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|Title:||Today's teachers: An examination of the decision to remain in teaching and its implications for change in teaching practice|
|Author(s):||Cain, Joyce Lynn|
|Doctoral Committee Chair(s):||Trent, William T.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Early Childhood
Education, Teacher Training
|Abstract:||The research hypotheses suggested that teacher work preferences and perceptions would differ with respect to commitment to teaching. It was proposed that gender, academic ability, and self-reports of teaching performance might also contribute to the decision to remain in or to leave teaching. Teacher perception of the work of teachers was the only variable shown to vary significantly with respect to commitment to teaching.
The research attempted to link composition of the teaching workforce with respect to work preference and professional perceptions of the work of teachers to prospects for change in teaching practice. The research concluded that change in teaching practice is likely to proceed in ways that are consistent with the happenings within three ecological frames for the profession: the centrality of the roles of schools and teachers in society, the expansion and degree of clarity of the professional knowledge base of teaching, and the level of dissonance resulting from the pull of the changing demands of teaching and the drag of what may be inconsistent work preferences, abilities, and conceptions of the work by current teachers.
|Rights Information:||Copyright 1989 Cain, Joyce Lynn|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI8916219|