1. How Did Teacher Recruitment and Teacher Career Paths Change as School Provision became Centralized? The Case of Victorian and Edwardian England, 1841-1971—some possible perspectives from longitudinal record linkage. David Mitch Department of Economics University of Maryland, Baltimore County

2. a)Period 1841 to 1911 saw the advent of centralized government funding and management of schools. Beginning in 1862, parliamentary funding to schools depended on examination results. b)this resulted in the establishment of centralized provision of teacher training colleges and procedures for teacher certification. Historical Context

3. c)this also resulted in a substantial expansion of teaching occupations relative to the male and female labor force as a whole : 18411851186118711881189119011911 Male0.5% 0.67%0.5%0.66%0.7%0.58%0.6% Female2.0%2.8%3.0%3.1%3.9%4.1% 3.8% Teachers, school masters, school mistresses as percentage of total male and female labor force in England and Wales 1841 to 1891

4. Most teachers were female 184118511861187118811891 59.4%70.5%71.7%73.4%71.9%71.1% Percentage of teachers who were female

5. d)Census data for the end of the period indicate that most female teachers were unmarried: In the 1901 census, 92.3% of females in teaching related occupations were unmarried And in the 1911 census, 91.7 % were single, 6.3 % married, and 2% were widows.

6. Research questions to address with longitudinal data a. What were the social origins of teachers in the early Victorian period? Were teachers primarily recruited from those with skilled manual and lower middle class parents? b. Did the social origins of teachers change over the 19 th century with the relative expansion of the teaching workforce? i)Did the expansion of the teaching workforce provide more opportunities for upward social mobility? ii)Alternatively, did rising standards for teacher certification decrease recruitment from those with working class parents

7. Research Questions (continued): c)What were the trends in teacher turnover and tenure with increasing centralized regulation of teacher certification and the implementation of funding and pay for performance policies? d)how did length of duration and spells of interruption in teaching, and occupational career patterns differ between males, single females and females who married? e)What changes occurred over time in the length of duration, spells of interruption and occupational career patters in teaching between 1841 and 1911?

8. Some perspectives from trends in age structure of the teaching workforce Male School master Male Teacher Female School Mistress Female School mistress married Female Teacher Female Governess 185121%32.5%21.7%39.4% 187117.9%60.1%22.35%53.7% 188148.8%19.5%53.3%42.1% 189136.3%53.1% 190128.8%53.7% Unmarried 1.93% Percentage of various categories of teachers under the age of 25---the use of categories changes across censuses

9. Procedures for constructing longitudinal data bases of teachers between 1841 and 1911: 1.Use a)1851 and 1881 Census CDs from Family History Resource File b)ancestry.com, c)Findmypast.com to generate names of those with teaching related occupational key words (teacher, school mistress, school master) from the 1851 and 1881 census. 2.Enter Birmingham, Warwickshire, Norfolk locations---seems required to search on the occupational field. 2A: Issue of sampling strategy by location.: i)cluster sampling ii)construct samples from contrasting census districts—rural/urban etc. iii)construct nationally representative sample? 3)link names of those listing teaching related occupations in 1851 and 1881 to earlier and later censuses (1841 through 1911) using ancestry.com and findmypast.com.

10. 4)to construct career paths for women who married, employ marriage registers to identify females reporting a teaching related occupation at marriage. This identifies of occupation of father at marriage. Link the bride’s maiden name to census records prior to marriage, using name of father as well. Link the bride’s married name to subsequent census records.

11. Some VERY preliminary results

12. A.1881 data base of about 70 Warwickshire teachers. NameYearAge Location (Parish) ConditionOccupation Mother's Occupation Father's Occupation Agnes Hobson 18617GoldingtonUnmarriedScholarNoneGentleman 188128 Warwick St Nicholas UnmarriedTeacher 189137BrightonUnmarriedGoverness 190148EasingwoodUnmarriedGoverness Tanner and Tithe Agent Tanner and Currier 191158EasingwoodUnmarriedNone Alice E Schofield 18719St GilesUnmarriedScholarNone-- 188118AstonUnmarried School Mistress Coal Agent 189130HandsworthUnmarriedGovernessNone Living on Own Means Alice O'dwyer 185113 Clayton Le Woods Unmarried Daily Attending School Teacher of Music Teacher 188143BirminghamUnmarriedTeacher 189153North MeolsUnmarried Certificated Teacher 190163GlossopUnmarriedSchool Teacher

13. Social origins of 1881 Warwickshire teachers Father’s Occupational Category n% Teacher 34.20% Skilled 4258.30% Agricultural Labourer 56.90% Commercial/Professional 2230.50% Total 72

14. B.Data Base for Norfolk teachers, 1851 and 1881 i.social origins 1851 N = 52 Percent with fathers Agricultural Labourer 17.35% School Master 5.80% Farmer 9.60% Commercial/Professional 25% Skilled 42.40% Percent with mothers who were school mistresses 4/27 = 14.8%

15. Social origins Norfolk teachers 1881 Father’s occupation: Mother’s occupation Surgeon School Mistress (3) Farm Steward Fund Holder Collier Man School Master Painter Railway Porter Waterman Cabinet Maker Porter

16. ii.Tenure patterns of females who were teachers in Norfolk 1851: Occupational title in 1851 Teacher: Listing across Multiple census of a teaching occupation: 16 Single listing of a teaching occupation: 21 Occupational title in 1851 School Mistress: listing across multiple censuses of teaching related occupation: 24 Single listing of teaching occupation: 19 1881: Occupational title in 1881 School Mistress: Listing in multiple census of teaching related occupation: 12 Single listing of Teaching related occupation: 6