ERIC Number: ED372033
Record Type: Non-Journal
Publication Date: 1992-Mar
Reference Count: N/A
Grant-Seeking As Professional Development of K-12 Teachers (Incentives and Obstacles).
Monahan, Thomas C.
A survey of 108 elementary and secondary teachers in southern New Jersey was conducted to determine the extent to which the teachers viewed grant development as a factor in their professional growth and development. The survey revealed that fewer than 1 percent of the respondents reported that they "often" engaged in grant-related activities; none reported "very often." Ten percent reported that they "sometimes" engaged in such activity, 23 percent reported "rarely," and the remaining 47 percent reported that they "never" engaged in grant-seeking or grant-writing activities. Most respondents viewed their primary roles as teachers and not as researchers or scholars. Very few school districts were reported to have frequently provided their teachers with assistance in locating sources of external funding for their ideas. School districts did not provide reduced teaching loads, extra secretarial help, or extra funds for travel or equipment to encourage teachers to engage in grant-related activities. Teachers did not perceive that their grants activity was important in the tenure decision process. Teachers reported that a general lack of knowledge of grantsmanship, their teaching responsibilities, and a lack of administrative encouragement were the primary obstacles to their involvement in grant development. Recommendations for helping teachers to become more involved are discussed. (Contains 11 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey