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ERIC Number: EJ844650
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1934-6875
A Study of Factors that Influence Teachers to Become School Administrators
Hancock, Dawson R.; Black, Trasha; Bird, James J.
Journal of Educational Research & Policy Studies, v6 n1 p91-105 Spr 2006
Attracting and retaining highly qualified school leaders is becoming increasingly important in our nation. The purpose of this study was to identify factors that motivate or inhibit practicing teachers from seeking administrative positions. Using exploratory factor analysis, survey responses of 329 students enrolled in Master of School Administration programs were analyzed. The findings indicated that factors such as "Challenge, Altruism, Personal/Professional Benefit/Gain", and "Leadership Influence" motivate teachers to transition into administration, whereas factors such as "Insufficient Gain/Personal Benefit, Personal Needs/Issues", and "Increased Risk" inhibit teachers from becoming administrators. Conclusions and implications of these findings were examined. (Contains 3 tables and 2 figures.)
National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Intermediate Grades; Junior High Schools; Middle Schools; Postsecondary Education; Secondary Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina