scholarly journals Demystifying the Mystery of Second Career Teachers’ Motivation to Teach

2015 ◽  
Author(s):  
Yvonne Hunter-Johnson
Keyword(s):  
Focus Groups ◽  
Career Change ◽  
Teaching Experience ◽  
Expectancy Theory ◽  
Teaching Profession ◽  
Qualitative Approach ◽  
Second Career ◽  
Second Career Teachers ◽  
Open Coding ◽  
Career Teachers

Within the field of education, there has been much discussion regarding what prompts the career change of second career teachers. This study examines motivational factors that influence second career teachers’ decision to teach and how their previous careers influence their teaching experience. The theoretical framework that acts as foundational platform is the Expectancy Theory. The study utilized a qualitative approach. Data was collected using focus groups and analyzed utilizing open coding consistent with Corbin and Strauss (2010). The results of the study revealed that most participants were intrinsically motivated to transition to the teaching profession.

scholarly journals Learning Transformation Perceptions of Preservice Second Career Teachers

2021 ◽  
Vol 46 (5) ◽  
pp. 75-90
Author(s):  
Shosh Leshem ◽  
◽  
Rivi Carmel ◽  
Merav Badash ◽  
Beverley Topaz ◽  
...  
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Critical Issue ◽  
Teaching Profession ◽  
World Knowledge ◽  
Second Career ◽  
Second Career Teachers ◽  
Adult Career ◽  
Education College ◽  
Career Teachers

Teachers’ shortage has become a critical issue in most countries in the world. One of the solutions has been the initiation of short-term teacher education programmes which attract adult career changers who enter the programme with prior working experiences and world knowledge. However, the process of transferring previous knowledge is challenging and teachers need to navigate new horizons. The aim of the study is to identify shifts in students’ perceptions regarding the teaching profession, and what experiences prompted the shifts. The research was conducted among 15 students in a teacher education college in Israel. The analysis of interviews exposed five main themes where students displayed shifts of perceptions. The themes relate directly to the two interrelated key concepts of second career teachers and transformative learning. The synergy between the two concepts created tension, dilemmas and dissonances which generated spaces for learning and fertile ground for shifting in frame of reference.

Transition to the School as Workplace: Challenges of second career teachers

2006 ◽  
Vol 17 (4) ◽  
pp. 317-327 ◽  
Author(s):  
Cynthia Haggard ◽  
Frances Slostad ◽  
Sally Winterton
Keyword(s):  
Second Career ◽  
Second Career Teachers ◽  
Workplace Challenges ◽  
Career Teachers

scholarly journals Changing the Story: Implications of Narrative on Teacher Identity

2019 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Geah Pressgrove ◽  
Melissa Janoske ◽  
Stephanie Madden
Keyword(s):  
Public Education ◽  
Focus Groups ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teacher Shortage ◽  
Teaching Profession ◽  
Qualitative Approach ◽  
Community Level ◽  
Reputation Management ◽  
Communication Interventions

This study takes a qualitative approach to understanding the connections among narrative, professional identity, and reputation management in public education. Through 15 interviews and five focus groups with high-achieving teachers and administrators, researchers explored the narratives these educators share to understand and improve the story of the teaching profession. Central to the findings are societal, organizational, and community-level factors that have led to a reputation crisis for the profession of teaching and thus contribute to the national teacher shortage. Ultimately, this study points to the notion that a shift in the perception of the value of teaching and teachers can be affected when narratives are understood and the principles of reputation management are applied. Communication interventions that provide a path forward are discussed.

Mid-career Teacher Retention: Who Intends to Stay, Where, and Why?

2022 ◽  
Author(s):  
Belinda G. Gimbert ◽  
Ryan R. Kapa
Keyword(s):  
Native American ◽  
School Climate ◽  
Teacher Retention ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Black African ◽  
Alaskan Native ◽  
Attitudinal Factors ◽  
Career Teachers ◽  
Career Teacher

Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers’ responses to the 2015–2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher’s decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher’s level of satisfaction with workplace conditions that directly impact teaching.

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