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Full-Text Articles in Elementary Education and Teaching
An Investigation Of The Factors That Motivate K-12 Christian School Teachers To Participate In Professional Development And The Relationship To Job Satisfaction And Retention, Bonita Bailey
Doctoral Dissertations and Projects
This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field because of very limited research on Christian-based schools, especially with regards to professional development, job satisfaction and retention. The study was a quantitative, non-experimental, correlational research design using two instruments, i.e., the Participation Reasons Scale (PRS) and the Job Satisfaction/Retention/Demographic Survey. The PRS scores indicated that the motivating factors for teachers to …
Mentoring: A Grounded Theory Study Examining How The Relationship Between The Mentor And Mentee Becomes Mutually Beneficial, David Martin
Mentoring: A Grounded Theory Study Examining How The Relationship Between The Mentor And Mentee Becomes Mutually Beneficial, David Martin
Doctoral Dissertations and Projects
This grounded theory qualitative study examined the mentee/mentor relationship between five first year teachers and their five assigned mentors in a school district in Central Florida. To generate a model that seeks to explain how and why a mentee/mentor relationship changes and evolves from that of a single directional stream of information to that of a bidirectional stream which benefits the professional development of both parties, the grounded theory approach was utilized. Three forms of data were collected: interviews, focus groups, and participant journaling. This data along with artifacts and documents describing the school setting and the use of mentors …