Do Teachers Want More Control? A Qualitative Study of Teacher Autonomy and Professionalism

Autor/in	Bauer, Jacob
Titel	Do Teachers Want More Control? A Qualitative Study of Teacher Autonomy and Professionalism
Quelle	(2023), (97 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0755-2
Schlagwörter	Hochschulschrift; Dissertation; Professionalism; Professional Autonomy; Teacher Attitudes; School Districts; Teacher Qualifications; Kansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Professionalität; Berufsfreiheit; Lehrerverhalten; School district; Schulbezirk; Lehrqualifikation
Abstract	The purpose of this study is to determine if teachers want more control over their work and what they would do with the control if they had it. This research adds to the body of research around the professionalism of the teaching profession. This study surveyed 222 teachers from the Big Blue School District in Johnson County, Kansas. Teachers were then selected based off their credential status and interviewed to determine what they would do with more control. This study found that teachers with different credential levels had different perspectives on the control they have over their work and teachers with higher credentials could provide more ideas and context to what they would do with more control over their work. Teachers with higher credentials also found more connections with their work and the other departments in the district. Teachers with lower credentials focused more on the work within their classrooms and what they would do to make their job easier. [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	2024/1/01