Preparation of Experienced Teachers to Address Teacher Shortages: A Quantitative Study

Autor/in	Clark, Lisa Davis
Titel	Preparation of Experienced Teachers to Address Teacher Shortages: A Quantitative Study
Quelle	(2009), (96 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-6018-7
Schlagwörter	Hochschulschrift; Dissertation; Credentials; Teacher Shortage; Predictor Variables; Metropolitan Areas; Human Resources; Bilingual Education; Biological Sciences; Experienced Teachers; Special Needs Students; Teacher Motivation; Interest Inventories; Interest Research; Vocational Interests; Control Groups; Teacher Qualifications; Knowledge Base for Teaching; Expertise; Specialists; Performance Factors; Teacher Competencies; Teacher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienbuch; Lehrermangel; Prädiktor; Ballungsraum; Humankapital; Bilingual teaching; Bilingualer Unterricht; Abwasserbiologie; Sonderpädagogischer Förderbedarf; Interest profile; Interessenprofil; Interessenforschung; Berufsinteresse; Lehrqualifikation; Teaching theory; Theory of teaching; Unterrichtstheorie; Expert appraisal; Leistungsindikator; Lehrkunst; Lehrerausbildung; Lehrerbildung
Abstract	Public educational institutions are facing the problem of a shortage of experienced, certified, skilled teachers in the areas of special education, English as a Second Language, mathematics, biology or life science, bilingual education, and music. This shortage compounds difficulties in serving students in these areas. Reasons for this shortage are not fully understood. The purpose of this study, the foundation for which is in motivational theory, was to identify potential motivators for acquiring credentials in shortage areas by comparing the views of experienced teachers motivated to acquire such credentials with the views of experienced teachers not motivated to acquire such credentials, particularly with regard to acquisition of credentials in identified shortage areas. Using convenience sampling, this quantitative survey study included 147 teachers within a school system in a Northeastern U.S. metropolitan area. Data were analyzed using independent samples t tests, with the independent variable being acquisition/nonacquisition of credential in identified shortage area and the dependent variable being incentives for such acquisition. Results of the study indicated no difference between the 2 groups, experienced teachers who had and had not acquired additional credentials in shortage areas, in terms of their identification of motivational factors, that is, incentives to such acquisition. The finding of no difference between the 2 groups has implications for positive social change in that the finding clarifies for human resource departments that provision of the specific incentives examined in this study may or may not be effective in motivating experienced educators to acquire credentials in shortage areas. With this background, human resource departments may seek other means for motivating teachers to acquire the needed credentials. [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