Literaturnachweis - Detailanzeige
| Autor/inn/en | Pucel, David J.; und weitere |
|---|---|
| Institution | Minnesota Univ., St. Paul. Minnesota Research and Development Center for Vocational Education. |
| Titel | A Comparison of Factors Related to the Job Satisfaction and Professional Development of Beginning and Experienced Technical College Instructors. |
| Quelle | (1992), (38 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teachers; Career Development; College Faculty; Comparative Analysis; Educational Research; Faculty Mobility; Followup Studies; Job Satisfaction; Needs Assessment; Professional Development; Teacher Characteristics; Teacher Persistence; Technical Institutes; Two Year Colleges; Vocational Education Teachers |
| Abstract | Two studies focused on factors associated with attrition and satisfaction among two-year postsecondary technical college instructors. Results suggested differences in the needs and professional development activities of beginning and experienced instructors. A third study compared follow-up data from a group of beginning instructors 5 years after they entered teaching, with 5-year follow-up data gathered from experienced instructors with 8 to 13 years of experience. Usable data about needs related to job satisfaction and professional development activities and descriptive demographic data were gathered from 292 experienced and 250 beginning instructors, with return rates of 74 percent and 76 percent respectively. The study compared four groups of instructors: beginning instructors who stayed in technical education and those who left; experienced instructors who stayed in technical education and those who left. The experienced and beginning teachers who stayed in technical education differed significantly on 8 of 11 job needs. Shifts in needs seemed to support career development theory predictions of changes in needs with maturity in careers. Both beginning and experienced instructors participated in substantial amounts of professional development activity, but a shift was found in the types of activities involved. Significant differences were found between the ratings of experienced and beginning teachers on six reasons for leaving technical education. (62 references) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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