The Motivation and Identity Challenges for PhD holders in the Transition to Science and Mathematics Teaching in Secondary Education - A Pilot Study

Oct 15, 2026

Uploaded by Jasmine

Australian secondary education faces a long-standing shortage of qualified mathematics and science teachers, especially in rural and remote areas. A longitudinal project was launched at two regional Australian universities to examine whether PhD-level holders can be used to address this gap. The pilot study reports on semi-structured interviews with five participants across transition stages, exploring motivations, identity issues, and transition challenges.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

The shortage of mathematics and science teachers

The Theoretical Context

Australian Journal of Teacher Education | Volume 39 | Issue 12 | Article 6 | | --- | --- | 2014 The motivation and identity challenges for PhD holders in the transition to science and mathematics teaching in secondary education: A pilot study Robert Whannell University of New England, [rwhannel@une.edu.au](rwhannel@une.edu.au) William Allen University of the Sunshine Coast, [ballen@usc.edu.au](ballen@usc.edu.au) Recommended Citation Whannell, R., & Allen, W. (2014). The motivation and identity challenges for PhD holders in the transition to science and mathematics teaching in secondary education: A pilot study. Australian Journal of Teacher Education, 39 (12). Retrieved from [http://ro.ecu.edu.au/ajte/vol39/iss12/6](http://ro.ecu.edu.au/ajte/vol39/iss12/6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol39/iss12/6](http://ro.ecu.edu.au/ajte/vol39/iss12/6) Australian Journal of Teacher Education The Motivation and Identity Challenges for PhD holders in the Transition to Science and Mathematics Teaching in Secondary Education: A Pilot Study Robert Whannell University of New England Bill Allen University of the Sunshine Coast Abstract: Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges associated with the transition. The principle findings were that all but one of the participants had considered secondary teaching as a career option for an extended period that, for some, had predated their PhD study. Those participants who had engaged in postdoctoral study reported substantial professional identity challenges associated with the change in career. Financial security considerations figured strongly in the decisions to initiate the transition to secondary teaching. The opportunities for further research identified by the pilot study are discussed. Introduction There is a current shortage of qualified mathematics and science teachers in secondary schools in Australia, particularly in rural and regional contexts (Lyons, Cooksey, Panizzon, Parnell, & Pegg, 2006) . In 2010, the vacancy rate in Australian secondary schools was highest in mathematics, with 8.3% of secondary school principals reporting at least one unfilled vacancy (McKenzie, Rowley, Weldon, & Murphy, 2011) . One potential source of highly qualified personnel is those people who possess PhD level qualifications in these fields who may be motivated to pursue a career in secondary school teaching. The opportunity to have such a highly qualified practitioner of mathematics and/or science as a member of staff would appear, on the surface, to be something that school communities would be keen to adopt. A longitudinal research study was commenced in November 2013 at two regional Australian universities to examine the experiences of people with PhD level qualifications in mathematics and science as they transition into secondary school teaching. This paper Vol 39, 12, December 2014 78 Australian Journal of Teacher Education reports on the initial pilot project that involved interviews with five people at various stages of the transition. The aim of the pilot study was to gain an overall view of the motivationsand research and teaching experiences of PhD qualified individuals who were considering, or had completed, the transition int

FAQs

What shortage does the pilot study address?

The pilot study addresses a chronic shortage of qualified mathematics and science teachers in Australian secondary education, particularly in rural and remote areas.

How was the pilot study conducted?

It used semi-structured interviews with five participants at different stages of transitioning into secondary school teaching.

What were the main challenges identified for participants?

Participants reported motivations for entering secondary teaching and, for those with postdoctoral study, substantial professional identity challenges associated with the career change. Financial security also strongly influenced decisions to transition.

Oct 15, 2026

Uploaded by Jasmine