First Advisor

Emily de la Cruz

Term of Graduation

Spring 2007

Date of Publication

6-14-2007

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction

Department

Educational Leadership

Language

English

Subjects

Teachers, Vocational guidance, Vocational teachers -- Training of

DOI

10.15760/etd.8018

Physical Description

1 online resource (xi, 130 pages)

Abstract

The steady flow of teachers exiting the profession continues to serve as an empirical reminder that we have not yet found ways to effectively support teachers as they proceed through their careers. This study identifies elements of teachers' career decisions. Qualitative methodologies were used to integrate research from multiple disciplines to address the need for a theoretical model of teachers' career decisions. Three perspectives for viewing the decision making process emerged from the analysis of the data set: Component, Experiential, and Integrative. These three perspectives provide a filtered approach to understanding a complex and multi-tiered decision making process. The findings from this research suggest that teachers can be supported in career decisions if they and those around them: learn to recognize the signs of a career decision; reduce the isolation surrounding the decision; are aware of timely, appropriate and accessible support structures; and can facilitate several career options. The outcome of this research is the reVisioning Model, which offers teachers, and those who support them, a structure for accessing effective support strategies and a theoretical framework for further policy analysis.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/

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Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL.

Persistent Identifier

https://archives.pdx.edu/ds/psu/38640

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