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Teacher Quality: A Report on The Preparation and Qualifications of Public School Teachers
NCES: 1999080
January 1999

List of Tables

  • Table 1. Percent of full-time public school teachers who majored in various fields of study fora bachelor’s or graduate degree, by selected school and teacher characteristics: 1998

  • Table 2. Percent of full-time public school teachers who majored in various fields of study fora bachelor’s or graduate degree, by selected school and teacher characteristics:1993-94

  • Table 3. Percent of full-time public school teachers in general elementary classrooms anddepartmentalized settings with various types of teaching certificates in their state: 1998

  • Table 4. Percent of full-time public school teachers in general elementary classrooms anddepartmentalized settings with various types of teaching certificates in their state: 1993-94

  • Table 5. Percent of full-time public school teachers in grades 7 through 12 who reported having an undergraduate or graduate major or minor in their main teaching assignment field, by selected school characteristics: 1998

  • Table 6. Percent of full-time public school teachers in grades 7 through 12 who reportedhaving an undergraduate or graduate major or minor in their main teachingassignment field, by selected school characteristics: 1993-94

  • Table 7. Percent of full-time public school teachers in grades 9 through 12 who reported having an undergraduate or graduate major or minor in their main teaching assignment field, by selected school characteristics: 1998

  • Table 8. Percent of full-time public school teachers in grades 9 through 12 who reported having an undergraduate or graduate major or minor in their main teaching assignment field, by selected school characteristics: 1993-94

  • Table 9. Percent of full-time public school teachers who participated in professionaldevelopment activities in the last 12 months in various content areas, by teaching experience: 1998

  • Table 10. Percent of full-time public school teachers who participated in professional development activities since the end of the school year in various content areas, by teaching experience: 1993-94

  • Table 11. Percent of full-time public school teachers indicating the number of hours spent in professional development activities in the last 12 months in various content areas: 1998

  • Table 12. Percent of full-time public school teachers indicating the number of hours spent in professional development activities since the end of the last school year in various content areas: 1993-94

  • Table 13. Percent of full-time public school teachers who participated in professional development activities in the last 12 months indicating the extent to which they believe the activity improved their teaching: 1998

  • Table 14. Percent of full-time public school teachers who participated in professional development activities in the last 12 months indicating that the activity improved their teaching a lot, by teaching experience: 1998

  • Table 15. Percent of full-time public school teachers indicating the extent to which participation in professional development activities in various content areas improved their classroom teaching, by the number of hours spent in professional developmentin that content area in the last 12 months: 1998

  • Table 16. Percent of full-time public school teachers who participated in activities related toteaching in the last 12 months, by frequency of participation: 1998

  • Table 17. Percent of full-time public school teachers who participated in various activities related to teaching in the last 12 months indicating the extent to which they believe the activity improved their teaching: 1998

  • Table 18. Percent of full-time public school teachers indicating the extent to whichparticipation in activities related to teaching improved their classroom teaching, bythe frequency with which they participated in that activity in the last 12 months: 1998

  • Table 19. Average class size for full-time public school teachers in general elementary classrooms and departmentalized settings, by selected school characteristics: 1998

  • Table 20. Average class size for full-time public school teachers in general elementary classrooms and departmentalized settings, by selected school characteristics: 1993-94

  • Table 21. Percent of full-time public school teachers indicating how well prepared they feel todo various activities in the classroom: 1998

  • Table 22. Percent of full-time public school teachers indicating they feel very well prepared todo various activities in the classroom, by teaching experience: 1998

  • Table 23. Comparison of recent teacher participation in professional development in various content areas and perceived teacher preparedness for classroom requirements in those content areas: 1998

  • Table 24. Percent of full-time public school teachers indicating how well prepared they feel to do various activities in the classroom, by the number of hours spent in professional development in the content area of the activity in the last 12 months: 1998

  • Table 25. Percent of full-time public school teachers indicating they feel very well prepared to do various classroom activities, by whether they participated in various teaching-related activities in the last 12 months: 1998

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