How Common is It for PhDs to Become Elementary School Teachers?
It is indeed uncommon for PhDs to become elementary school teachers. Most PhD holders in education can be found working at the collegiate level, serving as professors or researchers. However, the transition from a research-oriented career to elementary education is feasible and can be beneficial for both the individual and the students.
Understanding the Conventional Path
Many of us have encountered college-level professors who require their students to gain experience in elementary, middle, and secondary education. This approach aims to give future educators a comprehensive understanding of the education process across all grade levels. While it is rare, there are several reasons why a PhD-level individual might consider teaching at the elementary level.
Personal Experiences and Realities
A personal experience comes to mind where, with a master’s degree, I engaged in teaching in campus laboratory schools for over a decade. After earning my PhD, I exchanged my role to collaborate with a public school teacher to update my knowledge of child growth education. That year, I taught fifth grade but was not addressed by my professional title.
These examples demonstrate that while it is uncommon, there are individuals who have successfully transitioned into elementary education despite holding a PhD. The transition is particularly viable for those who are passionate about teaching and have the necessary qualifications and experiences.
Financial and Professional Advantages
The financial and professional benefits of transitioning to elementary education can be substantial. In my state, an experienced teacher with a PhD and National Board Certification can earn more than $100,000 for an 180-day school year. This is a significant advantage, especially considering the difficulties of securing a tenure-track position at a university.
The prospect of a continuing contract in a public school district can provide stability and income security while allowing individuals to share their knowledge with younger students. These factors make the transition to elementary education a compelling option for many PhD holders.
Common Characteristics among Successful Transitions
Based on my observations and experiences, there are a few common characteristics among PhDs who have successfully transitioned into teaching elementary school:
Undergraduate Degree: Their undergraduate education often did not come from a top-tier university. Graduate School: They did not attend a top-tier graduate school. Financial Constraints: They were not sponsored by their PhD advisor or had financial reasons to move to teaching.While a lack of publishing in prestigious journals can be an obstacle to staying in academia, individuals with recognized institutions can often find postdoctoral positions. When they decide to leave academia, they have access to promising career opportunities in the private sector, particularly in the US and UK.
Conclusion
While it is uncommon for PhDs to become elementary school teachers, the option is more viable than one might initially think. The personal passion, financial incentives, and potential for a stable career in education contribute to these transitions. Understanding the unique set of circumstances and motivations behind such transitions can help educators, policymakers, and PhD holders themselves make informed decisions about their career paths.
Exploring the feasibility of a career change to elementary education can be both rewarding and fulfilling, providing a bridge between research and practical education.
Best wishes to those considering such a career move!
Sincerely,
AJG