Abstract/Details

A study of teachers: Their commitment and motivation to remain in the profession


1997 1997

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Abstract (summary)

This study was an effort to explore specific as well as more prevailing questions with respect to teacher motivation and commitment to remain in the profession. Specifically, there was an attempt to examine qualitatively how teachers view themselves and their development, where they place themselves in the educational schema, and how this is translated into a foundation for long-term dedication and commitment.

A shortage of teachers, as well as the desirability and difficulty of retaining well-qualified ones, continue to be critical issues for urban schools, and this is supported by current research (Bobbitt, Faupel, & Burns, 1991; Carnegie Forum on Education and the Economy, 1986; Darling-Hammond, 1984; Grismer & Kirby, 1987; Feistritzer, 1983a, 1983b).

The specific focus of this study on teacher commitment generated universal questions with respect to teacher education, the administration of schools, and staff development, all in the unique context of the urban high school. Previous research has been conducted on the concerns and perceptions of teachers, conditions in the workplace, and their impact on the decision to remain in teaching (Carnegie Foundation for the Advancement of Teaching, 1990; Chapman & Hutcheson, 1982; Grissmer & Kirby, 1987; Hargreaves, 1991). However, little research examines the resolute commitment and dedication of senior and experienced teachers, despite arduous conditions, to remain not only in teaching, but in their particular assignments.

Indexing (details)


Subject
School administration;
Teacher education;
Secondary education
Classification
0514: School administration
0530: Teacher education
0533: Secondary education
Identifier / keyword
Education; high school teachers; staff development; teacher education; urban education
Title
A study of teachers: Their commitment and motivation to remain in the profession
Author
Sarafoglu, Mary Katherine
Number of pages
194
Publication year
1997
Degree date
1997
School code
0072
Source
DAI-A 58/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780591387919, 0591387913
Advisor
Tetenbaum, Toby
University/institution
Fordham University
University location
United States -- New York
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9729608
ProQuest document ID
304379639
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304379639
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