t h this ba c k g r o u n d it seemed likely that those m e n who had
o btained a tea ch in g p o s i t i o n in a m e t r o p o l i t a n area wo uld
tend to rema in in teaching in lar ge r numbers than the m e n
w h o had obtained p o s i t i o n s in n o n - m e t r o p o l i t a n areas.

The

effect of the size of the community in w h i c h the first t e a c h ­
ing assignment w a s held u po n the re te n ti on of m e n in the
teaching p o s i t i o n w a s examined in table 14.

66
TABLE 14
T H E E FF E C T OF T H E SI EE OF THE COMMUNITY
OF THE F I R ST TE A CH I N G A L I G N M E N T
ON THE R E T E N T I O N OF MEN TEACHERS

Population

L e f t Teaching

Never Left
Teaching

Total

U n der 5,000

39

(48)

102

(93)

141

5,000 to 99,999

52

(45)

78

(85)

130

1 00,000 and over

46

(44)

81

(83)

127

Total

137

261

398

F igures in par en th es i s indicate the expected number
based on the total population.
Hypothesis:
There w a s no significant difference b etween
the groups on the r e t e n t i o n
of m e n in the t eaching p r o f e s ­
sion
due to the size
of the community of
the first teaching
assignment.
degrees of
f r e e do m = 2
chi square
- 4.37
probability
0.12
The n on si gnificant chi square indicated that the size
of the community in w h i c h a first teaching assignment was
held had not af fe c te d the re t e n t i o n of m e n graduates of the
M il waukee State Teachers College in the teaching profession.
Small communities had not caused significant differences
b et we en the groups studied.

However,

it was felt that it

would be advisable to see if any trend could be noted by
comparing present teaching locations w i t h first teaching

67
assignments for the m e n who had never left teaching.

The

chi square test did not lend itself to this data so a p e r ­
centage comparison was made as shown in table 15.
TABLE 15
A COMPARISON OF FIRST TEACHING ASSIGNMENTS
W I T H PRESENT TEACHING AS SI GN ME NT S
IN R E L A T I O N TO SIZE OF COMMUNITY

Size of Community

First
Assignment

Present
Per cent Increase
Assignment
or Decrease

Open country

10

1

-90

Under 2,500

65

14

-78

2,500 to 4,999

27

19

-30

5,000 to 9,999

13

21

62

10,000 to 24,999

24

33

38

25,000 to 49,999

31

37

19

50,000 to 99,999

10

20

100

100,000 and over

81

113

40

No answer

12

15

273

273

Total

U po n inspection table 15 showed a decrease in men r e ­
m a i n in g in communities under 5,000 and an increase in all
communities in categories over 5,000.

An attempt was made

to determine w h y a 62 per cent increase occurred in the
communities numbering 5,000 to 9,999 inhabitants which could

68
be considered relatively small communities.

Nine of the 21

men held administrative positions and eight made salaries of
#5,000 and over.

Thus, it was quite probable that finances

plus administrative possibilities were factors in attracting
these m e n to smaller communities.

Considering the entire

table it would appear that there was some tendency among m e n
who remained in the teaching profession to be attracted to
larger communities but this trend was not pronounced.

There

were certain factors which made it very difficult to analyze
the data found in table 15.

There was a natural population

growth in many small communities which was known to exist
yet which would be impossible to ascertain from the avail­
able data.

An individual’s first assignment might have been

in a community approaching 5,000 and at the time of the sur­
vey that same person might be in the same community but the
population might now be over 10,000.

This would indicate a

shift in the table toward a teaching position in a larger
community yet no physical move had taken place, nor could
it be ascertained that the person in question had desired
a teaching assignment in a larger community.
Another factor that had to be considered was the
growth of consolidated schools which would cut down on the
number of available smaller community assignments.

The

consolidated school has in some states practically elimin­
ated what used to be known as the open country school.

This

69
led into the p r o b l e m of reporting the size of a community.
A n individual teaching in a c onsolidated school mi ght have
rep or t ed the size of the community in w h i c h the school was
a c t u a l l y located or might have reported the size of the c o m ­
m un it y served by the school.

This p r o b l e m also existed for

the m e n teaching in one of the numerous sub ur ba n d e v e l o p ­
m e n t s w h i c h had "mushroomed" w i t h i n the last t e n years.

An

individual m i g ht report the actual p o p u l a t i o n of the d e v e l ­
opment or consider himself a part of the m e t r o p o l i t a n area
and report the p o p u l a t i o n of that unit.

Also,

a community

of 5,000 in an isolated area w o u l d have a different connota­
tion from a similar p o p u l a t i o n group contig uo us to a larger
city.

The evidence does not p o in t toward a strong m ove of

m e n teachers toward lar ge r communities,

and if it had, the

above qualifications w o u l d make it imperative that the in­
t er pr et at io n of such data w o u l d of n e c e s s i t y have had to
been made w i t h reservations.
In considering the scholastic a c h i e v em e nt s of the group
being surveyed the following had to be kept in mind.

To

p r a c ti ce teach at M i l w a u k e e otate Teachers College a stu­
dent had to have a 1.3 average,

thus,

the p o o r e r students

w e re eliminated earlier in their program.
under consid er at io n a rath er select group.

This made the m e n
Nevertheless,

there w a s a range of from 1.0 to 2.9 at the time of
graduation.

A m o ng g at herings of college graduates it had

70
frequently been hinted that teaching had received the "cast
offs" and the poorer students.

If this were true of the

Milwaukee State Teachers College graduates one would find
the m e n with the higher grade point averages had left teach­
ing or had never taught.

Table 16 shows the grade point

averages of the men who returned the questionnaires.

How­

ever, before interpreting the data in this table it should
be observed that the following grading system is used at
Milwaukee state Teachers College.
as follows:

Grade points are earned

A equals three grade points per c ^ d i t hour, B

equals two grade points per credit hour, C equals one grade
point per credit hour, and D and E equals no grade points
per credit hour.
Table 16 showed the median grade point average for each
of the three groups being studied to have been 1.8.

To f u r­

ther analyze the data a breakdown into below average, a v e r­
age, and above average was made.

The effect of the grade

point average on the retention of men teachers was examined
in table 17 .

71
TABLE 16
GRADE P O I N T A V E R A G E S OF ME N NRO R E T U R N E D THE QUESTIONNAIRE

Grade point
averages

Never
Taught

1.0

0

0

1

1

1.1

0

1

3

4

1.2

1

3

4

8

1.3

7

5

9

21

1.4

5

10

25

40

1.5

5

17

16

38

1.6

9

9

30

48

1.7

10

23

32

65

1.8

12

16

21

49

1.9

6

12

33

51

2.0

11

12

33

56

2.1

7

13

18

38

2.2

1

10

18

29

2.3

3

6

9

18

2.4

1

5

6

12

2.5

3

2

2

7

2.6

1

1

5

7

2.7

2

0

3

5

2.8

0

0

1

1

2.9

0

0

1

1

1
85

0
145

3
273
1.8

4
503
1.8

None available
Total
Median

1.8

Left
Teaching

1.8

Never Left
T eaching

Total

72
TABLE 17
THE E F F E C T OF G R A DE P O I N T A V E R A G E S
ON T HE R E T E N T I O N OF M E N TEACHERS

Grade Po int
Ave ra g es

Never
Taught

Left
Teaching

B e lo w average
1.0 to 1.5

18

(19)

36

(32)

A ve ra ge
1.6 to 2.2

56

(56)

95

(98)

Above average
2.3 to 2.9

10

( 9)

14

(15)

Total

84

145

Never Left
Teaching

58

Total

(61)

112

185 (182)

336

27
270

(27)

51
499

Figures in p a r e n t he si s indicate the expected number
based on the total population.
Hypothesis: There w a s no significant difference between
the groups on re tention of m e n in the t eaching p r o f e s s i o n
due to grade point averages.
degrees of f r e ed om = 4
chi square
=1.02
probability
0.90
The nonsignificant chi square indicated that grade
point average had no effect on the r e t e n t i o n of Milwaukee
State Teachers College m e n graduates in the teaching p r o f e s ­
sion.

High or l o w grade point averages had not caused s i g ­

nificant differences between groups.
A n a l yz in g table 17 from a percentage standpoint it was
possible to a s c e rt ai n that each of the three groups had r e ­
ceived approx im at e ly equal percentages of their total group

73
in the above average category.

The percentages were 12 per

cent, 10 per cent, and 10 per cent for those who had never
taught, those who had left teaching, and those who had never
left teaching groups respectively.

In numbers those who had

never left teaching had the most men because as a total
group it was larger than the other groups.

This was impor­

tant for Milwaukee State Teachers College because it demon­
strated that the teaching profession was receiving its p r o ­
portionate share of the better students from an academic
viewpoint.

However,

it must be noted that Milwaukee State

Teachers College having been predominently a teacher train­
ing institution had attracted a high percentage of men in­
terested in becoming teachers.

On the other hand because of

finances some m e n attended the college even though their
major interest was not in teaching.

Milwaukee State Teach­

ers College had offered these men an opportunity to receive
a college training at a minimum cost.

They were able to

concentrate on work in areas which would enable them to
transfer to other professional areas with a minimum loss of
credits if an opportunity to change arose,

*ilso, some of

these men would teach for several years and then enter other
fields of work.
Continuing to check academic background the questions
pertaining to graduate study were tabulated and analyzed.
The effect of the number of credits of graduate study taken

74
on the r e t e n t i o n of m e n tea ch er s in the p r o f e s s i o n wa s
e x a m i n e d in table 18.
T A B L E 18
T H E E F F E C T OF T H E N U M B E R OF G R A D U A T E CREDITS
O N T H E R E T E N T I O N OF M E N T E A C HE RS

Number
of Credits
0 to 10
11 to 30
over 30
Total

N e ve r
Taught

Left
T e a c hi ng

N e v e r L ef t
Teaching

Total

20

( 9)

29

(22)

37

(55)

86

3

(12)

32

(26)

70

(67)

105

24

(26)

46

(59)

166

(151)

236

47

107

273

427

F i g u r e s in p a r e n t h e s i s indicate the e x p ec t ed number
b a se d on the total p o p u l a ti on .
Hypothesis: There w a s no signif ic an t differ en ce b e t w e e n
the gro up s on the r e t e n t i o n of m e n in the teac hi ng p r o f e s ­
sion due to the n u m b e r of credits of gr aduate study.
degrees of f r e e d o m = 4
chi square
= 34 .32
probability
.01**
The h i g h l y significant

chi square i n d i ca te d that the

numb er of credits beyond the b a c h e l o r ’s d e gr ee had a n effect
u pon the r e t e n t i o n of m e n g r a d ua te s of M i l w a u k e e State
Teachers College in the te aching p r o f e ss i on .

A gre at er n u m ­

ber of credits caus ed a si gn if ic an t differe nc e b e t we en
groups.

75
This raised the p oint as to w h e t h e r the att ai nm en t of
degrees had influen ce d the r e t e n t i o n of these m e n in the
teaching profession.

It h ad seemed l i k e l y that it would.

The effect of the type of degree h el d on the r e t e n t i o n of
m e n t e a c h e r s w a s e x a m i n e d in table 19.
T A B L E 19
T H E E F F E C T O F THE T YP E OF D E G R E E H E LD
O N T H E R E T E N T I O N OF M E N T E A C H E R S

Type of Degree

Never
Taught

Left
Teaching

N e v e r L ef t
Teaching

Total

Advanced

28

(47)

62

(80)

188 (151)

278

B a c h e l o r *s

57

(38)

83

(65)

85 (122)

225

Total

85

145

F i g u re s in p a r e n t h e s i s indicate
b a s e d on the total po pu la ti on .

273

503

the e x p e c t e d numb er

Hypothesis: There w a s no si gn if i ca nt d if ference b e t w ee n
groups on the r e t e n t i o n of m e n in the tea ch in g p r o f e s s i o n
due to the type of degree held.
degrees of f r e e d o m s 2
chi square
=36.42
probability
.01**
The h i g h l y s i g n i f ic an t chi square indicated that the
type of degree h e l d had had an influence u p o n the r e t en ti on
of M i l w a u k e e State T e a c he rs College m e n g r a du a te s in the
teaching p rofession.

Thus it w a s r e c o g n i z e d that the m e n

76
who had remained in the teaching pr o f e s s i o n were likely to
have obt ai n ed a greater number of degrees than the other
groups.
One further step remained to be taken.
determine if the mere

taking of graduate

“ hat was to

study w o u ld in­

fluence the r e t e nt io n of m en in the profession.
of graduate

Ihe effect

study on the re te n ti on of m e n teachers was e x ­

amined in table twenty.

7Hi HF/LCT CJ 1HL IhhihG CF G5LL31ATH HTLDY
02* T H i RF.T5L*TT^2i 0 7

N e ver
Taught

Yes

43

i 65 )

o

43

Ol

T a ke n
Graduate otuiy

li

Total

53

Urn.2* TiLkCHFFo

Left
leaching
105 d i e ,
co

{ 27 )

2*ever Left
leaching
255 ^ 222 j
15
273

1. • S '- '

(51/

ictal
406
93
499

Figures in parenthesis indicate the expected number
based on the total population.
Hypothesis: There v;as no significant difference between
the groups on the ret en ti on of m en in the teaching p r o f e s ­
sion due to the taking of graduate study.
degrees of freedom = 2
chi square
=97.97
probability
,01**
Again, a hig hl y significant

chi square was obtained

indicating that the taking of graduate

study, regardless

77
of the n u m b e r of credits or a t t a i n m e n t of a degree, had
h a d a n i nf luence on the r e t e n t i o n of M i l w a u k e e State T e a c h ­
ers College m e n g r a d u a t e s in the teaching p ro fe ss io n .

In

p e r u s i n g the table it was

int er es t in g to note that the m e n

w h o h a d n e v er t a u g h t w e r e

the least l i k e l y to take any

g raduate study.

O n l y 48 per cent of this group ha d had any

g r a d u a t e s tudy c o m p a r e d to 95 p e r cent of the group of m e n
who had never left teaching.

T hus it could be stated that

M i l w a u k e e State T e a c h e r s College m e n g r a d u at es w h o took some
g r a d u a t e s t ud y w e r e m o r e l i k e l y to r e m a i n in t e a c h i n g and
the g r e a t e r the am ou n t of graduate s t u d y the g r e a t e r the
holding p o w e r of the p r o f es si on .

It w a s r e c o g n i z e d that

this g r a d u a t e stu dy w a s in m o s t i ns tances carried o n over an
e x t e nd ed p e r i o d of years.

However,

on the ba sis of the

fin di n gs the sooner a fter g r a d u a t i o n a d v a n c e d study w a s b e ­
g u n the b e t t e r the chances of r e t e n t i o n in the te ac h i n g p r o ­
fession.
A t t e m p t i n g to d e t e r m i n e the in fluence of the e x t r a ­
c ur ricular a c t i v i t i e s u p o n the r e t e n t i o n of m e n g r a d ua te s of
M i l w a u k e e State T e a c he rs

College

in the t e a c h i n g p r o f e s s i o n

p o s e d several pro bl em s.

The t a b u l a t i o n of the returns w a s

difficult b e c a u s e despite the space that w a s g i v e n in w h i c h
to w r i t e the specific a c t i v i t i e s p a r t i c i p a t e d in, m a n y i n di ­
v i d u a l s m e r e l y p l a c e d check m a r k s after the a r ea s in w h i c h
t h e y had p a r t i c i p a t e d .

It w a s also v i r t u a l l y impossible to

determine the extent and the proficiency of the individual in
his participation in a particular activity.

Thus it only

remained possible to determine whether the participation in
a greater number of areas had an influence on the men g ra d­
uates and also if certain areas had exercised a greater in­
fluence on these men.

Table 21 shows the number of men who

had participated in each of the extracurricular activities
areas.
The total amount of participation by each of the three
groups of men being compared was checked on a percentage
basis.

The men who had never taught represented 17 per cent

of the total number of m en returning the questionnaire and
their total participation equaled 17 per cent of the total
responses.

For the m e n who had left teaching the figures

were 29 per cent and 29 per cent and for the me n who had
never left teaching 54 per cent and 54 per cent.

This showed

an even distribution as far as total participation was con­
cerned.

Surveying the table certain areas were seen to have

had considerably more participants than other areas.

The

three groups with the largest number of participants were:
athletics 295, social fraternities 236, and musical groups
205.

In the case of athletics this indicated a better than

50 per cent participation among men graduates.

The effect

of participation in the three outstanding extracurricular
areas on the retention of men teachers was examined in table

79
TABLE 21
E X T R A C U R R I C U L A R P A R T I CI PA TI ON OP M I L W AU KE E
S T AT E T EACHERS COLLEGE MEN GRADUATES (1932-1946)
WHO R E T U R N E D THE QUESTIONNAIRES

Type of
Participation

Never
Taught

Left
Teaching

Never Left
Teaching

8

20

22

50

Athletics

47

89

159

295

Class offices

17

36

52

105

Debate

12

11

16

39

Dramatics

10

23

31

64

Honorary fraternities

17

34

81

132

honors

10

22

33

65

J ournalism

18

26

42

86

Language clubs

11

13

28

52

Musical groups

26

53

126

205

Religious groups

15

19

44

78

Service fraternities 26

18

38

82

Science clubs

12

26

26

64

Social fraternities

38

69

129

236

3

7

13

23

Student government

23

39

63

125

Others

16

9

39

64

!309

514

942

1,765

Art groups

Social science clubs

Total

Total

80
TABLE 22
T H E E F F E CT OF P A R T I C I PA TI ON
I N T H E THREE OUTSTA ND IN G EXTRACURRICULAR A CT IVITIES
ON T H E R E T E N T I O N OF M E N TEACHERS

Activity

Never
Taught

Left
Teaching

Never Left
Teaching

Total

Athletics

47 (45)

89

(84)

159 (166)

295

Musical groups

26 (31)

53

(59)

126 (115)

205

Social fraternities 38 (35)

69

(68)

129 (133)

236

414

736

Total

111

211

Figures in parenthesis indicate the expected number
based on the total population.
Hypothesis: There w a s no significant difference between
the groups on the re te nt io n of teachers due to participation
in the three outstanding extracurricular activities.
degrees of fre ed om = 4
chi square
= 3.55
probability
0.48
The nonsignificant chi square indicated that the three
outstanding extracurricular activities areas had no effect
on the retention of Milwaukee State Teachers College m e n
graduates in the teaching profession.

However,

in checking

the table there was an indication that m e n not leaving
teaching had mo r e than the expected number in the musical
group.

This could be due to a large number of music c u r ri c ­

u lu m graduates having remained in teaching.

As would be

anticipated the m e n in the music division had a preponderance

81
of their extracurricular activities in the area of music.
Other than this there was no important difference between
the observed and the expected numbers in the three groups.
In order to asc er ta in if the number of extracurricular
activities areas participated in had any bearing on the
r et ention of these m e n in the pro fe ss io n a tabulation was
made.

The effect of the number of areas of extracurricular

partic i pa ti on on the retention of m e n teachers may be seen
in table 23.
T ABLE 23
THE EFFECT OF THE NUMBER OF AREAS
OF EXTRACURRICULAR P A RT I CI PA TI ON
O N THE RE T E N T I O N OF M E N TEACHERS

Number of Areas
2 or less
3 or 4
5 or more
Total

Never
Taught

Left
Teaching

Never Left
Teaching

Total

31

(29)

45

(49)

95

(93)

171

28

(32)

56

(55)

106

(103)

190

26

(24)

44

(41)

72

(77)

142

85

145

273

503

Figures in parenthesis indicate the expected number
based on the total population.
Hypothesis: There was no significant difference between
the groups on the ret en ti on
of m e n in the teaching p r o f e s ­
sion
due to the number
of areas of extracurricular
activities,
degrees of freedom = 4
chi square
* 1.83
probabi li ty
0.78

82
The nonsignificant chi square indicated that the number
of areas of extracurricular activities participation had no
effect upon the retention of Milwaukee State Teachers Col­
lege m e n graduates in the teaching profession.

From a more

positive point of view it could be said that the teaching
profession was getting its proportionate share of the m en
with extensive extracurricular activities participation.
It was hoped to determine the division at Milwaukee
State Teachers College whi ch had been holding the largest
number of m e n in the teaching profession.

The statement of

the hypothesis indicated that it was anticipated that the
secondary division would have the most m e n graduates r e ­
maining in teaching.

There were several reasons w hy this

assumption was made.

The secondary division had kept the

number of men accepted for practice teaching at a minimum so
that placement would be possible.

Also, the secondary area

was a favored field for men.
In analyzing table 12 (page 56) it was possible to
determine whic h divisions had lost the most m e n since gr a d ­
uation.

The divisions and the percentages of graduates that

had left the teaching profession were as follows: art 52 per
cent, secondary 47 per cent, exceptional 39 per cent, ele­
mentary 37 per cent, and music 24 per cent.

This clearly

pointed out that the music division with 7 6 per cent of its
men graduates still in teaching was the division exerting
the greatest holding power on its graduates.

83
A n attempt w a s made to see if higher salaries might have
a cc ounted for the music d i v i s i o n ’s holding power.

The effect

of income on the retention of m e n teachers in the music d i v ­
ision w as examined in table 24.
TABLE 24
T H E EFFECT OF INCOME O N MU SIC D IVISION GRADUATES
A S COMPARED TO OTHER DI VI SI ON GRADUATES
O N THE RE TE NT IO N OF M E N TEACHERS

Income
Under #3,500
$3,500 to #4,999
$>5,000 and over
Total

Music
Division
13

(14)

42

(36)

3

( 8)

58

Others
51

Total

(50)

64

1 24 (130)

166

33
208

(28)

36
266

Figures in parenthesis indicate the expected number
based on the total population.
Hypothesis: There was no significant difference between
the music division graduates and other division graduates
who had remained in teaching on the retention of men in the
teaching p r o f e s s i o n due to income.
degrees of freedom = 2
chi square
- 5.39
probabi li ty
.07
With the chi square in table 24 approaching signifi­
cance a careful examination of the table was necessary.
was found that the music division had fewer m e n graduates

It

84
w h o ha d b e e n r e c e i v i n g $ 5 , 0 0 0 and o ver t h a n w o u l d have b e e n
e x p e c t e d o n the b a s i s of the total t e a c h i n g group
How ev er ,

as the income

studied.

sho w n in the r e t u r n s w a s income o nly

f r o m the i n d i v i d u a l s full time p o s i t i o n the m u s i c d i v i s i o n
r e t u rn s w e r e

che ck ed to d e t e rm in e

s u p p l e m e n t e d the full time

if part time w o r k had

income.

Out of sixty returns 48

i nd ic at ed p a r t time w o r k b e s i de s the r e gu la r w o r k and of
the 12 not d o i n g p a r t

time work,

a n d one w i f e p a r t time.

two w i v e s w o r k e d full time

ij’r o m this a n a l y s i s it a p p e ar ed that

t e a c h i n g in the m u s i c area a d a p t e d itself to p a r t time e m ­
p l o y m e n t a n d thus e n a b l e d m e n to r e m a i n in t e a ch i ng despite
a low i n c o m e .
A n o t h e r p h a s e of the p r o b l e m w a s a p p r o a c h e d w h e n a t a b ­
u l a t i o n w a s m a d e to d e t e r m i n e

if m e n r e m a i n e d in the area in

w h i c h t r a i n i n g w a s re c e i v e d .

The eff ec t of h a v i n g re mained

in the a rea of t r a i n i n g on the r e t e n t i o n of m e n teachers was
e xamined in table

25.

The n o n s i g n i f i c a n t

chi square i n d i ca te d that r e m a i n i n g

in the area of t r a i n i n g had not a f f e c t e d the r e t e n t i o n of
M i l w a u k e e S t a t e T e a c h e r s College m e n g r a d u a t e s in the t e a c h ­
ing p r o f es si on .
w e r e noted:

H owever,

in e x a m i n i n g the table two facts

1. A large p e r c e n t a g e of b o t h g r o u ps had rema i ne d

in the a re a for w h i c h t h e y had b e e n trained.

2. Th ere w as

a n i n d i c a t i o n that m e n w h o had n e v e r left te ac h i n g w e r e less
l i k e l y to have r e m a i n e d in t h ei r area of t r a i n i n g than the

85
TABLE 25
T H E E F F E C T OF H A V I N G R E M A I N E D I N THE a R E A OF T R A I N I N G
O N THE R E T E N T I O N OF M E N T E A C H E R S

In Area
of T r a i n i n g
Yes

Left
Teaching

N e v e r L e ft
Teaching

100

(94)

No

18

(24)

Total

118

200 (206)
59

300

(53 )

259

F i g u r e s in p a r e n t h e s i s
b a s e d on total p op u l a t i o n .

Total

77
377

indicate the ex pected numb er

Hyp ot h es is : T h e r e w a s no s ig ni ficant di ff er en c e b e t w e e n
the g r o u p s o n the r e t e n t i o n of m e n in the teaching p r o f e s s i o n
due to h a v i n g r e m a i n e d in the area of training.
degrees of f r e e d o m = 1
chi square
* 2.74
probability
0.10
m e n w h o h a d left teaching.

The p e r c e n t a g e s of e ach group

that h a d r e m a i n e d in its area of training, we r e 73 per cent
and 85 p er cent r e s p e c t i v e l y .

T his w o u l d indicate that m e n

do not leave t e a c h i n g beca us e of b e in g p l a c e d in pos it io ns
for w h i c h th e y w er e not trained.
A f u r th er a n a l y s i s of the ret u rn s of the m e n who

indi­

cated not b e i n g in p o s i t i o n s for w h i c h t h e y were trained was
made.

A m o n g the m e n who had left t e a c h i n g the greatest n u m ­

ber of changes w e r e m a d e f r o m the e l e m e n t a r y to the s e c o n d ­
a ry a n d college fields, w h i l e a m o n g the m e n w h o had never
left t e a c h i n g the e l e m e n t a r y and sec on d ar y divisions had an

86
equal numbe r of changes.

The element ar y group changed to

s econdary a n d college areas w h i l e the secondary group changed
to college and e l em en ta ry a d m i n i st ra ti on areas.

O n a whole

73 p e r cent to 85 p er cent of the m e n graduates of Milwaukee
State Tea ch e rs College had re ma i n e d in the areas in w h i c h
they w ere trained.
P e r s o n a l observa ti o ns and conversations w i t h graduates
of Milw au ke e State Teachers College after the w a r seemed to
have indicated that nu merous m e n had alte re d their careers
because of m i l i t a r y service.

A s the returns to the que st io n ­

naires we r e r ec ei v e d a letter w a s included f r o m an A r m y C a p ­
tain who had re en te r ed the service.

He had surveyed the

officers in his h e a d q u ar te rs section and found six m e n w h o
had taught in colleges, u ni ve rs i ti es or h ig h schools,

a

letter of this type seemed to give credence to the a s s u m p ­
tion b e i ng tested.

However,

among the Mil wa uk e e 8tate

Teachers College m e n gr a du at es who had left teaching and were
engaged in ano th er o c c u p at i on at the time of this survey,
only eight indicated that they were

in the a r m e d forces.

A lso in studying the reasons for not having re turned to
teaching v er y f e w reasons g i v e n could be d i r e ct ly related to
m ilitary service.
A n a l y z i n g the statistics of the m e n w h o were in service
it had become evident that m i l i t a r y service had not played a
m a j o r part in re d uc i n g the hol di ng po wer of the teaching p r o ­

87
f e s s i o n on M i l w a u k e e S t at e Te ac h er s C ollege m e n graduates.
T h ere w e r e 173 m e n w h o had n ever left t e a c h i n g except for
m i l i t a r y service and of this numb er 12 0 w e r e t eaching p r i or
to e n t er in g service a n d all had e v e n t u a l l y r e t u rn ed to t e a c h ­
ing.

F i f t y - t h r e e m e n had not b e e n t e a c h i n g p r i o r to e ntering

service but all of t h e m e n t er e d the p r o f e s s i o n afte r b e i n g in
service.

Out of the 145 m e n w h o had left tea ch in g 44 w e r e

t eaching p r i o r to e n t e r i n g service and of this numb er thirty
had not r e t u r n e d to t e a c h i n g after h a vi ng b e e n in service and
14 had r e t u r n e d to t e a c h i n g but e v e n t u a l l y had left the
field.

A t the m o s t 8 p e r cent of the m e n r e t u r n in g q u e s t i o n ­

naires could be said to have b e e n i n f l ue nc ed to leave the
p r o f e s s i o n b e c a u s e of their m i l i t a r y service.
To d e t e r m i n e the effect of the l e n g t h of m i l i t a r y s e r ­
vice o n the r e t e n t i o n of m e n in the t e a c h i n g p r o f e s s i o n
table 26 w a s ex amined.
The n o n s i g n i f i c a n t chi square

i n d i c a t e d that the length

of time a m a n had b e e n in service h a d not a f f e c t e d the r e ­
t e n t i o n of M i l w a u k e e S t at e T e a c h e r s College m e n gr a duates in
the t e a c h i n g field.

In fact,

some of the q u e s t i on na ir es

indicated that the m e n w e r e t a ki ng a d v a n t a g e of the GI Bill
and w e r e d o in g g r a d u a t e study.

A s n o t e d earlier takin g a d ­

van ce d s tudy s t r e n g t h e n e d the h old of the pr of es si on .

Thus,

it m i g h t be p o s s i b l e that m e n w o u l d r e m a i n in the pr o f e s s i o n
because m i l i t a r y service had g i v e n them an o p p o r t u n i t y to
take g r a du at e work.

88
TABLE 26
T H E E F F E C T OF THE L E N G T H OF M I L I T A B Y S E R V I C E
O N THE R E T E N T I O N OF M E N T E A C H E R S

Time in S ervice

Never
Taught

L eft
Teaching

N e v e r L ef t
Teaching

Total

7

(12)

16

(16)

42

(37)

65

3 y e ar s or 4 ye ars 43

(40)

52

(54)

121

(122)

216

7

( 5)

9

( 7)

10

(14)

26

2 y e a r s or less

5 years or over
Total

57

77

173

307

F i g u r e s in p a r e n t h e s i s indicate the ex pected numb er
b a se d o n the total p op u l a t i o n .
Hypothesis: T h e r e w a s no si gn if ic an t differ en ce b e t w e e n
the g r o u p s on the r e t e n t i o n of m e n in the t e a c hi ng p r o f e s ­
sion due to the l e n g t h of m i l i t a r y service.
degrees of f r e e d o m = 4
chi square
= 5.58
probability
0.24
The a t t e m p t to d e t e r m i n e

if a serious d e p r e s s i o n or r e ­

c e s s io n m i g h t h a s t e n a r e t u r n to t e a c h i n g w a s not v e r y s u c ­
cessful.

The m e n were a s k ed to express a n o p i n i o n re garding

an e v e n t u a l i t y that they w er e not faci ng at p r e se nt and the
best that

could be done was to co nj ecture w h at course of

a c t i o n t hey w o u l d take,

.after t a b u l a t i n g the retu rn s it b e ­

came evident that o n l y if a d e p r e s s i o n became a fact w o ul d
it be p o s si b le to de te r mi ne if a m a r k e d a t t e mp t w o u l d be made
to r e t u r n to the pr of e ss io n.

89
A n a l y z i n g the informa ti on available it seemed certain
that at this time the m e n gr aduates of iuilwaukee State
T ea ch e r s College w h o had left t eaching w o u l d not r et u r n if
a d e p r e s s i o n became a fact.

A m o n g the m e n who had never

taught 54 out of 85 had graduated p r i o r to 1941.

This meant

that t h e y w o u l d p r o b a b l y never enter teaching because of the
lapse of nine years or m o r e since graduation.

Therefore,

they w e r e not as ked w h e t h e r a d ep r e s s i o n or a r ec ession
w o u l d cause t h e m to seek t eaching positions.
w ho w e r e n o w in t ea c h i n g only five w e re
the profes si on .

A m o n g the m e n

contemplating leaving

N one of these five m e n felt that a d e p r e s ­

sion w o u l d cause t h e m to r e ma in in teaching.

Of 98 m e n w ho

had left t ea ch i n g and never r et ur n e d nine felt a depress io n
w o ul d cause them to return,

52 w o u l d not return,

certain, a n d nine did not answer the question.

28 w ere u n ­
These replies

m a y be construed to indicate that teac hi ng does not offer the
s ecurity w h i c h the q u e s ti on had supposed that it did.
A n a s s u m p t i o n had b e e n made that m e n w h o w ere older at
the time of g r a d u a t i o n w o u l d tend to r e m a i n in teaching.
This w a s b a s e d up o n the feeling that older m e n w o u l d be more
certain of their p lans w h e n entering college and also w o ul d
have had some p revious experience upon w h i c h to have based
their choice of a profession.
The t a b u l a t i o n had shown a wide range
time of graduation.

in ages at the

The range w a s f r o m twenty years to over

90
35 years.

For statistical analysis the returns were broken

down into three age categories;

twenty to 23 years, the age

w he n m o s t m e n w o u l d graduate if they had entered college
directly from high school;

24 to 27 years, an age above a v e r ­

age for college graduation; and 28 years and above, w h i ch
could be considered old for college graduation.

The effect

of age at time of graduation u p o n the ret en ti on of m e n in
the teaching p r o f e s s i o n w a s examined in table 27.
TABLE 27
T H E E F F E C T OF A G E A T TIME OF G RA DU A TI ON
ON T H E R E T E N T I O N OF M E N TEACHERS

Age at
G ra du at io n

Never
Taught

Left
Teaching

Never Left
Total
Teaching

20 to 23 years

59

(59)

24 to 27 years

23

(21)

35

(36)

67

(68)

125

3

( 5)

6

( 9)

21

(16)

30

28 years and over
Total

85

104 (100)

145

182 (186)

345

270

500

Figures in parenthesis indicate the expected number
based on the total population.
Hypothesis: There was no significant difference between
the groups on the r e tention of m e n in the teaching profession
due to age at time of graduation.
degrees of freedom = 2
chi square
= 3.84
probability
0.15

91
The no ns ig ni f ic an t chi square w o u l d indicate that age
at time of g r a d u a t i o n had not influenced the re te n ti on of
M i l w a u k e e State T e a c he rs College m e n graduates in the t e a ch ­
ing profession.

However,

in checking the individual

items

in the co mp ut a ti on it became evident that the group that had
never left t e a ch in g had m ore individuals 28 years and over
than w o u l d be expe c te d on the basis of the total group a n a l ­
ysis.

Thus it w o u l d indicate a tend e nc y among older m e n

gra duates to r e ma i n in teaching.
A number of factors w e re analyzed in an attempt to
determine if family ba c k g r o u n d had a n effect u po n retention
in the t e aching p rofession.

As it was not feasible to d e ­

termine the fami ly economic status at the time of college
attendance,

an att e mp t was m a de to examine the male p a r e n t ’s

occupational status w h i c h w o u l d pa r t i a l l y reflect economic
status.

Before doing this it should be explained that from

p ersonal ob servations it w as possible to state that v e ry few
students from the v e r y w e a l t h y families m a t r i c u l a t e d at
M i l w a u k e e Btate Tea ch er s College.

Also, a large number of

the m e n at te nd in g college at least p a r t i a l l y p ai d for their
own expenses by part time work.
Because of the varied terminology used in reporting
the f a t h e r ’s oc c u p a t i o n it was difficult to differentiate
b e t w e e n skilled,

semiskilled,

and unskilled jobs.

Also in

some instances clerical and sales pos it i on s as well as

92
semiprofes si on al and p ro fessional p o s i t i o n s w er e difficult
to categorize.
made.

A b r e a k d o w n into two m a j o r categories was

p r o f e s s i o n a l , semiprofessional and m a n a ge ri a l c o n ­

stituted one cat eg o ry and the other included m e n not in ­
cluded in the a f o r e m e n t i o n e d category.

The effect of f a t h e r ’s

o c c u pa ti on on the r e t e n t i o n of m e n teachers w a s examined in
table 28.
TABLE 28
T H E E F F EC T OF F A T H E R ’S O C C U P A TI ON AL CLASSI FI CA TI ON
O N T H E R E T E N T I O N OF MEN T EACHERS

Father *s
O c cu p at io na l
C l as si fi c at io n

N e ver
Taught

Left
Teaching

Professional, semiprofessional, and
m an ag er ia l
22

(22)

36

(38)

Other than above

(55)

97

(95)

Total

55
77

133

N e ve r Left
Teaching

70

Total

(68)

128

172 (174)

324

242

452

Fig ur e s in p a r e n t h e s i s indicate the expected number
based o n the total population.
Hypothesis: There w a s no significant difference between
the groups on the r e t e n t i o n of m e n in the teac hi n g p r o f e s ­
sion due to f a t h e r ’s occupational classification.
degrees of freedom = 2
chi square
=
.23
probability
0.89

93
The nonsignificant chi square indicated that f a t h e r ’s
o c c u pa ti on had no effect on the re t en ti on of Mi l waukee State
Teachers College m e n graduates in the teaching profession.
A b r e a k d o w n into a larger number of categories was made
but it showed no outstanding differences between the three
groups surveyed.

It w as a m e a ns of pr ov id in g a few a d d i ­

tional characteristics for the entire group of Milwaukee
State Teachers College m e n graduates.

It w a s Interesting to

note that on l y about 3 per cent listed their fathers as
being salesman.

Fifty per cent of the group had fathers in

the skilled and un skilled area.

A p p r o x i m a t e l y 11 per cent

were classed as p ro fe ss io na l men.
In some professions,

es pe cially medicine,

there has

been a tendency for sons to f ol l o w the pr of es si o ns of their
fathers.

This does not seem to be true of the Milwaukee

8tate Teachers College m e n graduates in r elation to the
teaching profession.

O n ly 77 m e n re pr es en ti ng 8 per cent of

the total returns had a parent who had b e e n in teaching.
The group that had never t a u g h t , the group that had left
teaching, and the one that had never left teaching had 10
per cent, 8 per cent, and 7 per cent re sp ec ti ve ly of parents
who had taught.

This was indeed a small number and the d i v i ­

sion of these parents between the groups had not appeared
unusual.

94
A s M i l w a u k e e h a d several l arge f o r e i g n ele me nt s it w a s
d e e m e d a d v i s a b l e to c h e ck the n a t i o n a l i t y b a c k g r o u n d of the
m e n g r a d ua te s.
ality was

B o t h the f a t h e r ’s a nd the m o t h e r ’s n a t i o n ­

c h e c k e d a nd a b r e a k d o w n into f o r ei gn and A m e r i c a n

born categories was made.

It w a s thought that there m i g h t

be a t e n d e n c y for first g e n e r a t i o n A m e r i c a n s to enter and
r e m a i n in the t e a c h i n g p r o f e s s i o n .
parents who were

The effec t of h a v i n g

f o r e i g n b o r n o n the r e t e n t i o n of m e n te ach

ers w a s e x a m i n e d in ta bl e s 29 and thirty.
T A B L E 29
T H E E F F E C T OF F A T H E R ’S O R I G I N
O N THE R E T E N T I O N OF M E N T E A C H E R S

Origin

Never
Taught

Left
Teaching

N e v e r Left
Teaching

Total

Foreign born

34

(31)

52

(52)

96

(99)

182

A m e r i c a n b or n

51

(54)

93

(93)

177

(174)

321

Tot al

85

F i g u r e s in p a r e n t h e s i s
o n the total p o p u la ti on .

145

273

503

indicate the e x p e c t e d n u m b e r base

H y po t he si s: There w a s no significant di f f e r e n c e b e t w e e n
the g r o u p s o n the r e t e n t i o n of m e n in the t e a c h i n g p r o f e s ­
sion due to f a t h e r ’s origin.
deg re e s of f r e e d o m = 2
chi square
* 0.61
probability
0.74

95
TABLE 30
T H E E F F EC T OF M O T H E R ’S O R I G I N
O N T H E R E T E N T I O N OF M E N T EA CH E R S

N e ver
Taught

Origin
Foreign born

27

(26)

American born

58

(59)

Total

85

Left
Teaching
41

(45)

N e ve r Left
T e a c hi ng
87

Total

(84)

155

1 0 4 (100)

186 (189)

348

145

273

503

F i gu re s in p a r e n t h e s i s indicate the expected number
b a se d on the total population.
Hypothesis: There w a s no significant difference b e t w ee n
the groups o n the r e t e n t i o n of m e n in the teaching p r o f e s ­
sion due to m o t h e r ’s origin.
degrees of freedom * 2
chi square
r 0.74
probability
0.69
The n on s i g n i f i c a n t chi squares indicated that whether
p arents we r e foreign or A m e r i c a n b o r n had no effect upon the
r e t e n t i o n of Mi lw au ke e State Teachers College m e n graduates
in the te ac h in g profession.
It w a s felt that m a r r i e d m e n in general had less m o b i l ­
ity than single m e n and therefore had tended to remain in
teaching.

Also,

it w a s thought that the larger their famili

the less likel y it w o u l d be that they would leave the p r o ­
fession.

To a s c e r t a i n

an effect upon

ifmar i ta l status

in itself had had

the r e t e nt io n of m e n teachers table

constructed and examined.

31 was

96
TABLE 31
THE EFFECT OF MARITAL STATUS
OK THE RETENTION OF MEN TEACHERS

M a r i t a l Status

Never
Taught

Left
Tea ch in g

N ever Left
Total
Teaching

Married

69

(74)

Single

16

(10)

10

(16)

31

(31)

57

Divorced, separated, 0
or w i d o w e d

( 1)

3

( 2)

3

( 3)

6

Total

85

132 (127)

145

238 (238)

439

272

502

F igures in p a r e n t h e s i s indicate the expected number
based on the total population.
Hypothesis: There w a s no significant difference between
the groups on the r e t e n t i o n of m e n in the teaching p r o f e s ­
sion due to m a r i t a l status.
degrees of f r e e do m = 4
chi square
- 6.94
probability
0.15
The nonsig ni fi c an t chi square indicated that marital
status had not af fe c t e d the r e t e n t i o n of M i l w a uk ee State
Teachers College m e n graduates in the teaching profession.
However, a pr o b a b i l i t y of 0.15 w a r r a n t e d a closer examination
of the table.

There a p p ea re d to be a greater number of s i n­

gle m e n in the group that had never taught than would be
expected on the basis of the total p o p u l a t i o n studied.

In

order to determine how significant this fact m i g ht be the 16

97
returns appearing in this cell were checked.

3even were

graduated prior to world War II and all seven stated that
no jobs had been available at the time of graduation.

Of

the nine me n graduating after 1940 all except one saw m i l i ­
tary service.

One man remained in service, two intended to

teach and were taking graduate study, and the remaining six
were not interested in teaching.

After analyzing the 16 r e ­

turns it would appear to be evident that marital status in
itself does not appear to be a factor in having kept men in
the teaching profession.
It remained to check the significance of family size on
the retention of m e n graduates in the teaching profession
and thus table 32 was constructed.
eral factors were quite evident.
had four or five children.
found to be two children.

Perusing the table sev­
Very few men in any groups

The median for each group was
For further statistical analysis

a breakdown into two categories was made and the effect of
family size upon the retention of men teachers was examined
in table 33.
The nonsignificant chi square indicated that the size
of the family had not had an effect on the retention of
married men graduates of Milwaukee idtate Teachers College
in the teaching profession.

98
TABLE 32
T H E N U M B E R OF C H I LD RE N IN THE FAM IL IE S
OF THE M A R R I E D M E N GR AD UA TE S OF M I L W A U K E E
S T A T E T EACHERS COLLEGE (1933-1946)
W H O H A D R E T U R N E D THE QUEST IO N NA IR E

Num be r of
Children

N e ve r
Taught

L eft
Teaching

N ever Left
Teaching

0

13

24

47

84

1

30

28

54

102

3

27

51

92

170

3

6

17

35

58

4

3

12

8

23

5

0

0

2

2

69

132

238

439

Total

Total

99
TABLE 33
THE EFFECT OF THE SIZE OF FAMILY
OH THE KETEisiTION OF MEN TEACHERS

Number of
Children

Never
Taught

2 or less

60

(56)

3 or more

9

(13)

Total

69

Left
Teaching
103 (107)
29

(25)

Never Left
Teaching

Total

193 (193)

356

45

132

(45)

83
439

238

Figures in parenthesis indicate the expected number
based on the total population.
Hypothesis: There was no significant difference between
the groups on the retention of m e n in the teaching pro fe s­
sion due to size of family.
degrees of freedom = 2
chi square
= 2.31
probability
0.32
The question whether m e n had entered Milwaukee State
Teachers College to train specifically for a teaching career
was considered to be important.

If men were positively

influenced by intent to teach at the time of college entrance
then more guidance should be exercised on a pre-college
level and also during the first year of college.

It was

assumed that if a m a n entered teaching, the intent at en­
trance to college had been carried out.

Therefore, a com­

parison between the m e n who had never taught and the men who
had entered teaching had to be made.

The effect of wishing

100
to prepare specifically for teaching at the time of college
entrance on the re tention of men teachers was examined in
table 34.
TABLE 34
THE EFFECT OF W I S H I N G TO PREPARE SPECIFICALLY
FOR TEACHING A T THE TIi^E OF EN TRY INTO COLLEGE
O N THE R E T E N T I O N OF M E N TEACHERS

Intent to Teach

Never Taught

Entered Teaching

Total

Yes

53

(61)

306 (298)

359

No

31

(23)

108 (116)

139

Total

84

414

498

Figures in p arenthesis indicate the expected number
based on the total population.
Hypothesis: There was no significant difference between
the groups on the retention of m e n in the teaching p r o f e s ­
sion due to w i s h in g to prepare specifically for teaching at
the time of entry into college.
degrees of freedom = 1
chi square
=4.59
probability
0 . 035s11
The significant chi square indicated that the intent
to teach at the time of entering college had an effect upon
the retention of m e n graduates of Milwaukee State Teachers
College in the teaching profession.

The profession might

lose m e n who entered it upon college graduation but at least

101
there w a s a n o p p o r t u n i t y to favorably impress individuals
and thus r e t a i n m e n for the profession.

However,

it should

be noted that 55 of the 84 m e n or 63 per cent of the m e n
who never taught,

entered college to t r a in specifically for

t e a c hi ng and had never done so.
concern.

This should be of serious

Of the 53 m e n only three were still pl a nn in g to

enter the profession.

S e v e n t e e n could not obtain positions

at the time of g r a d u a t i o n and the 33 remaining m e n had
changed their m i n d s about t eaching by the time of graduation.
It wa s thought that the sooner after g ra duation a p o s ­
ition w a s obt ai ne d the greater the holding power of the p r o ­
f e s s io n w o u l d be.

The effect of ob ta in i ng a p os it i o n imme­

dia te l y u p o n g r a d u a t i o n on the r e t e n t i o n of m e n teachers was
exa mi n ed in table 35.
The significant chi square indicated that entering
t e a c hi ng immediately u p o n g r a d u a t i o n had a n effect on the
r e t e n t i o n of M i l w a u k e e State T eachers College m e n graduates
in the t e a ch in g profession.

However, u p o n examining the t a ­

ble it became apparent that this w a s ope r at in g conversely to
the opi ni on p re v i o u s l y stated.

There w e r e more m e n likely

to leave the teaching p r o f e s s i o n after having taught immedi­
a t ely after g r a d u at io n t han w o u l d be expected on the basis
of the total distribution.

It w a s felt n e c e ss ar y to examine

and tabulate reasons w h y the 47 m e n who had left teaching and
the 123 m e n who had never left te aching had not taught

102
TABLE 55
THE EFFECT OF TEACHING IMMEDIATELY AFTER GRADUATION
ON THE RETENTION OF MEN TEACHERS

Taught
Immediately

Left
Teaching

N e ve r Left
T ea ch i n g

Yes

97

(85)

147

(159)

244

No

47

(59 )

123

(111)

170

Total

144

270

Total

414

F i g u r e s in p a r e n t h e s i s indicate the exp ec te d number
b a s e d o n the total po p u l a t i o n .
Hypothe si s: There w a s no sig ni fi c an t difference b e t w ee n
the g r o u p s on the r e t e n t i o n of m e n in the t e a c h in g p r o f e s ­
s ion due to t e a c h i n g i m m e d i a t e l y a f t e r graduation.
d e g r e e s of f r e e d o m = 1
chi square
- 6.34
probability
0.02*
i m m e d i a t e l y u p o n t h eir g r a d ua ti on .

The reasons g i v en b y

the m e n w h o had never left t e a c h i n g were:
52 No p o s i t i o n s a v a i la bl e
45 M i l i t a r y service or u n c e r t a i n draft status
16 G r a d u a t e study
5 L o w sala ry
3 V/anted p o s i t i o n n ea r M i l w a u k e e
2 P r e f e r r e d o ther w o r k
1 Not r e c o m m e n d e d

103
I Further t raining in industrial w o r k needed for
voc at io na l edu ca ti on
The m e n w ho h a d left t eaching gave the following reasons
for not t eaching im me diately u p o n graduation.
19 No po s i t i o n s available
II Graduate w o r k
9 M i l i t a r y service
3 L a c k of interest
2 No suitable job available
1 K e l i g io us pre j ud ic e
1 H a d other

job

1 Did not seek a p o s i t i o n
In examining these two compilations it became evident
that the two groups list e d the same three m a j o r reasons for
not te aching immediately u po n g r a d u a t i o n as no positions
available,

graduate work,

and m i l i t a r y service.

However,

in

the case of the group w h o had never left teaching m i l it ar y
service acc ou nt ed for 37 p e r cent of the group compared to
19 per cent of the m e n who had left teaching.

Therefore,

the

v a l i d i t y of the conclusion that had b e e n pr e v i o u s l y reached
was suspected.
Next,

the effect of the time lapse b e t w e e n graduation

and the first teaching position,

and its effect up o n the

ret en ti on of m e n teachers was examined in table 36.

104
TABLE 36
T H E E F F E C T O F T H E T IM E L A P 8 E B E T W E E N G R A D U A T I O N
AND THE FIRST TEACHING POSITION
O N T H E R E T E N T I O N OF M E N T E A C H E R S

Time L a p s e B e f o r e
Obtaining First Position
Two years or less
Three years or m o r e

L e ft
Teaching
117

(110)

21

(28)

Total

204 (211)

321

62

138

Total

Never Left
Teaching

(55)

83

266

404

F i g u r e s in p a r e n t h e s i s indicate the e xpected number
b a se d o n the t o tal p o p u l a t i o n .
Hyp ot he si s : There w a s no significant d if ference b e t w e e n
the gro up s o n the r e t e n t i o n of m e n in the t e a c hi ng p r o f e s ­
sion due to the time lapse b e t w e e n g r a d u a t i o n and the first
tea ch in g p o s it io n .
d eg re es of f r e e d o m
chi square
probability

«1
= 3.32
0.07

The chi square w a s a p p r o a c h i n g s i g n i f ic a nc e and t h e r e ­
fore in di c at ed some effect of time lapse befo re ta ki n g a
first t e a c h i n g p o s i t i o n o n the r e t e n t i o n of m e n in the
t eaching p r o f es si on .
was

not as

Ho wever,

great as w h e n the

the di ff er en c e b e t w e e n groups
factor of o b t a i n i n g a p o s i t i o n

i m m e d i a t e l y u p o n g r a d u a t i o n w a s b e in g

studied.

It

w o ul d

app ea r that a n y i n t e r p r e t a t i o n in this area w o u l d have to be
m a d e w i t h caution.

There was,

no doubt,

a t e n d e n c y for the

105
M i l w a u k e e State T e a c h e r s College m e n gra du at es w h o had left
t e a c h i n g to have o b t a i n e d p o s i t i o n s sooner t han the m e n who
h a d n e v e r left t e a c h i n g b u t the p e r c e n t a g e of m e n leaving for
m i l i t a r y service thus p r e c l u d i n g their o b t a in in g teaching
positions

immediately,

o b s c u r e s the issue.

A p r o b l e m c l o s e l y r e l a t e d to this a rea w a s the type of
first t e a ch in g a s s i g n m e n t .

The r e s p o n s e s to this question

w e r e g i v e n in s uch a m a n n e r that it w a s p o s s i b l e to determine
o n l y w h e t h e r the areas such as elementary,

secondary, or col­

lege t e a ch in g h a d a n effect u p o n the r e t e n t i o n of m e n t e a c h ­
ers.

The n e c e s s a r y t a b u l a t i o n s w e r e m ad e a n d place d in table

37 to be examined.

The n o n s i g n i f i c a n t

chi square indicated

that the type of f i rs t t e a c h i n g a s s i g n m e n t had not had a n
effect u p o n M i l w a u k e e St ate T e a c h e r s College m e n graduates.
It w o u l d a p p e a r that t e a c h i n g w o u l d lose the greatest
n u m b e r of m e n d u r in g the first f e w ye ars af ter having taken
positions.

To test this a s s u m p t i o n the r e t u rn s of the m e n

w h o h a d l ef t t e a c h i n g and ne ver r e t u r n e d w e r e studied.

Out

of the 98 m e n w h o h a d left t e a c h i n g and h a d never returned
93 a n s w e r e d the q u e s t i o n c o n c e rn in g the numb er of years they
h a d b e e n teaching.

Table 38 shows the n u m b e r of years these

93 m e n had taught w h e n they h a d left teaching.

106
TABLE 37
THE E F FE CT O F THE F I RS T T E ACHING AS S I G N M E N T
O N THE R E T E N T I O N OF M E N TEACHERS

Type of First
T e a c hi ng A s s i g n m e n t

Left
Teaching

Never L eft
Tea ch i ng

Total

E le m e n t a r y and Junior
High

77

(72)

127

(132)

204

Sec on d ar y

44

(49)

95

(90)

139

9

(9)

18

(18)

27

College
Total

130

240

370

Figures in p ar e nthesis indicate the expected number
b a se d on the total population.
Hypothesis: There w a s no significant difference between
the groups on the re t e n t i o n of m e n in the te aching p r o f e s ­
sion due to the type of first t e a c h i n g assignment.
degrees of f r e ed o m = 2
chi square
=1.33
p ro b a b i l i t y
0.52

107
TABLE 38
THE NUMBER OF YEARS 93 MEN V<H0 LEFT TEACHING
AND NEVER RETURNED HAD TAUGHT

N u m b e r of Y e a r s

N u m b e r of M e n

Percentage

Cumulative
Percentage

1 or less

22

24

24

2

16

17

41

3

18

19

60

4

10

11

71

5

6

7

78

6

5

5

83

7

3

3

86

8

5

5

91

9

7

8

99

1

1

100

10 or m o r e
Total

93

100.0

Table 38 r e v e a l e d that the h i g h e s t p e r c e n t a g e

24 per

cent left a fter one y ea r or less and the lowest percentage
1 per cent left af ter t en years.

A m a j o r i t y had left b y the

end of the third year of t eaching and b y the end of the
f ou rt h y ear 71 per cent h a d left.
a M i l w a u k e e State T e a c h er s

It was no t e w o r t h y that if

College m ale grad ua t e r e m ai n ed in

t ea ch in g for m o r e t han four years the p r o f e s s i o n ' s h old on
h i m w a s c o n s i d er ab ly strengthened.

108
It w a s not p o s si b le to compare the group of m e n who had
left teac hi n g w i t h the group that had never left teaching
concerning the effect of job changes on re te nt io n in the p r o ­
fession.

S ev en ty -t hr ee out of 145 m e n or almost 50 per cent

of the group left t eaching after having taught in one school
system.

Thus,

there w a s o n l y half of this group that could

change teaching po s itions compared to the entire group w h i ch
had r e m a i n e d in teaching.
The only a p p r o a c h that was p o s s i b l e w a s to analyze the
amount of job change w i t h i n the group that had never left
teaching.

Table 39 shows this d i s t r i b ut io n and also con­

tains a per c en ta ge analysis.
T ABLE 39
T H E N UM B E R OF S C HO OL P O S I T I O N CHANGES
B Y M E N WHO H A D NEVER L E F T TEAC HI NG

N u mb er of
School Systems

Total

N e ve r Left
T eaching

Percentage

1

87

32

2

89

32

3

51

19

4

24

9

5

10

4

Over 5

9

3

No answer

3

1

273

100

109
The figures sho wn in table 39 are revealing.

T h e y indi­

cate that 3 2 p e r cent of the group had b e e n in on l y one
school system,
per

64 per cent had b e e n in two or less, and 83

cent h a d b e e n in three school systems or less.

O n l y 16

p e r cent of the group ha d b e e n in four or m o r e school s y s ­
tems.

Co ns id er i ng that m e n in te rested in school a d m i n i s t r a ­

t i o n are l i k e l y to change jobs in t heir efforts to g ai n
e x p e r i e n c e , it w o u l d be quite possible
four a n d m o r e
g r ou p of men.

that the categories of

job changes w o u l d have a large n um b e r of this
O n the w h o l e

it w o u l d a p p e a r that among the

m e n w h o had a t e n d e n c y to r e m a i n in t e a c h i n g not m a n y job
changes h ad b e e n made.
S e ve ra l questions w er e incl ud ed in the questionnaire
to try to determine w h e t h e r the m e n gr ad ua te s of Mi l w a u k e e
State Tea ch er s College felt that t h e y had r e c e i v e d teacher
t r a i ni ng w h i c h h ad e n a b le d t h e m to r e m a i n in the profession.
It was r e a l i z e d that the type of que st io ns u s e d had to call
for a subjective r e s p o n s e but d e s pi te this fact a n attempt
w a s m a d e to analyze the data statistically.
The effect of the exten t of p r e p a r a t i o n for the initial
t eaching a s s i g n m e n t on the r e t e n t i o n of m e n teachers w as
e xamined in table forty.

110
TABLE 40
THE EFFECT OF THE EXTENT OF PREPARATION
FOR THE INITIAL TEACHING ASSIGNMENT
ON THE RETENTION OF MEN TEACHERS

Left
T e a c hi ng

N e v e r Left
Teaching

Prepared

90

(97)

189

(182)

279

Partially prepared

48

(42)

73

(79)

121

6

( 5)

10

(11)

16

E x te nt of
Preparation

Not p r e p a r e d
Total

272

144

Total

416

F i g u r e s in p a r e n t h e s i s indicate the e x p ec te d number
b a se d o n the total po p u l a t i o n .
H ypothesis: Th ere w a s no s ignificant difference b e t w e e n
the g r o u p s o n the r e t e n t i o n of m e n in the teaching p r o f e s ­
sion due to the effect of the extent of p r e p a r a t i o n for the
initial t e a ch in g assignment.
degrees of f r e e d o m = 2
chi square
* 2.39
probability
0.30
The n o n s i g n i f i c a n t

chi square

indicated that the extent

of p r e p a r a t i o n for the fi rst te aching a s s i g n m e n t had not
a f f e c t e d the r e t e n t i o n of M i l w a u k e e State Teac he rs College
m e n graduates

in the t e a ch in g profession.

I n re viewing the

data it w a s g r a t i f y i n g to note that out of 272 m e n w ho had
never left tea ch in g 189 or 70 p e r cent felt p r e p a r e d for
their first assignment.

O n l y ten m e n out of 272 or 4 per

cent felt that t h e y were not p r e p a r e d for their first

Ill
assignment.

This speaks well for the Milwaukee State T e a ch ­

ers College teacher training program.
Delving further into the problems of preparation,

data

was compiled concerning the problems that the m e n had met for
w hich they were not prepared.

The effect of meeting p r o b ­

lems during the first year of teaching for w h ic h teacher
training had not prepared them on the retention of m e n t e a c h ­
ers was examined in table 41.

Ta b l e 41

THE EFFECT OF MEETING PROBLEMS
DURING THE FIRST YE*R OF TEACHING
FOR wHICH TEACHER TR^lNl^G H kD HOT PREPiiRED THEM
ON THE RETENTION OF MEN TEACHERS

P roblems Met
First Year

Left
Teaching

Never Left
Teaching

Yes

60

(74)

158

(144)

218

No

71

(57)

97

(111)

168

Total

131

255

Total

386

Figures in parent h es is indicate the expected number
based on the total population.
Hypothesis: There was no significant difference between
the groups on the retention of m e n in the teaching p r o f e s ­
sion due to the effect of meeting problems during the first
year of teaching for w h i ch teacher training had not prepared
them.
degrees of freedom = 1
chi square
=9.22
p robability
0.01**

112
The h i g h l y s i g n i f i c a n t chi square i n d i c a t e d that p r o b ­
l e m s m e t the first y ear for w h i c h teacher t r a i n i n g h a d not
p r e p a r e d the m e n g r a d u a t e s of the M i l w a u k e e Sta te T e a c he rs
College h a d a n ef fe c t o n tea ch er retention.
d ata it w a s

E x a m i n i n g the

found that m o r e m e n w h o h a d never left t e a c h i n g

m et p r o b l e m s their first y e a r t h a n w o u l d be e x p e c t e d on the
b a s i s of the total group

studied.

P e r c e n t a g e w i s e it w a s

found that 46 p e r cent of the m e n w h o had left t e a ch in g m e t
p r o b l e m s c o m p a r e d to 62 p e r cent of the m e n w h o had never
left teaching.
situation.

There w e r e s e v er al p o s s i b l e a n s we rs for this

P o s s i b l y the group w h i c h r e m a i n e d in t e a ch i ng and

thus r e p r e s e n t e d m o r e y e a r s of t e a c h i n g exp er ie nc e at the
time of the s u r v e y w e r e a b l e to m o r e a c c u r a t e l y re co gn i ze
the p r o b l e m s

th e y h ad f a c e d in their first year of teaching,

than the group of m e n w h o h a d left teaching.

Another possi­

ble a n s w e r w a s that the m e n w h o h a d r e m a i n e d in t eaching
l i ke d te ac h i n g and r e m a i n e d despite

the p r o b l e m s .

There w a s

also a p o s s i b i l i t y of a m e m o r y b i a s in the answ er s g i v e n b y
the m e n w h o had left teaching.
ing,

thin gs w h i c h

Having been away from teach­

i n f l u en ce d their d e c i s i o n to l eave the

p r o f e s s i o n m i g h t no l o n g e r be l o o k e d u p o n as p r o b le ms .

These

w e r e m e r e c o n j e c t u r e s as it w as r e a li ze d that o n l y further
p r o b i n g m i g h t s h ed light o n the prob le m .

A l i s t in g of the

p r o b l e m a r e a s w a s c o m p i l e d and table 42 w a s constructed.

113
TABLE 42
PROBLEM AREAS LISTED BY MILWAUKEE STATE
TEACHERS COLLEGE MEN GRADUATES (1932-1946)
WHO HAD ANSWERED THE QUESTIONNAIRES

Left
Teaching

Never Left
Teaching

Techniques of teaching

11

37

48

Discipline

15

24

39

Community relations

10

21

31

Administrative relations

9

21

30

Guidance

7

23

30

Philosophy of education

8

12

20

Placed in position for
w h i c h not trained

0

18

18

Curriculum

7

10

17

Training in academic areas

1

16

17

Routine clerical tasks

4

7

11

Teacher relations

1

5

6

L a c k of instructional materials

0

5

5

73

199

272

P r o b l e m Areas

Total

Total

It was evident upon examination of the table that both
groups were fairly well in agreement as to the pro bl em areas
w h ic h they had considered of most importance.

The men who

had left teaching ranked the first four problem areas as dis­
cipline, techniques of teaching,

community relations, and

114
administrative relations, while the m e n who had never left
teaching ranked them as techniques of teaching,
guidance and community relations.

discipline,

The last two mentioned

received an equal number of answers.

Guidance was ranked

sixth and seventh along w ith curriculum by the m e n who had
left teaching.

It w as easily recognized that courses con­

cerning all of the p r o b l e m areas men ti on ed were important
parts of a good teacher training program.
■Security was a factor w h i c h had been closely related
to the teaching profession.

It has often been said that the

pay might not be high but after all an individual has s e cu ­
rity.

The effect of tenure prior to entering military ser­

vice on the retention of m e n teachers was examined in table 43.
TABLE 43

THE EFFECT OF TEMJRE
OK THE RETENTION OF IviEN TEACHERS
Left
Teaching

Never Left
Teaching

Yes

22

(19)

48

(51)

70

No

21

(24)

66

(63)

87

Had Tenure

Total

43

114

Total

157

Figures in parenthesis indicate the expected number
b ased on the total population.
Hypothesis: There was no significant difference between
the groups on the retention of m e n in the teaching p r o f es ­
sion due to tenure .
degrees of freedom = 1
chi square
- 1.17
probability
0.28

115
The nonsi g ni fi ca nt chi square indicated that tenure
prior to entering service had had no effect u p o n the r e t e n ­
t ion of M i l w a uk ee Sta te Tea ch er s College m e n graduates in
the t eaching p rofession. C hecking the group

of 22 m e n

had tenure u p o n entering

m i l i t a r y service

it

nine or a p p r o x i m a t e l y 41

per cent had not returned

who

w a s found that

to t e a c h ­

ing a f t e r h a vi n g b e e n in service.
q u e s t i o n 3 4 had as ked the m e n in te aching if they had
tenure.

Of 264 respondents,

153 or 58 p e r cent had tenure.

This compared to 49 of 130 m e n or 38 p e r cent of the m e n who
had left teaching and had tenure at the time of leaving.
This m i g h t show a t e n d e n c y toward tenure influencing r e t e n ­
tion in teaching.

However,

in ex am in in g the responses to

q uestion 35 w h i c h as ked if m e n w e r e contemplating leaving
teaching, three of the 11 m e n w h o had not had tenure, com­
par ed to two of the 153 m e n who had tenure, w e r e co ntempla­
ting lea vi n g the p rofession.

Thus,

it w a s indicated that

not h av i n g tenure had not influenced the m e n w h o had never
left t eaching to contemplate such an eventuality.
In tabulating the n um b e r of years m e n w h o had never
left the p r o f e s s i o n had taught,
number of this group had tenure.
for t e n years or more,
tenure.

Therefore,

it was n o t ic ed that a large
Of the 57 m e n who taught

48 or 83 p e r cent of the group had

table 44 was constructed and examined to

see if tenure had had a greater effect u po n m e n who had b een

116
in the p r o f e s s i o n for ten year s or m o r e t h a n it had had upon
m e n w i t h less than t e n years service.
T A B L E 44
THE E F F E C T OF T E N U R E
O N M E N WHO H A D T A U G H T L E S S THAN TEN Y E A R S
C OM PA R E D TO T H E M E N WHO H A D T A J G K T TEN Y E A R S O R M O R E
O N THE R E T E N T I O N OF M E N IN THE P R O F E S S I O N

H a d Tenure

Tea ch in g L e ss
T h a n 10 Y e ar s

T e a c h i n g 10
Y e a r s or More

Total

Yes

105

(120)

48

(33)

153

No

102

(87)

9

(24)

111

Total

57

207

264

F i g u r e s in p a r e n t h e s i s indicate the e x p ec te d number
b a se d on the total p o p u l a t i o n .
Hypothesis: There w a s no signif ic an t difference b e t we en
the g r ou ps of m e n w h o h a d taught less than t e n years and
those w h o had taught t e n years or m o r e due to tenure.
d egrees of f r e e d o m = 1
chi square
*26.29
probability
< 1 0.01**
The h i g h l y s i g n i f ic an t chi square

indicated that tenure

had had an effect u p o n the r e t e n t i o n of M i l w a u k e e State
Teachers College m e n graduates,
ten years or m o r e .

who had b e e n tea ch in g for

T h e r e f o r e , it w o u l d seem that tenure

only p l a y s a significant role w h e n m e n have b e e n in teaching
for a long p e r i o d of time.

It m us t be r emembered,

that the 57 m e n w h o had b e e n in teaching

however,

for over ten years

represented only a pp ro xi ma te ly 20 p er cent of the m e n who
had never left teaching.
It w a s felt that the m e n w h o had remained in teaching
had done so because of love of children, personal satisfac­
tion, etc. rather than m ore practical reasons.

A n attempt

was m ade to determine w h y the m e n who had never left teach­
ing had done so b y including an open-end question in the
questionnaire.

The answers to this question w e r e fairly

easily grouped because these m e n seemed to agree on the
reasons for having r emained in teaching.

The list w h i c h was

compiled is pr es e nt ed in table 45.
A f t e r examining the data in the table there was no
doubt that a "love of the pr o fe ssion" was a m a jo r factor in
having held Mi lwaukee State Teachers College m e n graduates
in the teaching profession.

The 273 m e n furnished 506 r e ­

sponses w h i c h indicated their reasons for having remained in
the teaching profession.

It was pertinent that 131 m e n

representing 48 per cent of the entire group gave the fact
that they liked teaching for remaining in the profession.
When the following group of responses:
to w o r k w i t h children,
satisfaction,

like teaching, like

opportunities to serve and personal

and challenged by the w o r k were combined it

was learned that 264 out of 506 responses or 52 per cent of
the group w a s in this area.

This made it apparent that

"idealistic" reasons played a major part in the retention
of m e n in teaching.

118
TABLE 45
REASONS FOR REMAINING IN TEACHING GIVEN BY MEN GRADUATES
OF MILWAUKEE STATE TEACHERS COLLEGE (1952-1946)
WHO HAD NEVER LEFT THE PROFESSION

Reason

Numb er of Re sp on se s

Like t e a c h i n g

131

Like to v/ork w i t h children

74

S ec ur i t y

54

Best qu al i fi ed for teaching

49

O p p o r t u n i t y to s e r v e , personal

s a t i s fa ct io n

43

S at is fa ct or y p ay

40

Not q u alified for other w o r k

19

Congenial

17

coworkers

Challenged b y w o r k

16

Good hours

16

L on g v a c a t i o n

14

Good w o r k i n g conditions

9

Administrative possibilities

9

Desirable social status

8

P a y is improving

6

" D o n ’t know"

1

Total

506

119
Fifty-four m e n out of 273 or 20 per cent felt that
security w a s a factor in hav in g kept them in teaching while
forty out of 273 or 14 per cent felt that satisfactory pay
had done so.

It w a s also noted that less than 10 per cent of

the total responses had listed good hours, long vacations,
good w o r k i n g conditions, or administrative possibilities as
reasons for havin g remained in teaching.

It was apparent

that so called "practical" reasons had not b e e n predominant
in the thinking of these men.
The responses of the small group of m e n who had left
teaching and then returned were also examined.
presents these responses.

Table 46

Jilxamining the responses it was

shown that idealism had played some part in having returned
these m e n to the teaching profession but on a whole more of
the reasons given fell into w hat might be termed a "practi­
cal" category.

Ten m e n out of 47 representing 21 per cent

of the group returned because they liked teaching as compared
to the 48 per cent who had remained in teaching for this
reason.

Combining the factors like teaching, personal sat­

isfaction, and like

children, 18 out of 57 responses or 32

per cent of the group gave these reasons for having returned
to teaching whi l e 53 per cent of the m e n who had never left
teaching gave these r e a s o n s .
This group,
teaching,

in ad dition to the men who had never left

had not listed security as a major factor in

120
TABLE 46
REASONS FOR. RETURNING T
TO
< TEACHING
GIVEN BY 47 id£N WHO HAD LEFT THE PROFESSION

iUKD RETURNED

Reason
Like teaching

Number of Responses
10

Out of work

7

Obtained position in college
or university

6

Better income

5

Personal satisfaction

5

Security

4

Like children

3

Best qualified in teaching

2

Did not like work doing

2

Had planned to return

2

Taught for services

2

Able to get position

1

Returned after military service

1

Confirm thoughts about teaching

1

Opportunity to teach manual arts

1

Additional Income

1

Chance for administrative position

1

Pay improving

1

Shorter hours

1

Illness

1

Total

57

121
returning to teaching as only 9 per cent or four out of 47
men gave this response.
out of work.

Seven men simply stated they were

This represented 15 per cent of the group.

It would appear that the men who had left teaching and
returned had given fewer reasons in the "idealistic” cate­
gories than the m e n who had never left teaching.

A love for

the profession could be said to be an important factor in
the retention of Milwaukee State Teachers College men gradu­
ates in the teaching profession.
Tables 47 and 48 were compiled and analyzed to deter­
mine if the reasons given for never having taught and for
having left the profession had any bearing on the retention
of m e n in the profession.
An analysis of these two tables showed that salary was
the paramount reason given for men not having entered teach­
ing or having left the teaching profession.

It was signifi­

cant that 63 per cent of the men who had left teaching gave
low salary as the reason for doing so while 35 per cent of
the group that had never taught gave low salary as the reas­
on for not having entered the profession.

The only other

reason with any sizable number of responses given by the men
who had never taught was no positions available.

This reason

was given by 24 m e n or 28 per cent of the group.

Perusing

table 47 it can be seen that personal restrictions were not
noted and no other reason given had enough responses to

128
TABLE 47
R EASONS FOR NOT HAVING TAUGHT GIVEN BY MEN
WHO HAD GRADUATED F ROM MI L WAUKEE STATE
TEACHERS COLLEGE (1932-1946)
A N D WHO HAD NOT ENTERED THE PROFESSION

R e as on Given

Number of Responses

Low salary

30

No p osition available

24

Lack of interest

6

More opportunities for advancement
in other w o r k

5

Decided against teaching position

5

Entered service

5

Never intended to teach

4

Preparing for college teaching

3

Remained in service

3

Lack of independence

3

GI Bill enabled to study for
preferred profession

2

Unwilling to leave Milwaukee area

2

Low draft number

2

Entered own business

2

Monotony of w o r k

2

123
TABLE 47 continued

R e a s o n G i ven

Num be r of Responses

L a c k of p a t ie n ce

1

A d v a n c e d degree n e ed ed to teach

1

JMo future

1

Imm ed ia te employment

in industry

1

A c c e p t e d and like d other type w o r k

1

Initial

interviews discour ag in g

1

F o l l o w e d part time w o r k done in college

1

W o r k in w a r pl ant

1

S e p a ra te d f ro m service at inopportune time

1

U n c o o p e r a t i v e a t t i t ud es of
school a u t h o ri ti es

1

IMot a t t r a c t e d to fellow teachers

1

Individual

1

initiative not rewa rd ed

Too m a n y w o m e n in teaching
Total

1

111

124
TABLE 48
R E A S O N S FOR L E A V I N G T E A C H I N G G I V E N B Y M E N
WHO H A D L E F T T E A C HI NG A T A N Y T IM E

Reason Given

N u m b e r of Responses

L o w sala r y

92

G reater interest in other w ork

S3

L i m i t e d o p p o r t un i ti es

17

D i s s a ti s fi ed w i t h a d m i n i s t r a t i o n

15

R e s e n t e d per so na l r es tr ic ti o ns

9

No p o s i t i o n av ai la bl e

8

C o mmunity taking a dv antage of teachers

4

A s ke d to r e s i g n

4

L a c k of security

4

I m p e n d i n g draft or dra ft ed

4

War w o r k

3

Try n e w type of w o r k

3

Graduate w o r k

3

Health

2

H e a v y teaching load

2

O verl y tiring w o r k

2

M i l i t a r y service (did not desire
to r e t u r n to teaching)

2

125
TABLE 48 continued

Reason Given

Numbe r of R e s p o n s e s

Creative r a t h e r than i nstructive
temperament

2

Too m u c h p o l i t i c s

2

Start own b u s in es s

2

P o s i t i o n carr ie s little r e s p e c t

1

Did not like a s s o c i a t i o n w i t h
a do l e s c e n t s

1

High er

caliber co wo rk er s desired

1

P ur s u e

creative

1

studies

P r o m o t i o n not on m e r i t

1

Too little time

1

for p e r s o n a l needs

P e r s o n a l n e r v o u s r e a c t i o n to s tudents

1

L o ca l degree r e q u i r e d

1

L a c k of a p p r e c i a t i o n

1

T e m p e r a m e n t and p e r s o n a l i t y
not suite d to teaching

1

Change

1

in children after the war

H a d to t e a ch courses not p r e p a r e d
to teach

1

Be

1

"own b oss"

S t a r t e d t e a c h i n g p r o g r e s s i v e l y and had
trouble g o i n g b a c k to old m e t h o d
Total

1
217

126
warrant its having a serious effect on the retention of men
in the profession.
There were several items that warranted consideration
in table 48 besides that of salary.

A greater interest in

other work was indicated by 16 per cent of the group, while
IE per cent indicated limited opportunities in the teaching
profession.

It was found that 10 per cent of the group were

dissatisfied with their administrators.

Personal restric­

tions, which it had been expected would elicit a large num­
ber of responses, was given as the reason for leaving teach­
ing by only nine men, or 6 per cent of the group.
There might have been some value in listing reasons
for leaving and having men check all of the responses which
covered their situation.

It would have been possible that

categories such as personal restrictions might have received
greater mention.

However, the open-end question allowed any

responses that were desired and a factor such as salary,
which was foremost in the minds of the men, received a p re ­
ponderance of responses.

If any other factor had a strong

bearing on m en leaving teaching,

it would most certainly have

been brought forth by the responses to the questionnaire.
As the questionnaire returns were tabulated it appeared
that a considerable number of men held administrative p osi­
tions at the time of the survey.

Administration in education

had often been considered the aspiration of most men in the

127
teaching profession.

A n a l yz i ng the data it w a s noted that

o nly nine m e n out of 273 w h o had remained in teaching had
given a dministrative possib il it i es as the reason for their
ret ention in the profession.

Nevertheless the figures indi­

cated that seventy men, r ep re se nt in g 26 per cent of the
group who had never left teaching, held administrative p o s i ­
tions at the time of the survey.
become administrators.

Thus, one out of four had

This w ould appear to be a high p e r ­

centage of Mi lw au ke e State Teachers College m e n graduates in
administrative positions.

It was interesting to note that

of the 31 m e n who had left teaching and returned five or 16
per cent of the group had become administrators compared to
19 men,

representing 33 per cent of the 57 m e n who had been

in teaching ten years or m or e and n o w held administrative
positions.

This w o u l d indicate that administrative positions

are the rewards for remaining in the p r o f e s s i o n over a long
period of time.

Thus,

it w o u l d appear that there w as a t end­

ency for the m e n graduates to become a dministrators and this
in turn w o u l d lead to their rete nt i on in the profession.
It w as considered possible that education had not been
losing these M i l w au ke e State Teachers College m e n graduates
even though they had left the teaching field.

If a m a n had

entered areas such as recreational w or k or B o y Scouting cer­
tainly the w o r k was of an educational nature and also d i ­
rectly related to child growth and development.

In order to

188
examine the occupations engaged in by the m e n graduates who
were not teaching at the time of the survey a tabulation was
made and shown in table 49 •
The classification of the occupations that were given
by the m e n surveyed was difficult to list because of the
variance in nomenclature and the ambiguity in some job des­
ignations.

Purveying the table it became evident that the

maj or it y of these m e n could be classified as professional,
semiprofessional or managerial.

The positions that were

considered to have a fairly close relationship to education
were marked with an asterisk.

If each individual had been

interviewed it wo uld undoubtedly have revealed other men
doing w o r k of an educational nature.
have been teaching classes.
turing to groups of children.

A rmy officers might

Botanists might have been l e c­
Obviously,

in this survey it

was not possible to obtain such information.

It was found

that only 29 out of 199 men graduates were holding positions
closely related to education at the time of the survey.
represented 15 per cent of the group.

This

In other words educa­

tion was losing approximately five out of six m e n to other
fields of work.

Concerning the occupations that seemed to

have been getting the most men, not m uch of a pattern could
be discerned.

Of the 199 m e n 11 had become salesmen, ten

business executives, ten lawyers, and eight army or navy o f ­
ficers.

There were over 100 different occupations listed

129
TABLE 49
OCCUPATIONS OF M E N NUT IN TEACHING
A T THE TIME OF THE SURVEY

Accountant

Church Secretary

(2)

Actor (2)

Civil Engineer

Arc Welder

Clerk (2)

Advertising (4)

Commercial Artist

A rmy Officer (7)

Contractor
"“Curator, Art Museum

'“Art Director
"“Art Institute Superintend
ent

Customs Liquidator
Dentist

Artist

(6)
Designer (3)

Assistant Chief Operator
Police Department

"“Director of Art Center

Biochemist

"“Director of Division of
Health Education

Botanist
Director of Research
*Boy Scout Executive

(2)
Division Laboratory Supervisor

Brewery Worker
Economist
Business Executive

(10)
Electrical Engineer (3)

Business, Own (4)
Engineer (2)
Carpenter
Case Supervisor (2)
Chemist
"“Chief Educational Thera­
pist

"“Executive Director Boys
Club (2)
Executive Secretary Trade
Magazine
Farmer

Chief Mortgage Examiner

Filling Station Operator

Chiropractor

Final Inspector

130
TABLE 49 continued

Food Inspector
Foreman (3)

Meteorologist

(2)

'•‘Minister 13)

Geophysicist

Musician

Grocer (2)

Music Publisher

Grocery Clerk

Naval Officer

Haberdasher

Office Clerk

*Head Conservation of
Hearing Program

Office Manager (2)
Osteopath

Hospital Relations
Administration

Personnel Director (3)

Hydrologic Engineer

Personnel Worker

Industrial Designer (4)

Physician (3)

Industrial Executive

Plant Superintendent (3)

Industrial Photographer

Postal Clerk (5)

Insurance Broker
Insurance Claims Adjuster

'•‘Probation Officer
Program Director, Group
Work Agency

Labor Leader
'•‘Psychiatric Social Worker
Lawyer (10)
'•‘Psychologist
'•'Librarian (2)
*Public Museum (Educ. Work)
Manager (2)
Purchasing Agent
Manager, Art Department
Radio Station, Ass't. Mgr.
Manufacturer
Rating Examiner,

Civil Service

131
TABLE 49 continued

R e a l E st a t e B r o k e r
"“R e c r e a t i o n D i r e c t o r

"“Soci al W o r k e r A d m i n i s t r a t o r
(2)

S t a f f Member, B o a r d of Commerce

R e s e a r c h D a ta C o m p u t e r

Store Manager

Retail oervice
Superintendent

Student

S a les C o r r e s p o n d e n t
Sales E n g i n e e r

(2)

(6)

"“S u p e r i n t e n d e n t of State
Institution
Tax Assessor

S a l e s m a n (11)

Telephone Engineer

Sal es P r o m o t e r

T ime S t u d y F o r e m a n (2)

"“S e n io r T r a i n i n g S u p e r vi so r, T o b a c c o n i s t
Veterans Administration
Traffic Supervisor
Serv ic e S t a f f R e p r e s e n t a ­
tive L a b o r O r g a n i z a t i o n
T r u c k D r iv er
S i l k S c r e e n S t e n c i l Cut te r "•'Vocational C o u n s e l o r
"“Soci al w o r k e r

(2)

Unemployed

(2)

(1)

Unclassified

(2)

* I n d i c a t e s o c c u p a t i o n clo s el y r e l a t e d to the te aching
p r o f es si on .

132
for the 199 m e n indicating that a great diversity of occu­
pations existed among this group.
It had b een hoped that some information concerning the
success in teaching of the men who had left the profession
might be obtained.

The questionnaire had specifically

omitted asking for information concerning the names of
school systems the m e n had left.

There was, therefore, no

w a y of finding out whe th er the m e n were considered success­
ful teachers in the systems in w h i c h they taught.

However,

it had been decided to ask m e n who had left teaching if they
had considered themselves successful teachers.
responses,

Out of 138

115 had considered themselves successful,

not, and 13 were uncertain.

ten had

This sort of response should

probably have b een expected because it w o u ld be very diffi­
cult for a m a n to admit even to himself that he had not been
successful.

Also, the term successful being a rather nebu­

lous term would be open to all manner of interpretation.

It

was unfortunate that this question was included in the ques­
tionnaire because it failed to shed any light on the problem
of the retention of m e n graduates of Milwaukee State Teachers
College in the teaching profession.

CHAPTER V
SUMMARY
A n a n a l y s i s of the

q ue s t i o n n a i r e s r e t u r n e d b y the M i l ­

w a u k e e State T e a c h e r s College m a l e g r a d u a t e s

indicated that

these m e n w e r e eith er not e n t e r i n g the teaching p r o f e s s i o n
or l e a v i n g it in la rge e n o u gh n u m b e r s to h er a l d the existence
of a ser io us p r o b le m .

A p p r o x i m a t e l y one out of every six

m e n or 17 p e r cent of the m e n had never taught.

Thro ug h the

years the n u m b e r of m a l e gra du at e s w h o had never taught had
b e e n increasing.

This m e a n t that M i l w a u k e e State Teachers

College had b e e n u s i n g its r e s o u r c e s to t r a i n m e n some of
w h o m w e r e not u t i l i z i n g that t r a i n i n g in our educational
systems.
A p p r o x i m a t e l y one out of four or 29 p e r cent of the m e n
had left t e a c hi ng at some time and of that number 6 p e r cent
h a d r e t u r n e d to the p r o f e s s i o n and had r em ained.
that one out of five m e n had left the pro fe ss io n.

This meant
Of all

the m e n a n s w e r i n g the qu e s t i o n n a i r e a p p r o x i m a t e l y one-half
had n e v e r left t e a c h i n g except for a p e r i o d of m i l i t a r y s e r ­
vice.

The years 1932,

1933, and 1 93 4 showed the greatest

s t a b i l i t y if Pylraan's p r e m i s e 41 c o n c e r n i n g the stability of

41 J a y L. Pylm an . The S t a b i l i t y of the T e a c h i n g P r o ­
f e s s i o n . U n p u b l i s h e d Ph. D. thesis, U n i v e r s i t y of Michigan,

134
the p r o f e s s i o n w a s accepted.

This premise had b e en that a

p r o f e s s i o n was not stable unles s more than a m a j or it y of
those w h o b e g a n teaching in a ny one year re mained for a ca­
reer.

The later years of the p r e se nt survey w er e less s ta ­

ble and it a p p e ar e d to be quite l i k e l y that the graduates of
the years 1937 -1 94 6 w o u l d have less t han 50 per cent of their
groups in tea c hi ng after a twen ty year period.
Of the total group

surveyed 40 per cent were not in

teaching at the time they repl ie d to the questionnaire.
Four out of ten m e n w o u l d appe ar to be too high a "drop out"
rate.

The retu rn s in general

supported the hypothesis that

m e n are lea vi n g the p r o f e s s i o n in considerable numbers.

The

gra du at es of the years after 1936 a p p e a r e d to be leaving at
a faster rate t ha n those p r io r to that time.

It would appear

that the M i l w a u k e e State Te ac he rs College group of m e n who
had g r a d ua te d in the earlier years of the survey had greater
p r o f e s s i o n a l stability than the group of m e n studied by
B re i t w e i s e r and Pylman.

However,

it a p p ea r s quite evident

that the gr a du at es after 1936 will a p p ro ac h the 40 per cent
figure of P y l m a n and Breitweiser.
The n o n r e s p o n d e n t bias of the returns w as checked.

In­

formation concern in g eighty of the 197 m e n w h o had not r e ­
turned their questionnaire indicated that 54 per cent of
this group w a s teaching.

This compared to 54 per cent of

the r e t ur ns and therefore it could be assumed that the

135
n o n r e t u r n p o r t i o n of the p o p u l a t i o n was not heavilyw e i g h t e d w i t h no n- te a ch in g individuals.
These factors w ere found to be s ta ti st ic a ll y s i g n if i­
cant in the r e t e n t i o n of m e n graduates of M i l w a uk ee State
Teachers College in the teaching profession.
1. L o w salaries
2. Gr aduate study
3. Intent to t e a c h at time of college entrance
4. Time-lapse p r i o r to o bt aining first teaching
position
5. P r o b le m s met during the first year of teaching
M o s t studies we r e in ag r ee me nt that low salaries were
forcing m e n out of the teaching profession.

Baer's study42

showed that 209 out of 383 m e n gave inadequate salaries as
a r ea s o n for leaving the profession.

The findings of B r e i t ­

w e i s e r 4 3 , P o o r 4 4 , and P y l m a n 4 5 , w e re similar to those of

4 ^J o s e p h Al v a Baer.
M e n Te achers in the Publ ic
Schools
of the U n i t e d S t a t e s . U n p u b l i s h e d
Ph. JD. thesis,
The Ohio State University, 1928, 318 numb, leaves.
4^
Thomas J o h n Breitweiser.
Oc cu pa ti o na l Stability of
The Graduates of P e n n s y l v a n i a State Te achers Colleges. 1 9 1 0 1 9 5 0 . F a y e t t e v i l l e , P a •, The Craft P r e s s I n c ., 1932, 165 p p .
44 Geral d L. Poor.
A Study of the Extent and Causes of
Teacher Turnover in Small H i g h Schools of M i c h i g a n . U n p u b lished Ph. D. thesis, M i c h i g a n University, August, 1943,
204 numb, leaves.
45 J a y L. Pylman.
The St ab il it y of the Teaching P r o ­
f e s s i o n . U n p u b l i s h e d Ph. D. thesis, U n i v e r s i t y of Michigan,
1946, 275 numb, leaves.

136
Baer.

The present study substantiated the previous findings.

The m e d i a n salary range of the m e n who had never left t e a c h ­
ing w a s lower than that of m e n who had never taught or had
left teaching.

The percentage of m e n who had never taught

due to inadequate salaries was 35 per cent.

L o w salaries

was a reason given b y 63 per cent of the group who had left
teaching.

A highl y significant chi square indicated that low

income had played a part in m e n leaving the profession.

Few­

er m e n in the group who had remained in teaching had r e p o r t ­
ed incomes of $5,000 and over than in the other two groups.
Two-thirds of the m e n in teaching supplemented their incomes
through additional w o r k and one out of five had wives who
were working.

It w ould seem that if these m e n had not been

able to supplement their teaching incomes they might have
b e e n forced to leave the profession.
Graduate study was found to be a very important factor
in the retention of Milwaukee State Teachers College m e n
graduates in the teaching profession.

Several different

analyses had b een m a d e and all showed a highly significant
chi square.

It was very pertinent to note that the taking

of graduate study, regardless of the number of credits or
the attainment of a degree had had an influence on the r e ­
tention of the m e n graduates in the teaching profession.
Surveying the results of the questionnaires it was interest­
ing to see that the m e n who had never taught were the least

137
likely to take a ny graduate study.

Of the group of m e n who

had never left teaching 95 per cent had had graduate study.
Thus,

the taking of graduate study could be said to strength­

en m a t e r i a l l y the holding po wer of the teaching p r o f e ss io n
on these M i l w au k ee State Teachers College m e n graduates.
The intent of m e n to enter Milwaukee State Teachers
College to prepare specifically for teaching was found to
have b e e n a significant factor in their r et ention in the p r o ­
fession.

It should be of great concern to the college as a

teacher training institution that 53 of the 84 m e n who had
never taught had entered college to prepare for teaching.
At the time of this survey o nly three still had intentions of
doing so.

Thirty-three m e n had changed their minds about

teaching by the time of graduation.

One mi ght well ask what

had transpired to cause this change of intent to teach.
Teaching immediately u pon graduation was found to be
a statistically significant factor in the re tention of m e n in
the teaching profession.

However,

the factor operated con­

v e r s e l y to the opinion that the m e n graduates teaching imme­
d iately after graduation w o u l d give the p r o f e s s i o n an i n ­
creased holding power.

i£xamination of the returns showed

the three major reasons for not teaching immediately after
g ra du at io n to be no po sitions available, graduate study, and
m i l i t a r y service.

In the case of the group w h o had never

left teaching 37 per cent of the group compared to 19 per

138
cent of the m e n who had left teaching had entered military
service.

This would cause the validity of the conclusion

reached to be seriously questioned.

In studying the effect

of time lapse between graduating and the first teaching job
the chi square approached significance but again the factor
of military service obscured the issue.

It would therefore

appear that no definite conclusions concerning the effect
of time lapse before obtaining a first teaching position on
the retention of Milwaukee State Teachers College m e n grad­
uates in the teaching profession could be reached.
It had been felt that if m e n had met problems during
their first year of teaching for which they had not been p r e ­
pared, they would tend to leave the profession.

Examining

the responses a highly significant chi square was obtained
but contrary to expectations it was found that the m en who
had never left teaching met more problems than the men who
had left the profession.

Percentagewise it was found that

46 per cent of the m e n who had left teaching met problems com­
pared to 6£ per cent of the m e n who had never left teaching.
There are several factors which could have caused this situa­
tion.

There might have been a memory bias on the part of the

men who had left teaching and a more critical, analytical ap­
proach on the part of the m e n who had remained in teaching.
However, of greater importance than the presence or absence
of problems was the listing of the problems found by both

139
groups of men.

These M i l w a u k e e State Teachers College m e n

graduates indicated five m a i n areas in w h i c h the problems
they faced in their first year of te aching were centered.
The areas w ere techniques of teaching,
nity relations,

discipline,

administrative relations,

commu­

and guidance.

These factors we r e found to be statis ti c al ly not s i gn i ­
ficant in the r e t e n t i o n of m e n gr aduates of Mi lwaukee State
Teachers College in the teaching profession.
1. A t t r a c t i o n of a m e t r o p o l i t a n area
2. Grade poi nt averages
3. E x t r a c u rr ic ul ar activities
4. R e m a i n i n g in the area in w h i c h training was received
5. M i l i t a r y service
6. Age at time of g r a d ua ti o n
7. Fam i ly b a c k g r o u n d
8. M a r i ta l status and size of family
9. Type of first teaching assignment
10. P r e p a r a t i o n for initial teaching assignment
11. Tenure
G r e e n h o e ’s

s

t

u

d

y

4

6

revealed that a m ajority of the

teachers surveyed had l ived in small communities.

It was

found that 51 per cent came from communities u nder 2,500.

46 Florence Greenhoe.
Community Contacts and P a r t i c i ­
p a t i o n of T e a c h e r s . W a s h i n g t o n D. C.:
A m e r i c a n Council On
P u bl ic Affairs, 1941, 91 pp.

140
The M i l w a u k e e S tate Tea c he rs College m e n gra du at es we r e pred o m i n e n t l y a m e t r o p o l i t a n group as 81 per cent stem me d from
such a n area.

It had b e e n a s s u me d that such a group w o u l d

w a n t to r e m a i n in a m e t r o p o l i t a n area.
s i g n i fi c an t

However,

the n o n ­

chi square in dicated that the size of the c o mm u­

n i t y in w h i c h a first tea ch in g a s s i g nm en t w a s held had not
a f f e c t e d the r e t e n t i o n of these gra du at es

in the profession.

The size of the p r e s e n t te a ch in g locale of m e n w h o had r e ­
m a i n e d in t e a c h i n g had b e e n c o m p a r e d v/ith the size of the
c o m m un it y in w h i c h they had fi rst taught.
fac to r s as n a t u r a l p o p u l a t i o n growth,
school consolidation,

C on si de r in g such

the g r o w t h toward

and inaccuracies in r e p o rt in g the size

of a c o m m u n i t y the co n c l u s i o n w a s r e a c h e d that evidence does
not p o i n t t o w ar d a strong m o v e of m e n g r a d ua te s of Milwaukee
S t ate T ea ch e r s College to larger communities.

The o b s e r v a ­

t i on w a s m a d e that m e n i n t e re st ed in a d m i n i s t r a t i v e p o s i t i on s
m i g h t tend to gravitate toward s maller communities.
It w a s found that the m e d i a n grade p o i n t average of
e a c h of the three groups of m e n surveyed w a s 1.8.

U s i n g the

chi square test a n o n s i g n i f i c a n t chi square indicated that
g rade p o i n t ave r ag e had had no effect on the r e t e n t i o n of
m e n g r a d u a t e s of M i l w a u k e e State Te ac he rs College in the
t e a c h i n g p rofession.

H i g h or l o w g r a de p o i n t a v e ra g e had

not cau se d significant differences b e t w e e n the groups.

Each

g r ou p had r e c e i v e d a p p r o x i m a t e l y the same p e r c e n t a g e of m e n

141
in the above average grade point category.

Thus the t e a c h ­

ing p r o f e s s i o n w as r e c e i v i n g its p r op o r t i o n a t e share of better
than average students.

It w a s also true that teaching had

its p r o p o r ti on at e share of lower than average students.
T a b u l a t i o n of e xt r ac urricular activities partic ip at io n
was difficult because some m e n dealt w i t h areas and others
w i t h individual activities.

Also,

it was v ir tually i m p o s ­

sible to determine the extent and p r o f i c i e n c y of p a r t i c i p a ­
tion.

Thus,

the influence of certain areas and the number

of areas of p a r t i c i p a t i o n v/ere the only factors that were
checked.

The three activit ie s w i t h the greatest number of

p a r t ic ip an ts were athletics 295 or 69 per cent of the total
returns,

social f ra te rn i ti es 236 or 47 per cent of the total

returns,

and musical groups 205 or 41 per cent of the total

returns.

E x a m i n i n g the effect of p a r t i c i p a t i o n in these

three activities on the three groups being surveyed a n o n ­
significant chi square w as found.

The numb er of areas of

p a r t i c i p a t i o n was also ana ly z ed and a nonsignificant chi
square computed.

I n the case of extracurricular activities

as in the case of grade p oint averages it could be said that
the teaching p r o f e s s i o n w a s getting its propor ti on at e share
of the m e n w i t h e xt ensive extracurricular activities p a r t i c ­
ipation.

Thus, it w o ul d appear that the stress on e x t ra cu r­

ricular activities seems to be u nimportant in the retention
of m e n teachers in the profession.

142
It had b e e n a n t i c i p a t e d that a g r e a t e r p e r c e n t a g e of
the m e n w h o h a d r e m a i n e d in t e a c h in g w o u l d r e m a i n in their
a r ea s of t r a i n i n g , and that the m e n who h ad left tea ch in g
h a d b e e n t e a c h i n g in an area for w h i c h t h e y were unprepared,
statistically a nonsignificant
this w a s not true.

HowTever,

chi square in dicated that

two facts w e r e noted:

1. A

large p e r c e n t a g e of b o t h gro up s h a d r e m a i n e d in the area for
w h i c h t hey had b e e n trained.

2. There w a s a n indication

t hat m e n w h o had n e ver left t e a c h i n g w er e m o r e lik el y to
h ave le f t the area

in w h i c h t h e y w er e trai ne d than were the

m e n w h o h a d left teaching.

E v i d e n c e from this study indi­

cated that e v i d e n t l y m e n do not leave t e a c h i n g because of
b eing p l a c e d in ar eas for w h i c h they w er e not trained.

An

a t t e m p t w a s m a d e to d et ermine the type of changes that were
m a de.

A m o n g the m e n w h o left teaching the greatest number

of changes w er e m a d e f r o m e l e m e n t a r y to s e c o nd a ry and c o l ­
lege fields, w h i l e a m o n g

the m e n w h o had ne ver left teaching

the e l e m e n t a r y and s e c o n d a r y divisions h a d an equal number
of changes.

It w a s n o t e w o r t h y that 73 to 85 per cent of the

m e n g r a d u a t e s of M i l w a u k e e State T e a c h e r s College had r e ­
m a i n e d in the ar eas for w h i c h t he y had b e e n trained.
S u b j e c t i v e o b s e r v a t i o n s had led to the b e l i e f that m i l ­
itary service ha d w e a k e n e d the hold of the te ac h i n g p r o f e s ­
sion o n the m e n g r a d u a t e s of M i l w a u k e e State Teachers Colleg
A n ana ly s is of the qu es ti on na i re returns had not substantiate

143
this belief.

At the most 8 per cent of the men returning

questionnaires could be said to have been influenced to
leave the profession because of their military service.
The effect of the length of military service was determined
through a chi square test.

A nonsignificant chi square

indiceted that the length of military service had not in­
fluenced men to leave the profession.

It was important to

note that military service had given men the opportunity to
avail themselves of the G I Bill and take graduate study.
If graduate study strengthened the hold of the profession
as previously noted the military service might have indi­
rectly influenced some men to have remained in the
profession.
statistically age at time of graduation was found not
to be significant for m e n graduates of liilwaukee State
Teachers College.

However, an examination of the responses

made it evident that the group that had never left teaching
had more individuals 28 years and over than would be expected
on the basis of the total group analysis.

This would indi­

cate a tendency among older men graduates to remain in
teaching.

Breitweiser in his study47 had come to the same

conclusion.

47 Breitweiser, op. cit.

144
It w a s p o s s i b l e to check o n ly a l i mi t ed number of f a m i ­
ly b a c k g r o u n d factors in a surve y of this t y p e .

Eco no m ic

a nd g e n e r a l f a m i l y status w a s checked t h r o u g h the c a t e g o r ­
izing of the f a t h e r * s occupation.
naming occupations made

V a r y i n g t e r m i n o l o g y in

it n e c e s s a r y to have a simple b r e a k ­

down to det er m in e s t a t i s t i c a l l y the s i g n i fi ca nc e of o c c u p a ­
t io n in its effect u p o n r e t e n t i o n in the t e a c h i n g profession.
A n o n s i g n i f i c a n t chi square w a s obtained.

A survey of the

o c c u p a t i o n s of the fathers d i s c l o s e d some additio na l
t e r i st ic s of the
cent of

group b e ing surveyed.

char ac ­

There were 11 per

the f a t h er s in the p r o f e s s i o n a l category.

Of note

w a s the fact that 50 p e r cent of the group list ed their
fat he r 's o c c u p a t i o n as s killed or u n s k i l l e d labor.

There

w a s not

a strong trend for sons to f o l l o w the f a t h e r ’s p r o ­

fession

as found among m e d i c a l men.

O n l y 77 m e n or 8 per

cent of the total s u r v e y e d had a p a r e n t w h o had b e en in
education.

In B r e i t w e i s e r *s s t u d y^ ® the lar ge st number of

g r a d u a t e s came f r o m farms w h e r e a s p r a c t i c a l l y none of the
hiilwaukee State T e a c h e r s College m e n l i st ed their f a t h e r ’s
o c c u p a t i o n as farmer.

H o w e v e r , it m u s t be r e a li ze d that

B r e i t w e i s e r *s study w a s c o n d u c t e d in 1910 w h e n the p e r c e n t ­
age of far me r s in the U n i t e d St a t e s p o p u l a t i o n w as c o n s i d e r ­
a b l y h i gh e r than it is today.

48 ibia.

145
F i n a l l y a check on the nationality of both parents was
made.

Whe th er a paren t w a s A m e r i c a n or foreign born was

found to have no significance w h e n considering the retention
of Mi lw au ke e otate T eachers College m e n gra du at es in the
teaching profession.
N either mar it al status or the size of family was shown
to have had a n effect statistically u p o n the r et ention of
m e n graduates of M i l w a u k e e ^tate Teachers College in the
teaching profession.

There appeared to be a greater nunb er

of single m e n in the never taught group t han w o uld be e x­
p e ct ed on the basis of the p o p u l a t i o n sampled.

However,

after analyzing these returns it appeared to be evident
that m a r i ta l status in itself had not been a factor in the
r e t e nt io n of m e n in the teaching profession.

Concerning the

size of the families it was found that very few m e n in any
group had four or five children and the m e d i a n for each
group was found to be two children.
«.n attempt had b ee n made to determine the type of first
t eaching assignment held by M i l w au ke e otate Teachers College
m e n graduates.

The replies to this inquiry were not specific

so it was only possible

to determine

if the first teaching

assignment w a s in an area such as elementary,
college teaching.

secondary, or

The nonsignificant chi square indicated

that the type of first teaching p o s i t i o n had not had an
effect upon the r e tention of these m e n in the teaching
profession.

146
It was felt that p r e p a r a t i o n for a first teaching a s ­
signment w o u l d influence the r e t e n t i o n of M il waukee State
Teachers College graduates in the teaching profession.

A

subjective response w a s obta in e d but b y categorizing it was
possible to analyze the data statistically.

A nonsignifi­

cant chi square was obtained thus indicating that the e x ­
tent of p r e p a r a t i o n for the first teaching assignment had
not had an effect upon the r e t en ti on of m e n in the teaching
profession.

The teacher training p r o g r a m at M i l wa uk ee State

Teachers College m u s t have b e e n of a h i g h quality because 70
per cent of the m e n who had never left te aching felt p r e ­
p a r e d for their first teaching assignment.

O n l y t e n m e n out

of 272 or 4 per cent felt that they w e r e not p r e p a r e d for
their first te aching assignment.

This migh t have been a

p r o b l e m of improper p la cement rathe r t h a n lack of adequate
training for the position.
Tea ch i ng had b een considered a p r o f e s s i o n w i t h security
b y m a n y people.

However,

this study as w el l as several p r e ­

vious studies had not confirmed this opinion.

B a e r 49 listed

items such as no financial future in the profession,
for pr o viding for old age,

no chance

and too m u c h un c e r t a i n t y in tenure

as reasons given b y m e n for leaving the teaching profession.

49 Baer, op. cit.

147
These were all factors in security.

Pylman

had found that

one out of five individuals surveyed gave insecurity as the
reason for lea vi ng the profession.

Tenure had always been

the most prominent factor in considering job security.
Therefore,

the effect of tenure o n the re t ention of m e n M i l ­

waukee State Teachers College graduates w a s checked statis­
tically.

A nonsignificant chi square indicated that tenure

had not had an effect on the re tention in the profession.
However,

in analyzing the data it was noted that a large

number of m e n who had b ee n in teaching for ten years or more
had tenure.

A highly significant chi square indicated that

tenure had had a n effect upon the r e t e n ti on of this group in
teaching.

This w o ul d m e a n that tenure had played a signifi­

cant role only w h e n m e n had taught for long periods of time.
Thus another group of respondents had b ee n shown not to con­
sider security a factor in the r e t e n t i o n of m e n in the p r o ­
fession.
These factors were considered but not treated statis­
tically through the use of the chi square test because they
had not lent themselves to such treatment.
1. Division from w h i c h graduated
2. Effect of a serious depression or recession
3. Time spent in the pr o fe ss io n

50 Pylman, ox>. cit.

148
4* Number of job changes
5. Obtaining administrative positions
6. Entering related occupations
The assumption had been made that the secondary divi­
sion would have the greatest holding power on the m e n grad­
uates of Milwaukee State Teachers College.
proved this assumption to be wrong.

This survey

A n examination of the

questionnaire returns showed that 76 per cent of the music
division graduates were still teaching.

To see if higher

salaries accounted for this high percentage of retentions in
the profession a chi square test was made.

The chi square

was approaching significance so a further examination of the
data was made.

It was found that the music division had few­

er m en graduates who had been receiving .$5,000 and over than
w o uld be expected on the basis of the total teaching group
studied.

Checking the individual returns it was determined

that 48 out of sixty returns indicated that the respondents
were supplementing their income with part time work.

From

this analysis it appeared that teaching in the music area
adapted itself to part time employment and thus enabled men
to remain in teaching despite a low income from their regu­
lar positions.
The attempt to analyze the effect of a serious depres­
sion or recession on the holding power of the teaching p r o ­
fession on the me n graduates of Milwaukee State Teachers

i

149
College w a s not successful.

P ur veying the questionnaire r e ­

turns it had become evident that at this time the m e n who had
left the teaching pr o f e s s i o n were not contemplating a return
to the p r o f e s s i o n if a de pr es si on or r e c e s s i o n became a
fact.

O n l y five m e n in the group that was teaching at the

time of the survey had contemplated leaving the p r of ession
and they had not felt that a depression or rec es si on would
alter this decision.
P yl ma n * s s t u dy 51 had revealed that b y the end of the
third year 50 per cent of the separations had occurred.

In

this study it was found that of the 93 m e n w h o had left
teaching 56 or 60 p e r cent had left the pro fe s si on b y the
end of the third year and by the end of the fourth year 71
per cent had left.

It had taken the remaining m e n from five

to ten years to leave teaching.

It was no ted that if a

Milwaukee State Teachers College male graduate had remained
in teaching for m ore than four years the professions hold
on h i m was considerably strengthened.

The e arly years in

teaching were found to be crucial in hold in g m e n in the
profession.
It was felt that it w as important to determine h ow f r e ­
quently Milwaukee State Teachers College m e n graduates who
had remained in teaching had changed jobs.

51 Ibid.

The figures were

150
very revealing.

T hey had indicated that 32 per cent of the

group had only been in one school system,

64 per cent had

been in two or less, and 83 per cent had b e e n in three or
less school systems.

On a whole it would appear that the

men who had remained in teaching had not made frequent job
changes.
It was felt that m e n w o u ld usually strive to obtain
administrative positions in the teaching profession.
fore,

There­

it was surprising to discover that only nine out of

273 me n w ho had remained in teaching had given administra­
tive possibilities as the reason for their retention in the
profession,

while this m a y not have been foremost in their

minds as a reason for remaining in teaching, the figures
indicated that seventy m e n representing 26 per cent of the
group who had never left teaching were holding administrative
positions at the time of the survey.

Of the m en who had

been in teaching for ten years or more 19 m e n representing
33 per cent of the total group were holding administrative
positions.

Thus,

it w o u l d appear that the men graduates of

Milwaukee State Teachers College tend to become adminis­
trators and this w o u ld lead to their retention in the p r o ­
fession.

It is also a possibility that the higher salary

paid administrators m a y be a factor rather than the desire
to function in an administrative capacity.
To determine if the m en who had trained to be teachers
and were not teaching at the time of the survey had entered

151
occupations closely related to teaching, a tabulation of the
occupations engaged in w a s made.

There were over 100 d i f ­

ferent o cc up at io n s lis te d b y the 199 m e n not in teaching.
It was found that only 29 out of the 199 m e n graduates were
holding po sitions closely related to education.

.Education

had b e e n losing a p p r o x i m a t e l y five out of six m e n to fields
of endeavor not related to education.
The results of ta b ul at in g the o pe n end questions con­
cerning the reasons w h y m e n graduates of Milwaukee State
Teachers College had left or re mained in the teaching p r o ­
f ession w er e interesting.

The only one of the previous

studies re vi ew ed in an earlier chapter dealing w it h the r e a ­
sons for m e n r e m a in in g in t eaching w a s Bae r' s. ^^

He had

found that the p r e d o m in an t reasons g i ve n were "idealistic”
such as o pp or tu ni t ie s for service, like the work, love for
children,

tea ch in g is honorable,

etc.

The findings of the

present survey conducted m o re than twenty years later than
Baer's confirmed his findings.

The 273 m e n who had never

left the p r o f e s s i o n gave 506 responses.

It was pertinent

that 131 m e n repres e nt in g 48 per cent of the entire group
gave the fact that they liked teaching as a reaso n for r e ­
maining in teaching.

A d d i n g responses such as opportunities

to serve, like to w o r k w i t h children, personal satisfaction

52 Baer, on. cit.

and challenged by the work,

it was found that 264 out of the

506 responses or 52 per cent of the total were in the "ideal­
istic” category.

While security as represented by tenure

had been found to be statistically a nonsignificant factor
in the retention of Milwaukee State Teachers College m en
graduates in the teaching profession,

54 out of 273 men or

20 per cent felt that security had been a factor in their
remaining in teaching.

Only 10 per cent of the total r e ­

sponses had listed good hours, long vacations, good working
conditions, and administrative possibilities as reasons for
having remained in the profession.

It was apparent that so

called "practical" reasons had not been predominant in the
thinking of these men.

Surveying the responses of the m en

who had left and then returned to teaching the responses
were found to be more

"practical" and less "idealistic" than

the responses of the men who had never left teaching.
Baer, Breitweiser, and Pylman had all found that
insufficient salary was a major reason for men having left
teaching.

This study concurred in the findings of these

previous studies.

It was significant that 63 per cent of

the m en who had left teaching gave low salary as the reason
for doing so while 35 per cent of the group that had never
taught gave low salary as the reason for not having entered
the profession.

Of the m e n who had never taught the only

other reason with a sizable response was not being able to

153
obta in a p o s i t i o n .

R e a s o n s w i t h a b e t t e r than a 10 per cent

r esponse g i v e n by m e n w h o h a d left t e a c h i n g w e r e
other w ork,

l i m i t e d o p p o r t u n i t i e s in teaching,

fac ti o n w i t h a d m i n i s t r a t o r s .

interest in

and d i s s a t i s ­

A l m o s t all p r e v i o u s studies had

listed p e r s o n a l r e s t r i c t i o n s as reasons for l e a vi ng teaching
but in the gr oup

s u r ve ye d in this s t u d y o nl y 6 per cent m e n ­

tioned s uch r e s t r i c t i o n s .

It could be a s s u m e d that the

present h e a v y dema nd for t e a c h er s has c o n s i d e r a b l y a l t e r e d
c ommunity a t t i t u d e s t o w a r d te ac he rs w i t h a r e s u l t i n g easing
of social a n d p e r s o n a l r e s t r i c t i o n s .

CHAPTER VI
CONCLUSIONS A N D IMPLICATIONS
The present study had left no doubt that too m an y men
graduates of Milwaukee State Teachers College had either
left or had never entered the teaching profession.
studies had also found this to be true.

Earlier

The National E d u c a ­

tion A s s o c i a t i o n had indicated that it was a problem.

Some­

thing should be done to retain m e n in the teaching profession.
Milwaukee State Teachers College w o u l d find that this survey
furnished some clues as to w ha t

could be done to prevent a

continued large scale exodus of its m e n graduates from the
teaching profession.

While the findings of this survey were

related specifically to m e n graduates of Milwaukee State
Teachers College,

it w a s p ossible to draw a number of con­

clusions w h i c h w o u l d be related to m e n graduates of other
teacher training institutions and departments of education
in colleges and universities.
As the returns of this survey were analyzed it had b e ­
come evident that the p r o b le m of the retention of m en in the
teaching pr o f e s s i o n should be approached from a qualitative
as w ell as a quantitive point of view.

It w o u l d be u n f o r ­

tunate to focus a t t en ti on upon the need for more m e n in the
profession without stressing the need for m e n w i t h certain

155
interests and c h a r a c t e r i s t i c s .

Therefore,

in drawing con­

clusions from the returns a constant attempt w o ul d be made
to interpret the findings qualitatively as well as q u a n ­
titatively .
The survey had indicated that there had b e e n four p r i n ­
cipal reasons for Mi l wa uk ee State Teachers College m e n g r a d ­
uates having left teaching.
interest in other work,

They were low salary, greater

limited opportunities, and di ss a t i s ­

faction w i t h administration.

What could be done to remedy

this situation?
Mil wa uk ee State Teachers College m e n graduates had in­
dicated that their m a i n reason for having left teaching was
low salary.

A statistical analysis of the salaries of the

m e n surveyed had shown that the m e n who had remained in
teaching w er e receiving less p ay than the other groups sur­
veyed.

The National E d u c at io n A s s o c i a t i o n statistics had

shown that teachers in general were underpaid.

F rom these

facts it w a s evident that efforts to increase t e a c h e r s 1 s a l ­
aries must continue.

P u b li ci ty must be pro mo te d w h i c h w o u ld

show the economic status of teachers.

The National Education

A ss oc ia ti on t h r o ug h its State and local groups must continue
its fight to increase salaries.
have to be observed.

However,

one caution w o ul d

In the efforts to publicize the t e ac h­

e r s 1 economic status the pr of es si o n should not be made to
appear so unattractive that promising young m e n teacher
candidates would be diverted to other professions.

156
One of the factors w h ic h had made teaching economically
undesirable was the nine to ten month pay period.

This left

men who had families with a two month period in which they
had to seek other employment.

In many instances summer

months could not be used for professional improvement.

It

would seem necessary that teaching be placed on a 12 month
basis.

It might appear that this would place too great a

strain on local tax budgets.

However,

the services that

could be performed by the m e n during the summer months
should more than repay these communities in value received,
iaome of these services would be curriculum improvement, a s ­
sistance with community recreational programs, development of
new instructional techniques, development of guidance p r o ­
grams, and development of remedial reading programs.
are but a few of the things that could be done.

These

The commun­

ity would have a better educational program which should more
than compensate for the added salaries.
The kilwaukee State Teachers College m e n graduates who
had left teaching had felt a greater interest in other work.
This would appear to present a twofold problem.

The college

would have to increase the time spent on presenting the
challenging aspects of education to its students.

Certainly

there is no other profession that has a greater number of
problems to be solved and working with human beings should
be work of a most challenging nature.

The profession itself

i

157
m us t take steps to increase its prestige.

A suggest i on that

edu cation add to the len gt h of its pr e- se rv ic e training has
found numerous advocates.

H a r o l d J. Bowers of Ohio State

U n i v e r s i t y s u b m i t t e d the f o l l ow in g proposal:
W h e r e a s the Nat i on al Commis si on on Teacher E d u c a ­
tion and P r o f e s s i o n a l S t a nd ar ds is a d v o c a t i n g a five
year p r e - s e r v i c e p a t t e r n of training for all teachers,
the w r i t e r is su gg es t in g as a minimum, a s e ven year
pattern, w h i c h includes at least two years of p r e - c o l ­
lege experience in the p u bl ic schools, aimed at the
selective r e c r u i t m e n t of a b e t t e r quality of students;
four ye ars of u n d e r g r a d u a t e p r e p a r a t i o n in rather bro ad
fields, l eading to c e rt i f i c a t i o n at b o t h the elementary
and s ec ondary school levels, and an added year of g r a d u ­
ate study, in w h i c h the t eacher specializes in that
field w h i c h experience, rather t h an a p r e c o n c e i v e d n o ­
t ion or unwise advice, has convinced h im is the field in
w h i c h he is m o st interested and for w h i c h he is best
f i t t e d . 53
a

longer t r a i n i n g p e r i o d should improve the quality of

the graduates and this in turn should increase the pre st i ge
of the p rofession.

with this increase in pre st ig e the

teaching p r o f e s s i o n should have a stronger hold on its m e m ­
bers .
The m e n g r a d u a t e s of M i l wa uk ee State Teachers College
who had left t e a ch in g had also felt that the opport un it ie s
in the field w e r e limited.

This w o ul d appe ar to pose a

p r o b l e m of p ro p e r p r e s e n t a t i o n b y the college and pu b l i c i t y
b y the p r o f e s s i o n in correcting these false impressions.

53 H a r o l d J. Bowers.
T eacher Shortage in Ohio, E d u c ­
ational R e s e a r c h B u l l e t i n . College of Education, The Ohio
State Univer si ty . 28(January 1949) p . 6.

158
There are excellent opportunities for m e n in education.

It

is true that the m e n who can aspire to the better positions
must be m en of proven ability but this would be true in all
professions.

Frank W. Hubbard in an article in the Phi

Delta kappan showed the number of excellent jobs open to men
in the field of school administration.
a place for m e n in teaching.

He said:

"There is

There are good salaries for

those of ability, preparation, and high pur p os e. "54

This is

the message that must be conveyed to m e n entering or contem­
plating entering the teaching profession.
stressing the need for "top notch" m en in education
carries with it a corollary, namely, the elimination of the
unfit.

Out of 85 men who had never taught more than one out

of four had been unable to obtain a position.

This would

mean that Milwaukee State Teachers College should determine
what the potential of the men who had not received positions
was.

If these m e n included the less fit for teaching then

something should have been done to eliminate these m en b e ­
fore their work was completed.
The m e n who entered teaching and were not suited to the
profession should be encouraged to leave the field.

This

would be a difficult thing to do because there is still not

54 Frank W. Hubbard. Top Salaries for Tip-Top ken.
Phi Delta K a p p a n . 3 9 (September 1947) p. 21.

The

A

159
complete a g r e em en t a m on g educ at or s as to w h a t m e a n s should
he used to evaluate a n d eliminate the unfit.

It w o u ld a p ­

pear that improved s u p e r v i s i o n w ould help to solve this
problem.

The supervisor w h o had b e e n well trained in human

relations as w el l as in solving academic pro bl em s could p e r ­
form a real service for the n e w teacher in a school system.
By c o o p e r at iv e ly w o r k i n g w i t h the n e w teachers

it should be

possible to enable t h e m to evaluate their o w n potential and
thus decide if teac hi n g is their best choice of a profession.
At M i l w a u k e e State Teachers

College grade p oint average

and e x t r a c ur r ic ul ar act iv it ie s p a r t i c i p a t i o n had always been
considered im p ortant factors in evaluating teacher candidates.
Yet, the survey had indicated that neither had b e e n a factor
in the r e t e n t i o n of m e n in the teaching profession.

This

should not be co ns tr u ed as indicating that these factors were
not important.

The inform a ti on that in an institution de ­

voted to teacher training,

other pr o f e s s i o n s and occupations

r eceived the same p r o p o r t i o n of good students a n d people e n ­
gaged in e xt ra cu rr i cu la r activities,
grave concern.

should be r eceived w i t h

T e a ch in g needs m e n w i t h aca de mi c ability

combined w i t h a wide v a r i e t y of extra cu rr i cu la r pursuits.
It w o uld appear that a greater number of M i l w a u k e e otate
Teachers College m e n graduates w i t h these characteristics
should have entered and r e m a in ed in teaching.
If m e n had left teaching because they had been
d issatisfied w it h administration,

it should suggest that

160
something w a s l a c k i n g in school administration.
need to p r ep ar e m e n for democratic leadership.

There is a
If this were

done m e n m i g h t not leave the pr o f e s s i o n because of poor
educational leadership.

The National Conference of P r o f e s ­

sors of Educat io na l A d m i n i s t r a t i o n has e ff ec ti ve ly outlined
the p e r s o n a l q ua li f i c a t i o n s n e e d e d b y a school administrator.
A n a d m i n i s t r a t o r is a p e r s o n w i t h vision.
A n a d m i n i s t r a t o r is increasingly competent in e m ­
p l o y i n g d e m o cr a ti c and de mo cr atic-tending techniques
of group action.
A n a d m i n i s t r a t o r assumes the r e s p o n s i b i l i t y for
pro vi di ng o r g a n i z a t i o n a l m a c h i n e r y to facilitate the
o p e r a t i o n of democratic leadership.
A n a d m i n i s t r a t o r fosters a p s y c h o l o g i c a l a t m o s ­
phere in w h i c h de mo c ra ti c leadership can flourish.
A n administrator, in the e x e c ut io n of his own
legal resp on si bi li ti e s, exemplifies beli ef in d e m o ­
cratic le ad e rs hi p relations.
A n a d m i n i s t r a t o r sets the example of evaluating
results in terms of total a ch ie ve m en t towar d d e m o ­
cratic ideals, rath er than solely in terms of some
immediate objective.
A n a d m i n i st ra to r consist en t ly demonstrates his
conviction that de mo cr ac y leads to efficiency.
A n a dm i n i s t r a t o r seeks to achieve-not exerciseleadership t h r o u g h the contributions he m a k e s to the
success of the groups* efforts.
A n a d mi ni st ra to r is a talent scout a n d a c o a ch .55
If m ore school a d mi ni s tr at or s w o u l d fit into this p a t ­
tern of b eh av i o r it should change the attitudes of teachers
toward a dm i ni stration.

This in turn should eliminate

55 Second W o r k Conference of the Nat i on al Conference of
Professors of Ed u ca ti on al Administration.
Educati on al L e a d ­
ers Their F u n c t i o n and P r e p a r a t i o n . Madison, Wisconsin:
August 29 -September 4, 1948, pp. 50-32.

161
d i s s a t i s f a c t i o n w i t h a d m i n i s t r a t i o n as a m a j o r r e a s o n for
M i l w a u k e e S t a t e T e a c h e r s Col le ge m e n g r a d u a t e s l e a v i n g
teaching.
A democratic
w i t h n e w tea ch e rs .
cess.

This m i g h t

school a d m i n i s t r a t o r should w o r k closely
T h e i r succ es s should r e f l e c t his s uc ­
c o n s i d e r a b l y r e d u c e the n u mb er of m e n

leaving the p r o f e s s i o n d u r i n g the first three or f ou r years.
M e n w h o h a d r e m a i n e d b e y o n d the fo ur t h year should t end to
rema in in t e a c h i n g a n d b e c o m e

care e r tea ch er s r at h e r th a n

consider t e a ch in g a n i n t e r s t i t i a l p e r i o d b e t w e e n college
g r a d u a t i o n a n d the a t t a i n m e n t of the type of w o r k that they
rea l l y wanted.
There

is an im p o r t a n t step that M i l w a u k e e otate Tea ch e rs

College could take to e l i m i n a t e d i s s a t i s f a c t i o n w i t h a d m i n ­
i s t r at io n as a m a j o r f a c t o r in their m e n g r a d u a t e s l e a v i n g
teaching.

M o r e time

could be spent d ur i n g the u n d e r g r a d u a t e

p r o g r a m in e x p l a i n i n g the a d m i n i s t r a t i v e fu nc ti on s in e d u c a ­
tion.

A g r e a t e r a w a r e n e s s of the p r o b l e m s fa ced b y school

a d m i n i s t r a t o r s sh ou l d m a k e t h e m l ess critical and m or e
und er s t a n d i n g .

T his

in t u r n s h o u l d resu l t

in b e t t e r rapport

b e t w e e n t e a ch er a nd a dm in i s t r a t o r .
In the f i el d a d m i n i s t r a t o r s should enc ou ra ge the p a r ­
t i c i p a t i o n of t e a ch er s in the f o r m u l a t i n g of policies.

Dur­

ing the i nt e r c h a n g e of ideas b o t h teachers and a d m i n i s t r a ­
tors w o u l d get to k n o w a n d u n d e r s t a n d each other better and

162
this in turn w o uld provide a more harmonious relationship,
ills o } as teachers w o u l d have an active part in formulating
policy, they w o u l d be less critical of the end result.
In further analyzing the reasons for Milwaukee otate
Teachers College m e n graduates leaving the teaching p r o f e s ­
sion it must be concluded that factors such as social sta­
tus, community pressure, and politics had not played a m a ­
jor part.

This w o u l d be opposed to popular opinion concern­

ing the restrictions on the lives of teachers.

Also,

earlier

surveys indicated that personal restrictions had been a fac­
tor in m e n leaving teaching.

It w o ul d appear that the p r e s ­

ent survey results in this area were indicative of a general
change in attitudes toward teachers.

However, there was a

good chance that this change of attitude was strongly influ­
enced by the present teacher shortage.
A n analysis of the reasons given by Milwaukee State
Teachers College m e n graduates for remaining in the p r o f e s ­
sion should lead to the conclusion that "idealistic” reasons
predominated.

It w o u l d be understandable that for a m an to

be happy in the pr of e ss io n he wo uld have to love children,
enjoy working w i t h them, and receive personal satisfaction
from the work.

A l o n g w i t h these emotional responses must

come a thorough knowledge of child growth and development.
This knowledge should be obtained through working with
children and continued study but the feeling for children is

163
something that is difficult to develop if it is not present.
It must be reiterated that love for and understanding of
children must go hand in hand.

If either is lacking children

cannot be guided to develop their maximum potentialities.
It was significant that out of 273 Milwaukee State
Teachers College men graduates who had remained in teaching
131 had remained in teaching because they liked it.

Almost

everyone of these men who had stated a liking for teaching
had listed one or two reasons for having remained in teach­
ing*

In most instances these were responses such as like to

work with children, opportunity to serve and personal satis­
faction, challenged by the work, and best qualified for
teaching.

These responses are indicative of a love of the

profession and were the type of responses that would be de­
sired from a career teacher.
The men who had listed reasons such as good hours, long
vacations, not qualified for other work, or the best quali­
fied for teaching should carefully evaluate their situation
to determine if they really want to teach.

Teaching should

be considered a "calling” in the true sense of the word.

If

there is no real urge to teach, if a love of children is
missing, then it would be best to change occupations.

Where

the welfare of human beings is involved men of the highest
caliber should be placed in positions of leadership.
It could definitely be concluded that the intent to
teach at time of college entrance had definitely had an

164
effect upon the Milwaukee State Teachers College m e n g r ad u ­
ates.

This had a number of implications,

a

careful check

of the interest in and the reason for selecting teaching
should be made,

trior to college entrance the high school

should help the individual in appraising his potential for
teaching.
tinuous.

After college entrance appraisal should be con­
A n effective guidance program should prevent many

men completing a teacher training program and then finding
that their occupational choice was wrong.

Milwaukee State

Teachers College should be concerned that 63 per cent of the
men who had never taught had entered college specifically to
train for teaching.

The counseling p r o gr am whic h has been

established at Milwaukee State Teachers College should help
to alleviate this situation.
All teacher training institutions should set up teacher
education personnel services.

These services should be

instrumental in developing a higher quality teacher candi­
date.

Dugan has listed the specific purposes and objectives

of such a service.
To develop a more adequate understanding of the
characteristics and personal needs of education
students.
To develop more effective initial admission and
continuous selection processes to assure training and
certification of the best qualified students.
To provide more comprehensive appraisal and cumula­
tive record data about students to administration, fac­
ulty, and counselors as a basis for effective assistance
to the individual
To provide professionally competent and accessible
individual counseling services for all students.

165
To e n c o u r a g e d e v e l o p m e n t of a b r o a d p r o g r a m of
s t u d e n t a c t i v i t i e s , social a n d p e r s o n a l d e v e l o p m e n t
opportunities.
To f o l l o w up g r a d u a t e s s y s t e m a t i c a l l y to en c o u r a g e
in s e r vi ce t r a i n i n g a nd to e v a l u a t e e f f e c t i v e n e s s of
t e a c h i n g .56
The f i n d i n g s of t h i s

s u r ve y h a d i n d i c a t e d that g r a d u a t e

study h ad i n f l u e n c e d the r e t e n t i o n of M i l w a u k e e B t a te T e a c h ­
ers Coll eg e m e n g r a d u a t e s
was difficult

in the t e a c h i n g p r o f e s s i o n .

to d e t e r m i n e

this i n s t a n c e b e c a u s e

It

cause and e f f e c t r e l a t i o n s h i p s

in

it c ould h a v e b e e n quite p r o b a b l e that

the m e n w h o h a d r e m a i n e d

in t e a c h i n g h a d t a k e n g r a d ua te w o r k

b e c a u s e the p r o f e s s i o n d e m a n d e d it.

However,

the i m p o r ta nt

factor w a s that m e n h a d c o n t i n u e d to g r o w e d u c a t i o n a l l y .
Before

completing an undergraduate

course the p r o s p e c ­

tive t e a c h e r s h o u l d be u r g e d to l o o k f o r w a r d to c o n t i n u o u s
study,

a

l o n g r a n ge p r o g r a m should be p l a n n e d b y the s t u d ­

ent w i t h the a s s i s t a n c e of his f a c u l t y a d v i s e r .
should p r o b a b l y i n c l u d e

some g r a d u a t e

should be c o n t i n u e d by the s ch o o l
ment

is o bt ained.

if p o s s ib le ,

This g u i d a n c e

s y s t e ms in w h i c h e m p l o y ­

E v e r y i n - s e r v i c e t r a i n i n g p r o g r a m should,

s eek to o f f e r e x p e r i e n c e s w h i c h w i l l be a c c e p t ­

able for g r a d u a t e
measurable

study.

T hi s p l a n

cre di t b u t a b o v e all w h i c h w i l l b r i n g about

c h a n g e s in the li f e of the p e r s o n exposed.

colleges a nd u n i v e r s i t i e s

Nearby

s h o u l d be a s k e d to send t heir b est

56 W i l l i s li. Dug a n.
C o u n s e l i n g T e a c h e r E d u c at io n .
O c c u p a t i o n s . 29 ( F e b r u a r y 1951), pp. 341-42.

166
professors to teach courses at a functional level.

As an

inducement to m e m b e r s of the school faculties tuition
should be p aid by the school b oard w it h the o nly obligation
being the continuous g r o w t h of the teacher.

The setting up

of a 12 m o n t h school p r o g r a m would make longitudinal study
a possibility.

Most m e n m us t w o rk during the summer months

to augment their salaries but if they can obtain positions
offering 12 m o n t hs p a y and all ow in g summer school graduate
study in lieu of other duties,
ducement to study.

they w o u l d have a strong in­

The g ranting of sabbatical leaves would

also be a positive factor in encouraging self-improvement.
If, it was impossible to grant a full year at a time,

it

m ight be possible to a llow for a quarter or a semester of
study at stipulated intervals.
There w er e a number of conclusions w h i c h could be drawn
from analyzing the areas in w h i c h p roblems had been met in
the first year of teaching by the Mi lwaukee State Teachers
College m e n graduates.
ing, discipline,
tions,

The areas were techniques of t e a c h ­

community relations,

and guidance.

administrative r e l a ­

A n important consideration w a s that

all of the areas listed p o i nt ed out that these m e n realized
the importance of h uman r e l a t i o n s .

They recognized the need

for greater skill in w o r k in g w i t h people.
materials, routine

Instructional

clerical tasks, and training in academic

areas were not considered as serious p r o b l e m areas.

In recen

167
years an advertisement has b een a pp earing in various m a g a ­
zines.

It has b e e n a public service project of The A d v e r ­

tising Council and it is not ew o rt hy to see the stress it
places upon h uman relations.

The content of the a d v e r t i s e ­

ment follows:
Read this before you decide on your profession
Do you like children?
Do you like to feel you're helping them develop,
helping them build their lives and their futures?
Do yo u like facts and id eas
like to absorb them
and add to your intellectual stature?
Do y o u like to feel you're taking part in the p r o g ­
ress of your community, your state, your country- and
the world?
Do you have imagination?
Pois e?
Patience and
understanding?
G oo d heal th and normal energy?
If you can answer "yes'* to these questions, the
chances are good that you have a talent for teaching.*
The fact that m e n in the field are aware of the need
for further help in w o r ki n g w i t h people bodes well for the
community school concept w h ich is developing in this c oun­
try.

The community school hopes to develop democratic

concepts.

It educates yo uth for m e e t i n g life's problems.

It also uses community resources w henever possible and the
community utilizes the school and its resources.

It is

quite evident that this type of school requires a higher
quality of teaching in w h i c h teachers are able to fully
utilize all of the community resources.

This requires a

high degree of skill in the area of human relationships.

*A public service project advertisement of the Adver
tising Council, 25 West 45th St., N. Y. 19, N. Y.

168
Tenure apparently had not had a strong influence on the
retention of Mi lwaukee 8tate Teachers College m e n graduates
in the teaching profession.

However,

in the open-end q ues­

tion a pp roximately one out of five listed security as a r e a ­
son for having remained in teaching.

As tenure is consider­

ed by m a n y to be an important factor in security it was felt
that efforts to increase the number of teachers under tenure
should be continued.

A favorable p u b l ic i ty p r o g ra m and i n­

creased teacher p a r t i c i pa ti on in community affairs should be
a strong influence in seeing that the teachers are given
tenure.

Tenure w i t h higher salaries should definitely keep

more m e n in the profession.

However,

it woul d not be d e si r­

able to gain tenure if this meant m e d i o c r i t y of performance.
This makes it imperative that the people who claim that
teachers should retai n their positions only because of p r o ­
fessional competence be heard.
regard,

It was significant,

in this

that 42 per cent of the Milwaukee 8tate Teachers

College men graduates who had remained in teaching had not
had tenure.

A n added consideration lies in the fact that

there is a po ss ib i li ty that tenure w i t h the security it o f ­
fers m a y be a factor in placing a ceiling on teachers' wages.
It could not be concluded that age at time of gr ad u a ­
tion w a s a strong factor in retaining Milwaukee 8tate Te ach­
ers College men graduates in the profession.

H o w e v e r , the

fact that there was a tendency for these m en to be older at

169
time of graduation was noteworthy.

It seemed that there

would be some value in such a situation existing.

A man

who had had different occupational experiences prior to
entering and during matriculation at college should bring
to the teaching profession a perspective which the pedagog
had frequently been accused of lacking.

This would be p a r ­

ticularly important for the m e n who were to assist boys and
girls in the selection of occupational objectives.

It would

also enable them to have a better understanding of human
relations.

This would be particularly valuable to the men

who were to teach in community schools.
The fact that military service had not affected the r e ­
tention of Milwaukee State Teachers College m en graduates
in the teaching profession was considered to have been an
important conclusion,

rrior to the war the feeling had been

prevalent that m any m e n would leave teaching if a situation
would arise which would force their exodus from the profes­
sion.

The draft furnished such a situation,

n o w e v e r , this

premise was not supported when this survey revealed that
only 8 per cent of

the m e n returning questionnaires had been

influenced to leave the profession because of military ser­
vice.

The loss of

compensated for by

the 8 per cent of the group was more than
the fact that the G I Bill had given men

remaining in the profession an opportunity to take graduate
study.

This should have improved their professional compe­

tency and thus added to the prestige of the profession.

170
It w a s v e r y e v i de nt that there w a s g r e a t e r s t ability
among the M i l w a u k e e S t a t e T e a ch e rs College m e n g r a d ua te s who
h a d c o m p l e t e d their t r a i n i n g in the ear li er years of the s u r ­
vey.

There could be sev er a l e x p l a n a t i o n s for the existence

of this situation.

The group g r a d u a t e d durin g the earlier

years had m o r e m e n w h o h a d e n t er ed to t r a i n s p e c i f i c a l l y for
teaching.

A n e x p l a n a t i o n w h i c h w o u l d s e e m to have greater

weig ht was the fact that p o s i t i o n s w e r e d i f f i cu lt to o b t a i n
dur in g the e a r l ie r ye ars of the survey.
of p o s i t i o n s

This w a s also true

in w o r k o t h er t h a n t e a c h i n g thus m a k i n g it

difficult for m e n to le ave the p r o f e s s i o n e v e n if t h e y had
desired to do so.

h a v i n g r e m a i n e d in the p r o f e s s i o n for

four y ears or l o n g e r w o u l d m a k e

the p r o f e s s i o n in c r e a s i n g l y

a t t r ac ti ve as w e l l as m a k i n g it m o r e d i f f ic ul t to change
p ro fe ss io ns .
teaching,

R e g a r d l e s s of the r e a s o n for r e m a i n i n g in

it c o u l d be c o n c l ud ed that m e n g r a d u a t e d f ro m M i l ­

w a uk ee S t a te T e a c h e r s College in years of economic

scarcity

w o u l d be m o r e l i k e l y to r e m a i n in t e a c h i n g t ha n m e n g r a d u a ­
ted f ro m this

i n s t i t u t i o n in ye ars of economic plenty.

F r o m the r e s u l t s of this

surv ey M i l w a u k e e h tate Tea ch e rs

College could d e f i n i t e l y conclude that the t e a c h i n g p r o f e s ­
sion had the st rongest h ol d o n m e n g r a d u a t e s from the m u s i c
division.

The m e n g r a d u a t e s from the art and s e c o n d a r y d i v ­

isions w e r e the l e a s t l i k e ly to r e m a i n in the tea c hi ng p r o ­
fession.

This i n f o r m a t i o n should be of value

to M i l w a u k e e

171
State Tea ch e rs College because the secondary divi si o n had
been the d ivision that m e n had always b e e n anxious to enter.
low quota and careful screening had k ept the number of m e n
a ct ua ll y e n t e ri ng the divi si on comparatively low.

The sec­

ondary d i v i s i o n had for years taken the top candidates from
an academic and e xt ra cu rr i cu la r standpoint.

The question

mig ht well be rai se d as to w h e t h e r some of these m e n should
have b e e n guided into other divisions?

There is, however,

a distinct p o s s i b i l i t y that the r e a s o n for the hi g h rate of
m e n leaving teaching in the secondary divi si on was due to
the type of candidate a t t r a c t e d by the sec on da ry curriculum.
The secondary d i v i s i o n p l a c e d a g reater emphasis o n subject
m a tt er areas and therefore a m a n who w as u n c e r t a i n about
teaching could complete his training,
he w a s not satisfied,

try teaching,

and if

he could t r ai n for another p r o f e s s i o n

for w h i c h his academic b a c k g r o u n d suited him.

Thus a m a n

w i th m a j o r s in chemistry and b i o lo gy m i g h t enter training for
m ed ic i n e or util iz e his training in other fields of science.
There could be little doubt that the m u s i c area lent
itself to greater

flexibility a n d therefore had increased

its holding p o w er on M i l wa uk e e State Te achers College m e n
graduates.

These m e n had not m a d e higher salaries in their

reg ul a r teaching

jobs t h a n m e n graduates of other divisions

but they could m o r e easily supplement their earnings.
m i g h t be another aspect to the problem.

There

M e n w i t h musical

172
talent might,

in some instances, prefer b e i ng musicians in

their own right to instructing in music.

However, the com­

petition is ve r y k e en and the number who succeed as full time
professional mu si c ia ns is relatively small.

Therefore,

teaching had offered a regular salary and their out of school
hours could be spent in m usical activities w h ic h they p r e ­
ferred.

These surmises should not rule out the fact that a

goodly number of these m e n undoubt ed ly love music and also
love children.
ing young folks,

They have got te n satisfaction out of teach­
some of w h o m m a y rise to great heights in

the musical world.

This last group of m en w o ul d be the most

desirable group to have enter and remain in the profession.
As a result of this survey it had b een determined that
a high percentage of m e n who had remained in teaching had
also remained in the area for whic h they were trained.

Mil­

waukee iitate Teachers College w o u l d be interested in this
fact.

If screening had been done pro pe rl y for entrance into

the various divisions of the college then it might be a d v a n ­
tageous to have m en rema in in the area for wh ich they were
trained.

Milwaukee State Teachers College should v i e w these

findings as an indication that their training p r o g r a m has
been doing a good job in preparing m e n for the type of
teaching they had chosen.

The m e n graduates have subjec­

tively supported this conclusion by stating that in most
instances they had felt prepared for their first teaching
Assignment.

173
F r o m the resu lt s of the surv ey it w o u ld be safe to con­
clude that M i l w a u k e e State Teachers College m e n graduates
had not e n t e re d tea ch in g p r i m a r i l y to strive for a d m i n i s t r a ­
tive po s i t i o n s and their r e t e n t i o n in the p r o f e s s i o n w a s not
m o t i va te d b y the urge to become administrators.

However,

among the m e n who had r e m a i n e d in the p r o f e s s i o n there was a
tendency for t h em to become administrators.

There w o u l d a p ­

pear to be several e x p l a na ti o ns for the existence of this
condition.

W h e n thinking in terms of admin is tr at iv e p o s i ­

tions m e n have h ad a definite advantage over women.
fore,

There­

the M i l w a u k e e State Teachers College m e n graduates

would find themselves in the p o s i t i o n of being g iven consid­
e ration for a d mi n i s t r a t i v e

jobs without having necessarily

been interested in or having a pplied for these

jobs.

Also,

there have b e e n indications that m e n ente re d admin is tr at io n
because of its financial rewards.

F r e q u e n t l y these positions

have been on a 12 m o n t h basis and this adds to their
attractiveness.
This survey h a d a t t e m p t e d to check the effect of a l i m ­
ited number of family b a c k g r o u n d factors on the re tention of
M i l w au ke e State T eachers College m e n graduates in the t e a c h ­
ing profession.

The conclus io n was reac h ed that these f a c­

tors had no influence on the r e t e nt io n of M i l w au ke e State
Teachers College m e n graduates in the teaching profession.
The occupations of the fathers of the m e n returning the

174
questionnaires would give some insight as to the economic
status of the family.

However, the findings were incon­

clusive as to whether this had influenced the retention of
these men in the teaching profession.
Military service had influenced the returns concerning
whether men had taught immediately upon graduation.

Thus,

even though a significant probability had been found it
would be very doubtful if the conclusion reached was valid.
As explained in the summary attitudes toward retention
in the profession because of a possible depression or re­
cession was impossible to determine because the economic
situation today had made it difficult to approach this prob­
lem.

The only w a y this factor could be studied would be

through the actual choices made if a depression were to
develop.
To summarize the content of this chapter a listing
of the principal conclusions drawn from this study follows:
1. Something should be done to retain men in the
teaching profession.
2. A qualitative as well as a quantitative approach to
the problem is necessary.
3. Higher salaries should be obtained in order to r e­
tain men in the teaching profession.
4. The teaching profession should be made more
attractive.

175
5. A l o n g e r p e r i o d of t r a i n i n g for the te ac h in g p r o ­
f e s s i o n should he considered.
6. The t e a c h i n g p r o f e s s i o n s h ou ld r e c e i v e a higher
p r o p o r t i o n of the M i l w a u k e e St ate T e a c h e r s College
m e n g r a d u a t e s w i t h a c a d e m i c p r o f i c i e n c y and e x t r a ­
curricular participation.
7. S t e p s should be t a k e n to improve the q u a li ty of
school a d m i n i s t r a t i o n .
8. P e r s o n a l f a c t o r s such as c o m m u n i t y restri ct io ns ,
p ol it ic s,

etc. do not p l a y as i m p o rt an t a p a r t in

c a u s i n g m e n to leave the p r o f e s s i o n to day as c o m ­
p a r e d to 15 or m o r e ye ars ago.
9. The m e n w h o r e m a i n in the p r o f e s s i o n should be
imbued w i t h a love of c h i ld re n and should have a n
u n d e r s t a n d i n g of child g r o w t h a n d development.
10. G u i d a n c e

is n e e d e d b o t h before and du r i n g college

m a t r i c u l a t i o n to influence the r e t e n t i o n of m e n in
the t e a c h i n g p r o f e s si on .
11. M e n should be e n c o u r a g e d to c ontinue to g r o w e d u c a ­
t i o n a l l y a f te r they have g r a d u a t e d a n d a c c e p t e d a
t eaching position.
12. H u m a n r e l a t i o n s h i p s are the b a s i s for t eaching
e s p e c i a l l y in the c o m m un it y school.
13.

There are p o s i t i v e and n e g a t i v e a s p e c t s to the p r o b ­
l e m of tenure and its d e s i r a b i l i t y for m e n teachers.

176
14. A n upheaval

such as m i l i ta ry service had not m a t e ­

rially affected the ret en ti on of Mi lwaukee state
Teachers College m e n graduates in the teaching
profession.
15. There was greater stability among the Milwaukee
State Teachers College m e n graduates who had g r a d u ­
ated in the earlier years of the survey.
16. The music division at Milwaukee State Teachers C o l ­
lege had the highest re tention rate among the m e n
graduates.
17. M il waukee State Teachers College m e n graduates b e ­
lieved that their training w a s adequate and they
had a tendency to rema in in the area for w h ic h they
had trained.
18. M il waukee State Teachers College m e n graduates should
be given training in admin is tr a ti on because there
is a tendency for the m e n w h o remain in teaching to
become administrators.
19. Fam il y background factors had not influenced M i l ­
waukee State Teachers College m e n graduates to r e ­
main ir teaching.
20. There m a y be an advantage to having m e n graduating
and entering teaching at an age above the average
for college graduation.

CHAPTER VII
R ECOMMENDATIONS
As a result of the conclusions drawn from this survey,
it became evident that certain recommendations should be
made.

The purpose of this chapter is to list and briefly

discuss the r ecommendations w h i c h are an outgrowth of this
study.

While the findings of this study can be related

specifically only to Milwaukee State Teachers College m e n
graduates the recommendations have a wider scope and are
directed to the entire teaching profession.
1.

Mi lw au k ee State Teachers College and all teacher

training institutions should conduct p e riodic follow-ups on
their graduates.

It w o u l d be p a r t i cu la rl y important to

check on the graduetes after their first year of teaching.
I nformation concerning the new t e a c h e r rs p roblems and his
attitude toward the pro fe ss io n after a year of teaching
wou ld keep the colleges informed concerning the probable
needs of their graduates.

A d mi nistrators should be contac­

ted to determine how the new teachers have adjusted to the
teaching situation and to furnish the college with informa­
tion concerning the needs of their graduates from the
e m p l o y e r s ’ viewpoint.

If administrators were contacted

178
r eg ularly it w o u l d be p o s s i b l e to set-up standards b y which
the success of the teachers could be gauged.
It is r e c o g n i z e d that v er y few colleges could afford to
survey all of their graduates e ach year.

However,

it w o u l d

seem to be n e c e s s a r y that every graduate r eceive a card each
year to v e r i f y his p r e s e n t address and to indicate if a job
change has taken place.

This should insure the success of

any follow-ups w h i c h w er e u ndertaken.

It w o u l d seem r e a s o n ­

able that a survey of all graduates be u n d e r t a k e n every five
years.

The in f o r m a t i o n r e c e i v e d should be v e r y v aluable and

should enable the college to m o r e e f f e ct iv el y meet the needs
of its graduates.
2. A similar study shou ld be cond uc te d in the near f u ­
ture.

If possible,

should be studied.

several colleges in different locales
It w o u l d be advanta ge ou s to use similar

techniques in con d uc ti ng the study because in this w a y it
w o u l d be p o s si bl e to m a k e gener al i za ti on s w h i c h cannot be
drawn f ro m one study.

Heri ou s c o n s i d er at i on should be given

to using check list rather than o p e n - e n d questions to obtain
opinions concerning reasons for re maining in or leaving the
profession.
3. It should be v a l u a b l e to have an analysis of the
p sycho lo gi ca l effect o n students of h a v i n g a lesser or
greater n um b e r of m e n on a school faculty.

This w o u l d not

be me ant to determine w h e t h e r m e n teachers or w o m e n teachers

179
had a better effect on children.

The purpose of this study

would be to determine the changes in attitudes of children
as a result of having a given number of m e n on the faculty.
This study w o u l d be in the province of the educational
psychologist.

To date we have the opinions of psychiatrists

and psychologists that men are needed in the schools’ but no
studies have b een m ade to show the effect u po n children of
having m en teachers in the schools.

4 . A study closely related to the above study would be
one to determine the w a y in w h i ch m e n should be distributed
in our school systems.

The proportion of men to w omen has

always b ee n greatest in the colleges and has grown less as
we went down the educational ladder until on the kindergarten
level there were no m e n teachers.

It might be questioned if

this distribution were desirable.

For instance, should more

men train for the primary level?

In the period from 1932-

1946 Milwaukee Etate Teachers College graduated one m an from
the kindergarten primary area.

It would be a n interesting

as well as a valuable study that w o ul d undertake to deter­
mine what changes should be made in the present distribution
of m e n in the profession.
5. The teaching profession through the National E d u c a ­
tion A ssociation and its state end local affiliates should
continue its pu bl icizing the need for teachers.

The campaign

should pa rticularly be set-up to encourage young men to enter
the profession.

180
In m a k i n g the gen e ra l public aware of the need for more
trained teachers the p r o f e s s i o n should continue to stress
the need for increasing t e a c h e r s ’ salaries.

It is only

through such efforts that it w il l be pos si bl e for m e n to
remain in the te ac hi n g profession.
sary for m e n to o b t a i n p art time

It should not be n e c e s ­

jobs in order to raise

their total income to a level w h i c h w o u l d make
for th e m to continue

in their profession.

it possible

The publ ic should

be shown that it is not economically sound to have teachers
who cannot have time

for adequate p r e p a r a t i o n of daily l e s ­

sons and w h o do not have the time

for recreat io na l and c u l ­

tural activities w h i c h are ne cessary for a well rounded life.
The friends of e d u c a ti on should help teachers to show members
of the community that p a y i n g teachers a n adequate salary is
not only an economic n e c e s s i t y but is essential to the m a i n ­
tenance of our democracy.

It is e s p e c i a l l y essential that

m e n rema i n in teaching and ma k e a career of it.
In m a k in g the n eed for m or e teachers w i t h adequate s a l ­
aries known to the public the teacher organizations must
m ake it clear to the public that not only the quantity a s ­
pect Dut also the quality aspect of the p r o b l e m is being
considered.

The great n eed is for career teachers who will

be well g rounded in the p r i n c i p l e s of child gro wt h and
development.
6.

Teacher organizations should continue to support

tenure movements.

While this study has shown that tenure

181
has not p l a y e d a n important part in r e t a in in g m e n in the
teaching p r o f e s s i o n economic reversals m i g h t co ns id er ab l y
alter the si gn if ic an c e of tenure.

A fa vo r ab le p u b l i c i t y

p r o g r a m and increased teacher p a r t i c i p a t i o n in community
affairs should be a strong influence in seeing that t e a c h ­
ers are g i v en tenure.
As a corollary to continuing efforts on behalf of
teacher tenure,

the teacher o rg an i za ti on s m u s t continue to

develop a n aw ar e ne ss amo ng teachers that the public m us t be
shown that teacher tenure w ill not diminish the quality of
teacher services.

If this could be done teacher tenure

could become a p o s i t i v e force in keeping m e n in the t e a c h ­
ing p r o f e s s i o n and also be w el l r e c ei ve d by m e m be rs of the
community.
7.

M i l w a u k e e State Teachers College and all teacher

training institutions should enlarge the scope of their
guidance activities.

There is a need for m o r e m e n in the

p r o f e s s i o n b u t these m e n should be found among the best q u a l ­
ified individuals from an academic,
viewpoint.

social,

and emotional

O nl y m e n who want to teach should complete

teacher training,

a

good guidance p r o g r a m could help to

carry on a continual e v a l u at io n of t eacher candidates.

The

sooner that the unfit are eliminated the b et t e r it w o u l d be
for the p r o f e s s i o n and also for the individual concerned.
A good guidance p r o g r a m should r e ac h into the high
school and assist guidance personnel

in this institution to

182
select teacher training candidates by properly evaluating
their interests, aptitudes,

and abilities.

If this were

properly done no students would enter a teacher training p r o ­
gram unless they were interested in and had the potential
for being teachers.

This pro gr am of evaluation should con­

tinue all through college and by the time the senior year
was reached only the m e n wit h the potential for becoming
good teachers would enter practice teaching.
The guidance p r o g ra m of a college should include a
testing program.

The tests used should be constantly eval­

uated to determine how effectively they are gauging teaching
success.

However,

it must be realized that tests are only

one factor in predicting teacher success.
8.

The profession should continue to attract the best

talents available.

This will be exceedingly difficult until

a five year program for teacher training is established.
This should increase the prestige of the profession.

In

addition to the five year program a p r o g ra m of continual
educational growth should be established.

This would in ­

clude graduate w or k w h i c h this study has shown strengthened
the retention of Milwaukee State Teachers College men gradu­
ates in the teaching profession.
In addition,

the profession should publicize the oppor­

tunities available to ’’top n o t c h ” men in the teaching p r o ­
fession.

Articles should be written for popular magazines

183
in which the characteristics needed to qualify for top level
educational positions are set forth.

Local papers should be

urged to publish stories concerning the teachers in the
community.

The varied contributions of these educational

leaders should be stressed in such a w ay that young men
choosing a career will find teaching equally as challenging
as other professions.
9. The "master" teacher concept should be fostered.
The present survey has shown this to be a necessity.

The

Milwaukee ^tate Teachers College m e n graduates had not indi­
cated a desire to become administrators and yet approximately
one out of four m en had become administrators.

If the men

who were not interested in administration could strive for
financial rewards in teaching wh ich were comparable to a d m in ­
istrative salaries,

it would be beneficial to the profession.

The m e n who w ould prefer teaching could strive to reach the
position of "master" teacher.

The "master" teachers should

furnish leadership among their colleagues, give assistance
to new teachers,

and provide a superior educational program

for the children in their classes.

These me n working with

administrators in the development of a well integrated edu­
cational program should ease the problems of school adminis­
trators and serve a useful and more self-satisfying purpose
without of necessity becoming school administrators.

These

"master" teachers should receive financial rewards comparable

184
to those of a d m i n i s t r a t o r s .

It is important to r e m e m b e r that

a good teacher does not n e c e s s a r i l y make a good a d m i n i s t r a ­
tor.

Te ac h i n g a nd a d m i n i s t r a t i o n are two separate spheres

and b o t h are n e c e s s a r y to insure a w el l r o u n d e d e d u c at io n
for the y o ut h of a democracy.
10.

M e n te ac h e r s should be e nc o u r a g e d to get other

o cc up at io na l experi e nc es .

It w o u l d be a real asset to m e n

teachers if they could have at le ast several occupa ti on al
e xperi en ce s outside of the t e a c h i n g pr o f e s s i o n .
kee State T e a c h e r s C o l l eg e m e n g r a d u a t e s

The M i l w a u ­

showed a slight

t endency to be a bit ol der at g r a d u a t i o n t h a n the average
college graduate.

This w a s g oo d b e c au s e

it indicated that

they had had some o c c u p a t i o n a l e x p e r i e n c e s p r i o r to college
entry.

If m e n do not have a n y o c c u p a t i o n a l experi en ce s p r i ­

or to e ntering college,

summer v a c a t i o n s are good times to

obta in these experi en ce s.

Once

in the t e a c h i n g field it

w o u l d be w o r t h w hile to use several summers for a c q u i r i n g
new w o r k experiences.
a

v a r i e t y of o c c u p a t i o n a l e xp e r i e n c e s should be p a r t i c ­

ula rl y v a l ua bl e for m e n w h o are
guidance area.

c o n t e m p l a t i n g entering the

The a s s o c i a t i o n w i t h p e o p l e on var io us so­

cial and economic p l a n e s should make the e xp erience mo r e
v a l u a b l e t ha n l e a r n i n g the actu al p r o c e s s e s involved in the
job perfor me d.

T h i s a s s o c i a t i o n should also aid in u n d e r ­

s t a n di ng the f a m i l y b a c k g r o u n d of the c h i l dr en seeking

185
counsel.

A g a i n and again the fact becomes apparent that an

u nderstanding of h uman relations is a key factor in teaching
and related fields.
11.

Lden teachers should be encouraged to become an in­

tegral part of the community.
munity in w h i c h they teach.

They should live in the com­
Membership in local org a ni za ­

tions should be sought by these men.

If possible, they

should become active in p ro viding leadership for a c hil­
d r e n ’s organi za ti o n such as the B o y 8couts,
Y. M. C. A. p lay groups.

Cub 8couts, or

These m e n should also take an in­

terest in the affairs of the community.

In doing these

things the m e n teachers can become real leaders and an asset
to both the school and the community.

If m e n can be made to

feel that they " b e l on g” they will be more apt to want to stay
in teaching.

It w o ul d be in an environment such as this that

the community school concept could prosper and thrive.

In

communities where m e n are able to participate in the ways
m en tioned above,

they become integral parts of the community

and are not considered to be servants of the community.
12.
m o n t h basis.

Educators should strive to hire m e n teachers on a 1
This wo uld allow the communities to fully

utilize the talents of these m e n and provide a continuity
in the educational p r o g r a m w h i c h is frequently lacking when
teachers are employed for nine or ten months of the year.
The fact that this w o u l d place the m e n on a more secure

186
financial basis should be reflected in their general outlook
on life and this in turn should eliminate tensions which
would undoubtedly improve their teaching.

It should be the

aim of every educational leader to convince the people in
the community that hiring m e n teachers on a 12 month basis
would not only be a good financial investment but should p r o ­
vide numerous additional educational experiences for their
children w h i ch could not be measured in dollars and cents but
in terms of human values w o u ld be very w o r t h while.
13.

A training p r o g ra m should be established for school

administrators that should help to change the attitude of
teachers toward administrators.

In chapter VI the charac­

teristics of a school administrator as outlined by The N a ­
tional Conference of Professors of Educational Administration
were listed.

A n y training prog ra m that was established must

keep these characteristics in mind.

In short, democratic

school administration w h ic h involves a cooperative venture
and thus utilizes the contributions of teachers,

children,

people of the community, and administrators must be e stab­
lished.

As people w or k together cooperatively in solving

mutual problems an understanding evolves which eliminates
m a n y of the misunderstandings which are prevalent in n u m e r­
ous school systems.
14.

Administrators should be freed of clerical burdens

so that they can devote more time to wor ki n g with teachers.

167
It is e s p e c i a l l y imp or ta nt that t h e y have

sufficient time to

devote to the p r o b l e m s of first y ear teachers.

If the p r i n ­

cipal had the time to fu lly d i s c u s s these p r o b l e m s w i t h the
n eophyte as th e y a r i s e these p r o b l e m s w o u l d be seen in the
p r op e r p e r s p e c t i v e b e f o r e t h e y be ca m e
stacles.

i ns ur mo un ta b le o b ­

This w o u l d m e a n t h a t m e n w h o o t h e r w i s e m i g h t b e ­

come d i s c o u r a g e d a n d leave the p r o f e s s i o n w o u l d r e m a i n and
become career teachers.
15.

It is im p e r a t i v e that w e

c a p i t al iz e on the

"idealis

tic" r e s p o n s e s g i v e n by the m e n in this as w e l l as p r e v i o u s
surveys.

M e n w h o are g o in g to d e vo te their lives to the

tea ch i ng p r o f e s s i o n m u s t be m o t i v a t e d by r e s p o n s e s such as:
like to w o r k w i t h children,

l ike teaching,

op po r t u n i t i e s to

serve, p e r s o n a l s a t i s f a c t i o n an d c h a l l e n g e d b y the work.
S al ar i e s can be in c r e a s e d a n d w o r k i n g c on ditions improved
but a l o n g w i t h th ese changes a t e a c h e r m u s t r e t a i n the v i ­
sion that t e a c h i n g is i n t r i n s i c a l l y w o r t h w hi l e .

The w e l ­

fare of c h i ld re n m u s t a l wa ys be the first and m o s t important
concern.
lege as

The m e n g r a d u a t e s of M i l w a u k e e S tate T e a c h e r s C o l ­
judged b y t h e i r r e s p o n s e s have this conc er n for the

w e l f a r e of children.

It is the duty of this college a n d all

teacher t r a in i ng i ns t i t u t i o n s to imbue their tea ch er c a n d i ­
dates w i t h this f e e l i n g t ow a r d children.
important

T e a c h i n g is an

job and it ne eds y o u n g m e n and w o m e n w h o love

c hi ld re n a n d have a r e s p ec t for the ind iv id u al p ersonality.

APPENDIX
I Covering Letters
II Questionnaire

J i i a t e o f p its c tm s tit
STATE TEACHERS COLLEGE
M I L W A U K E E It. W I S C O N S I N

J u l y 1, 19 5 0

Dear Alumnus:
I a m v e r y h a o p y to r e o o r t t hat Mr. R a l p h G r a e t z ,
class of 1 9 3 8 is u n d e r t a k i n g a r e s e a r c h s t u d y in c o n n e c t i o n
w i t h his g r a d u a t e w o r k a t M i c h i g a n S t a t e C o l l e g e w h i c h I
feel w i l l be of i n e s t i m a b l e v a l u e to t h i s i n s t i t u t i o n as
w e l l as to a l l p e o p l e w h o a r e i n t e r e s t e d in i m n r o v i n g the
teaching profession.
W e a r e a ll a g r e e d I a m sure t h a t w e
w a n t to g et th e b e s t p e o p l e p o s s i b l e into the t e a c h i n g
p r o f e s s i o n for t h e r e is n o t h i n g m o r e i m p o r t a n t t h a n a g oo d
e d u c a t i o n f o r a l l of o u r c h i l d r e n .
W h i l e w e are in a g r e e ­
m e n t on t h i s o b j e c t i v e w e do not h ave all of the data and
i n f o r m a t i o n n e c e s s a r y to g i v e n r o p e r c o n s i d e r a t i o n to
this p r o b l e m .
I t is for this r e a s o n t h a t I feel t h a t Mr. G r a e t z * s
s t u d y is of su c h t r e m e n d o u s i m p o r t a n c e for his f i n d i n g s shou
t h r o w c o n s i d e r a b l e l i g h t u p o n t h o s e f a c t o r s w h i c h h old ue ool
in the t e a c h i n g p r o f e s s i o n a n d t h o se w h i c h cause t h e m to lea
it.
I w o u l d l ik e e a c h p e r s o n w h o r e c e i v e s a c o ny of
t h is q u e s t i o n n a i r e to k n o w t h a t th i s s t u d y has ray n e r s o n a l
supp or t a n d that of the m e m b e r s o f the C o l l e g e s t a f f w h o
a r e v i t a l l y i n t e r e s t e d in the t r a i n i n g of t e a c h e r s .
Your
e a r n e s t c o o n e r a t i o n is s o l i c i t e d in f i l l i n g out this
q u e s t i o n n a i r e for the r e s u l t s of Mr. G r a e t z * s e f f o r t should
g i v e all of us a b e t t e r u n d e r s t a n d i n g of the p r o b l e m th8t
d e e p l y c o n c e r n s us all.

JMK*ES

C^f. M a r t i n K l o t s c h e
President

M il w a u k e e , W i s c o n s i n
J u l y 1, 1950
Dear Alumnus:
I a m writing; to a s k y our as si st an c e in conducting a
survey of m a l e g r a d u a t e s f r o m M i l w a u k e e State Te ac he rs
College.
T his surv ey has a twof ol d puroose: (1.) to determine
w h a t field of w o r k m e n have entered since g r a d u a t i o n and
(2.) to find w h a t fac to r s are a f f e c t i n g the r e t e n t i o n of m e n
g r a d ua te s in the t e a ch in g p r o f es s io n.
In o t her w o r d s this
is a n attempt to a s c e r t a i n h o w m a n y m e n r e m a i n in the teaching
p r o f e s s i o n after b e i n g trained for this field of work.
The study w i l l be successful only if y o u as a graduate
of M i l w a u k e e State T e a c h e r s College c a r e f u l l y ans we r the
enclosed questionnaire.
If there is a n y o u estion w h i c h you
do not w a n t to answer, p l e a s e omit it.
However, you can be
assured that a n y m a t e r i a l r e l e as ed as a result of this study
will not reveal the i d e n t i t y of the individual na r t i c i n a n t s
in this survey.
The s tudy w ill give a composite p i c t u r e
of the fin di ng s and w i l l not center a r ou nd the individual
responses.
Therefore, its value w ill be g r e a t l y enhanced
if y o u answer all of the questions.
The a u t h o r i t i e s at M i l w a u k e e State T e a c h e r s College
feel that this w i l l be a si gn if ic a nt study for their
i n st i tu ti on a n d the g r a d u a t e committee at H i c h i g a n State
C ollege feels that it w i l l m a ke a definite c o n t r ib ut io n to
education.
T h er e seems to be u n a n i m i t y of a g r e em en t that
o u t s t a n d i n g m e n should be a t t r a c t e d to and retained in the
teaching p r o f e s s io n.
T hi s study should reveal some of the
p r o b l e m s that are involved in e n g e n d e r i n g interest in
educational leadership.
M a y I have a r e p l y to this q ue st io nn ai re at an esrly
date? A stamped a d d r e s s e d envelope is enclosed for your
convenience.
I shall be v e r y g r a t ef u l for your c o o p e r a t i o n .
S i n c e r e l y yours,

Mil wa u ke e State Teachers College
Res ea r ch Project
ime ___________________________________________
Married
Single____
N o . of children ___

Year of Graduation

Divorced or Separated ___

Widower

. F a t h e r ’s niece of birth.

State _______________

Nation_________

. M o t h e r ’s d a c e

State _______________

Nation_________

of birth.

. F a t h e r ’s occupation. ___________________________
. Did your mothe r ever teach school?

Yes

No ___

. Check the division from w h i c h you graduated.
Art
Ele me nt ar y ___
Exceptional ___
. What majors and minors did you have?

Music
Secondery

Majors __________________
Minors __________________

. List the extracurricular activities
while in college.

in which you participated

Art Groups _______________________________________________________
Athletics ________________________________________________________
Class Offices ___________________________________________________
Debate ____________________________________________________________
Dramatics ________________________________________________________
Honorary Fraternities __________________________________________
Honors ____________________________________________________________
Journalism _______________________________________________________
Language Clubs __________________________________________________
Musical Groups __________________________________________________
Religious Groups ________________________________________________
Service Fraternities ___________________________________________
Science Clubs __________________________________________________ _
Social Fraternities ________________________________________ _
Social Science Clubs ________________________________________ _
Student Government ___________________________________________ _
Others ____________ ____________ ________________________________ __

Home address at time of graduation.
City _________________

County

Your age at time of graduation.

State__
Present age ____

Did you enter M ilwaukee State Teachers College specifically
to prepare for a teaching career? Yes ___
No ___
Have you done any graduate study?

Yes ___

No____

Number of credits beyond the b a c h e l o r ’s degree?
Semester hours
Have you obtained any advanced degrees?
M.A. ____
M.E.__
M.S. ___
Ph.D. ___
Ed.D. ____
Other__
Have you done any further college study to prepare for an
occupation other than teaching? Yes ___
No____
If "yes" is checked, name the occupation. _______________
How n any years have you been on your present position?
>. In which salary bracket does your present income fall?
Only include income from your full time occupation.
under $2500
___ $3500 to $3999
$8500 to $2999
___ i14000 to $4499
$3000 to $3499
___ $4500 to $4999
$5000and over
7. Do you supplement this income w i t h part time work?
Yes __
No
3. Does your wife work?
Yes ___
Full time _____ Fart time ___
No
9. Please indicate the number of years that you have spent in each
of the following activities from the year of your graduation
to the present date.
teaching
armed forces
occupations other than teaching
full time college attendance
other
Total (The total should be eaual to the difference between
your age at the time of graduation and your present age.)
10. If you have never taught what was the reason for not having
done so?__________________________________________________ ___________

21. If you have never taught what is your present occupation?

IF YOU HAVE NEVER TAUGHT DO NOT ANSVTCR A N Y OF THE REMAINING
1STIONS
, Did you teech immediately after graduation? Yes
No ___
If "no" is checked how long a period of time elapsed before
you accepted your first teaching assignment? _____
If "no" is checked please stste w h y you did not enter teaching
at this time.

. If you were In the armed forces were you teaching prior to
No____
entering service?
Yes ___
. If you were in the armed forces did you return to teaching
No ___
If "no" is
immediately after discharge? Yes ___
checked state w h y you did not return.

If "yes" is checked state w h y you did return.

i. Did you have tenure prior to entering service?

Yes ___

No ___

>. In what size community was your first teaching position?
open country
___ 5,000 to 9,999
50,000 to 99,999
under 2,500_____ ___ 10,000 to 24,999
100,000 and over
2,500 to 4,999 ___ 25,000 to 49,999
f. In your first year of teaching did you meet problems for which
your teacher training had not adequately prepared you?
Yes ___
No
If "yes" is checked state what these
problem areas were.

8. Did you begin teaching in the area or subjects for which you
were: Prepared ____ Par ti al ly prepared
Not prepared____
9. What was your first teaching assignment? (State position held
and if in elementary, secondary, college, etc.)

>0. In how m a n y school systems have you taught?

Q U E S T I O N S 31 T H R O U G H 36 A R E TO BE A N S W E R E D ONLY BY M E N WHO

tow I N ~ M THa3HIflg"Pfi0gBaSI0M ITHIS INCLUDES AEMINI3TO1T0R5

[VISORS"SHU gPECraT SERVICE POSITIONS)
fhy have y ou r e m ai ne d

in t ea ching?

P l e a s e he specific.

What is your p r e s e n t a s s i g n m e n t ? (State -position held and if
in elementary, secondary, college, etc.)

In w h a t size comm un it y center is your p r e s e n t tea ch i ng position?
___ 5,000 to 9,999
50,000 to 99,999
open country
under 2,500
___ 1 0 , 0 0 0 to 24,999
100,000
and ove
2,500 to 4,999__ ___ 25,000 to 49,999
Do you have tenure?

Y e s ___

No ___

Are you c on te mp la ti n g lea vi ng the t e a c h i n g p r o f e s s i o n in the
near future?
Yes ____
No
U n c e r t a i n ____
If you checked " y e s ” in Q u e s t i o n 35 would an impending de pr es si o n
change this d e cision?
Y e s ____
No
U n c e r t a i n ____
THE R E M A I N I N G Q U E S T I O N S A R E TO 3E A N S W E R E D BY A L L M E N WHO
tL L E F T "T k£ ^M O HTnCT PROFESSION"AT ANY TIR E EaCSPT"THOSE VJHP"
r ONLY FOR M I L I T A R Y S E R V I C E
W h y did yo u leave the t e a c h i n g p r o f e s s i o n ?

Plea se be specific.

Did you ever r e t u r n to teaching a f t e r having left it?
Yes ___
No____
If "yes" is checked plee se state the res son
for r e t u r n i n g to teaching.
P l e a s e be specific. ______________

If " n o ” is checked, w o u l d y o u t r y to r e t u r n if a serious
d epres si on v e r e impending?
Y e s ___
No ___
Uncertain

If "no" is checked in the initial statement in question 38
hovr m an y different p o s i t i o n s have you had since leaving
the teaching p r o f e s s i o n ?
List the nemes of these
positions in the order in w h i c h you have held them.

what educational p o s i t i o n did you hold w h e n you left teaching?
(State p o s i t i o n held and if in elementary, secondary, college,
etc.)

Did you consider y o u r s e l f a successful teacher?
Did you have tenure w h e n you left teaching?

Y e s ____
No__
U n c e r t a i n ___

Y e s ____

No____

M a r k w i t h a 1 y ou r b e g i n n i n g salary as a teecher and w i t h a
2 the salary y o u r e c e i v e d during your last year of teaching.
under $ 1 50 0
$2500 to $2999
$4000 to $4499
$1500 to $1999
$ 3 000 to $3499
$4500 to $4999
$ 2 0 00 to $2499
$3500 to $3999
$5000 and over
W hat year did y o u b e g i n teaching? _____________
W ha t year did y o u leave teaching? _____________
What is your pres en t occupation?

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197
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