ERIC Number: ED275667
Record Type: RIE
Publication Date: 1986-Feb
Reference Count: 0
The Effect of Teaching on Teachers.
Freedman, Sara; And Others
This monograph presents the findings of a research project that sought to analyze the relationship between teachers' work experiences over the course of their careers within specific institutional structures and their perceptions of the meanings of these work experiences to their self-esteem, sense of job satisfaction, and sense of efficacy. The choice of subjects was limited to women elementary school teachers because the working conditions and role expectations of elementary school teachers differ significantly from teachers of secondary students. Two interview groups were selected according to length of teaching career: half taught under 15 years, half over 15 years. The teachers in the over-15-years-of-service group represented that group of teachers with which the stereotypes of female elementary school teachers are most associated. The frequently negative nature of these stereotypes represents the kind of teacher with whom younger teachers are most afraid of being identified. This perception on the part of the younger teachers is a key element in their feelings toward the profession. Comparing the responses of the two groups of subjects illuminates how age and length of service are reflected in teachers' experiences and perceptions. The focus of the study was on 25 subjects. Interviews were conducted using the Interview Guide, which identified areas of concern to be explored. A narrative discussion on the project includes direct quotations from the subjects on their feelings and perceptions. (JD)
Descriptors: Career Choice, Elementary Education, Elementary School Teachers, Females, Institutional Characteristics, Job Satisfaction, Self Esteem, Teacher Attitudes, Teacher Burnout, Teacher Effectiveness, Teaching Experience, Teaching (Occupation)
North Dakota Study Group, Box 8158, University of North Dakota, Grand Forks, ND 58202 ($5.00).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Center for Teaching and Learning.; North Dakota Study Group on Evaluation, Grand Forks.
Note: Document contains light type.