Literaturnachweis - Detailanzeige
| Autor/inn/en | Pucel, David J.; und weitere |
|---|---|
| Titel | A Comparison of Factors Related to the Attrition and Professional Development of Beginning and Experienced Technical College Teachers. |
| Quelle | (1991), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teachers; College Faculty; Faculty Development; Higher Education; Teacher Attitudes; Teacher Characteristics; Teacher Motivation; Teacher Persistence; Teacher Selection; Technical Education; Technical Institutes; Two Year Colleges; Vocational Education; Vocational Education Teachers; Minnesota |
| Abstract | A study was conducted to determine the following: Do the needs of beginning and experienced technical college teachers differ? Do the professional development activities of the two groups differ? and Do the factors important to beginning teachers who leave vocational education differ from those of experienced teachers who leave? The data used in the study were previously collected through questionnaires in two studies in 1987 and 1989. The population consisted of 250 beginning teachers (5 years experience) and 292 experienced teachers (8-12 years) in central Minnesota technical colleges. Interpretation of the data suffered from some constraints (for example, the beginning teachers did not have degrees in education, whereas some of the experienced group had such degrees when they started). The groups who stayed and those who left were different on a number of demographic variables when they entered teaching. The study found that the beginning and experienced teachers who stayed differed on 8 of 11 job needs, suggesting that teachers' needs change over their careers. In the area of professional development, the study found that more of the newer teachers were taking methodology courses and college courses, whereas more experienced teachers were taking graduate courses and workshops. The groups who left expressed a variety of reasons for leaving, with experienced teachers leaving because of dissatisfaction and beginning teachers leaving for career advancement. Results of the study could be used to improve teacher placement and retention. (61 references) (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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