Why Veteran Teachers in a Southwestern Border State Choose to Stay in the Education Profession

Autor/in	Lopez, J. Blanca O.
Titel	Why Veteran Teachers in a Southwestern Border State Choose to Stay in the Education Profession
Quelle	(2009), (195 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-8315-0
Schlagwörter	Hochschulschrift; Dissertation; Caring; Private Schools; Teacher Attitudes; Phenomenology; Achievement Need; Experienced Teachers; Teaching (Occupation); Questionnaires; Interviews; Classroom Observation Techniques; Teacher Persistence; Professional Identity; Teacher Characteristics; Career Development; Career Choice; Vocational Interests; Interest Inventories; Interest Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Care; Pflege; Sorge; Betreuung; Private school; Privatschule; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Teaching; Lehrberuf; Fragebogen; Interviewing; Interviewtechnik; Berufsentwicklung; Berufsinteresse; Interest profile; Interessenprofil; Interessenforschung
Abstract	This phenomenological qualitative study provided a venue for veteran teachers in a southwestern border state to voice their thinking of what they believed had made them stay in the education profession. The "maestros veterans" in this study had a minimum of 10 years in the education profession and were currently teaching within the "Mexica" Independent School District. The focus question was, What re-energizes, motivates, and keeps the passion thriving for veteran teachers who live, teach, and learn in a southwestern border state? The methodology included the veteran teachers responding to a demographic survey questionnaire in which they selected their own pseudonyms. The study also included participants taking part in three qualitative in-depth interviews, followed by an informal observation of their classrooms. The primary findings encompassed critical dispositions that these veteran teachers have voiced and can be valuable to teachers who are deciding whether to remain in the education profession: the notion of engagement, the politics of caring, and the teacher as a progressive educator. Within these critical dispositions were threaded significant components: love of/for learning, having a positive attitude, the notion of caring, understanding the community/culture, a sense of renewal, taking care of self, ability to empathize, reflecting, self-reflection, liking the profession, being flexible, parental support, and administrative support. Secondary findings from participant data that could serve as topics for future research and consideration by the education community were (a) induction into the profession, (b) language acquisition, (c) blaming the victim, (d) excessive testing, and (e) the band-aid approach to education. Based on the results, it was recommended that (a) this study be replicated with more teachers within the district and/or other sites, (b) a veteran teacher committee be created for retaining teachers, and (c) institutions that prepare future teachers carefully consider the stories of veteran teachers about what keeps them in the education profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10