Full metadata
Title
Quality of professional life for teachers: identifying the behaviors and characteristics of teachers which influence their professional lives
Description
This study examined the quality of professional life at a Title I school that has achieved the Arizona Department of Education's highest accountability rating of Excelling for eight consecutive years. By examining the factors that influence the school environment including teachers' attitudes and the connections within the teacher community at this school, a description emerged of the factors that influenced the quality of professional lives of teachers. This descriptive study sought to describe, "What is the quality of professional life for teachers at a Title I elementary school with a history of high levels of student achievement?" The research was conducted at Seneca Elementary school (a pseudonym) in the Seneca School District (a pseudonym). By examining the quality of professional life for teachers in a highly ranked Title I school, a better understanding of the quality of professional life may lead to recommendations for other schools with high levels of poverty on how to support teachers who work in high poverty schools. Within a theoretical framework of motivation-hygiene theory and socio cultural theory, the study identified principal leadership as a primary supporting factor of quality of professional life. The study also identified lack of input and lack of teacher control over curriculum and instruction as barriers to quality of professional life. Teachers described principal leadership, environment, social factors and teacher identity as contributors to enhancing the quality of professional life. Trust and focus emerged as additional factors that improved the workplace for teachers.
Date Created
2011
Contributors
- Thomas, Jeffrey J (Author)
- Danzig, Arnold (Thesis advisor)
- Fischman, Gustavo (Committee member)
- Boyle, Charlotte (Committee member)
- Arizona State University (Publisher)
Topical Subject
- General Education
- Education, Elementary
- Teacher Education
- life
- Professional
- Quality
- Retention
- Teacher
- Trust
- Elementary school teachers--Job satisfaction--United States--Case studies.
- Elementary school teachers
- Professional socialization--United States--Case studies.
- Professional socialization
- Educational leadership--United States--Case studies.
- Poor children--Education--United States--Case studies.
- Poor children
- Education, Urban--United States--Case studies.
Resource Type
Extent
xiii, 187 p. : ill. (some col.)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.8882
Statement of Responsibility
by Jeffrey J. Thomas
Description Source
Viewed on October 22, 2012
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2011
Note type
thesis
Includes bibliographical references (p. 173-178)
Note type
bibliography
Field of study: Educational administration and supervision
System Created
- 2011-08-12 03:31:33
System Modified
- 2021-08-30 01:55:16
- 2 years 8 months ago
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