First Advisor

Emily de la Cruz

Term of Graduation

Spring 2007

Date of Publication


Document Type


Degree Name

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


Educational Leadership




Teachers, Vocational guidance, Vocational teachers -- Training of



Physical Description

1 online resource (xi, 130 pages)


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.


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