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ERIC Number: EJ1002191
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1090-1027
Motivation for Attending Higher Education from the Perspective of Early Care and Education Professionals
Huss-Keeler, Rebecca; Peters, Michelle; Moss, Joy Marie
Journal of Early Childhood Teacher Education, v34 n2 p121-139 2013
The field of early care and education has been challenged to raise the level of quality for young children by increasing the number of practitioners with college degrees. The purpose of this study was to explore the perceptions of early care and education professionals working in the field and enrolled in community college early childhood classes, about the benefits of attending classes, and the factors that motivated them to pursue a college degree. The majority of the participants were not attending college for the first time and previously attempted to return to school to complete a certificate or an associate degree. Motivational factors and perceived benefits, which varied by teachers and directors, were influenced by the number of years that the practitioners worked in the field. Personal goals and professional development were main motivators, but younger teachers also valued the degree for their future careers. Directors played a pivotal role in motivating teachers to enroll in college, while scholarship assistance made it possible to act on desires to go to college. These findings point to differentiated, targeted marketing and recruitment for teachers and directors, relevant early childhood college coursework, and continuous available funding to complete degrees. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A