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|Title:||A Study of Demographic Characteristics and Stated Attitudes Towards Work of New and Re-Entry Teachers in Selected Illinois Districts|
|Author(s):||Dunton, Dennis Duane|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This study examined selected demographic and attitudinal characteristics of new and re-entry elementary and secondary teachers in northwest suburban Chicago public school districts.
These data were drawn from a sample population of all full-time untenured teachers in the six school districts; the total number of the sample population was 979. Of the 979, 708 responded for a 72% response rate. Females comprised 78% of the respondents, while re-entry teachers comprised 29% of the respondents.
The demographic variables for the new and re-entry teachers in the study included age, sex, level of teaching, teaching experience, level of professional preparation, major teaching field, and reasons for and duration of break. A chi-square statistic was used to determine if any relationships existed. The analysis of the attitudes toward work was obtained using the Educational Work Components Study (EWCS). The EWCS divided work attitudes into six categories: desirability of personal challenge and development, desirability of competition, tolerance for work pressure, conservative security, seeking reward versus avoiding uncertainty, and concern with surroundings. In measuring the level of desirability of each of the EWCS factors, respondents were asked to state their views on certain job conditions. Each of the thirty-six EWCS questions was followed with a five-category Likert-type response. The results of this portion of the questionnaire were analyzed using analysis of variance.
These data suggest that in terms of demographic characteristics most untenured teachers were less than 30 years of age, females, elementary, less than three years teaching experience, and less than a Master's degree. These demographic findings also characterized most re-entry teachers. Few males were found as untenured or re-entry teachers. Both new and re-entry teachers generally wished to work in schools that offer personal growth and development opportunities and a secure, comfortable environment. Some differences between male and female and elementary and secondary were found. Finally, reasons for leaving and returning to education varied by sex. For most women, the reasons for leaving were tied to family and domestic reasons, while most men left to further their education. Women generally returned for financial reasons, while men generally returned because they enjoyed teaching.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1983.
|Date Available in IDEALS:||2014-12-15|