Why do teachers stay?

Second career teachers provide value in the
classroom by adding real world experience to
textbook knowledge. However these second-career
teachers often encounter transition issues which
affect job satisfaction. This book is the result of
doctoral research which sheds light on what these
transition issues are, how and why they affect job
satisfaction, and why some second career teachers
stay. The framework for the research and
conclusions is intrinsic motivation using the self-
determination theory and hope using hope theory.
Based on a national survey of current accounting
second-career professors, the results revealed that
transition issues do have an effect on job
satisfaction and that self-determination and hope
constructs can help explain the relationship adding
new understanding about why some professionals do
stay in teaching. This research can be a valuable
resource for administrators who want to promote an
environment where new faculty will want to stay.
This book can also help professionals be prepared
for a second career in teaching and avoid potential
discouragement.

Autorentext

Marcia L. O'Brien, DBA: DBA in Accounting from Anderson University, MBA in Finance and Entrepreneurship at Simon School, University of Rochester. Currently Associate Professor of Accounting at Roberts Wesleyan College in Rochester, NY. Previously VP of Finance for Information Management Division of Xerox Corporation.

Klappentext

Second career teachers provide value in the classroom by adding real world experience to textbook knowledge. However these second-career teachers often encounter transition issues which affect job satisfaction. This book is the result of doctoral research which sheds light on what these transition issues are, how and why they affect job satisfaction, and why some second career teachers stay. The framework for the research and conclusions is intrinsic motivation using the self-determination theory and hope using hope theory. Based on a national survey of current accounting second-career professors, the results revealed that transition issues do have an effect on job satisfaction and that self-determination and hope constructs can help explain the relationship adding new understanding about why some professionals do stay in teaching. This research can be a valuable resource for administrators who want to promote an environment where new faculty will want to stay. This book can also help professionals be prepared for a second career in teaching and avoid potential discouragement.