Ambivalent Journey: Teacher Career Paths in Oman

Autor/inn/en	Chapman, David W.; Al-Barwani, Thuwayba; Al Mawali, Fathiya; Green, Elizabeth
Titel	Ambivalent Journey: Teacher Career Paths in Oman
Quelle	In: International Review of Education, 58 (2012) 3, S.387-403 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-012-9293-5
Schlagwörter	Job Satisfaction; College Graduates; Foreign Countries; Secondary School Teachers; Higher Education; Career Planning; Oman + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Hochschulabsolvent; Hochschulabsolventin; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Karriereplanung
Abstract	This study investigated the career paths of 625 university graduates who prepared to be secondary school teachers in Oman, their assessment of their current work situation, and the extent to which their initial commitment to teaching was related to their subsequent career satisfaction and intention to remain in teaching. While nearly all graduates entered teaching, their decision was marked by ambivalence. Nearly half of the graduates reported being only somewhat or not at all committed to teaching as a career when they graduated. It also appears that initial commitment to teaching operates as an important lens through which teachers view their subsequent careers. Those initially more committed to teaching were more likely to be satisfied with the progress they made in their career, more likely to think that their current teaching position offered them opportunities for advancement, and more likely to want to remain in teaching than were graduates who had a lower initial commitment to teaching. The authors discuss both the theoretical and practical implications of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10