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7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair, Jennifer Butcher, Dissertation Power Pt.
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An Examination of Factors Related
to the Job Satisfaction and
Retention of Alternatively Certified
Teachers
A Dissertation Defense
by
Jennifer T. Butcher
Dissertation Chair: William Allan Kritsonis, Ph.D.Prairie View A & M University
Educational Leadership
March 2009
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Committee Members
William Allan Kritsonis, Ph.D.
Chair
Donald R. Collins, Ph.D.Member
David Herrington, Ph.D.
MemberRonald Howard, Ph.D.
Member
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Dissertation Defense
Format
I. Statement of the Problem
II. Theoretical Framework
III. Purpose of the Study IV. Research Questions
V. Method
VI. Quantitative Major Findings
VII. Qualitative Major FindingsVIII. Review of Literature
IX. Recommendations
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Statement of the Problem
Due to the influx of new teachers fromalternative certification programs, it isimportant to address the problems of
attrition and identify strategies that focuson the retention of alternatively certifiedteachers. There is a need to determine if current alternative certification programsand school districts are providing thetraining, support, and continuedmonitoring of alternatively certifiedteachers (Hill & Barth, 2004).
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Theoretical Framework
One theory guiding this study is
derived from the economic labor
market theory of supply and demand. In the same vein, Frederick
Herzberg’s theory of motivation and
job satisfaction which was developed
from his studies of engineers andaccountants complements the supply
and demand theory.
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Theoretical Framework
Supporting Literature
Numerous authors have described theapplication of the supply and demand theory tothe specifics of teacher labor markets in detail
(Haggstrom, Darling-Hammond, & Grissmer,1988; Boardman, Darling-Hammond, & Mullins,1982). The supply for teachers is related to the number of
qualified individuals willing to teach at a given level of
overall compensation. The demand can be defined as the number of teaching
positions offered at a given level of overallcompensation.
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Purpose of the Study
The purpose of the study was two-fold.
To examine factors related to the job
satisfaction and retention of alternatively
certified teachers.
To examine factors related to
alternatively certified teachers’ decisionto enter and remain in the teaching
profession.
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Research Questions
Quantitative
1. What is the profile of alternatively
certified teachers in the selectedurban school district included in
this study?
2. To what extent do alternatively
certified teachers feel supported as
novice public school teachers by the
district and administrators?
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Research Questions
Quantitative
3. To what extent do alternatively
certified teachers feel committed toremain in the teaching profession?
4. Is there a relationship between
alternatively certified teachers’
perception of support and their
commitment to remain in the
teaching profession?
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Null Hypothesis
H01: There is no statistically significant
relationship between alternatively
certified teachers’ perception of supportand their commitment to remain in the
teaching profession?
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Research Questions
Qualitative
1.What do alternatively certified
teachers report to be the reasonsfor entering the teaching
profession?
2. What do alternatively certified
teachers perceive to be the factors
that assisted in their development
as teachers?
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Research Questions
Qualitative
3. What do alternatively certified
teachers perceive to be the factorsthat hindered their development as
teachers?
4. What do alternatively certified
teachers report to be the reasons
that they have remained in the
teaching profession?
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Research Questions
Qualitative
5. What do alternatively certified
teachers report about their early educator preparation experiences?
6. What strategies do the selected
urban school district employ to
identify and utilize factors that
encourage teacher job satisfaction
and retention?
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Method
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Method
Quantitative Data was collected in the form of
a researcher developed questionnaire and
survey.
Descriptive statistics were used to acquire aprofile of participants of the study.
Pearson’s Correlation was used to examine
whether a statistical significant relationship
existed between alternatively certifiedteachers’ perception of support and their
commitment to remain in the teaching
profession.
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Method
Qualitative data was collected in the form of
structured personal interviews.
Member checking was utilized to give the
interview participants an opportunity to review
and clarify their responses to the interview
questions.
Data was reduced and extracted by clustering
and coding.
Data was used to identify emergent themes.
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Method
Subjects of the Study (Quantitative)
Alternatively Certified Elementary Teachers
Grades Kindergarten through fourth grade One major urban school district in Texas
85 alternatively certified teachers responded
out of 150
57% rate of return
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Method
Subjects of the Study (Qualitative)
5 alternatively certified elementary teachers
2 Human Resources directors 8 elementary administrators
5 elementary mentors
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Method
Instrumentation Researcher developed questionnaire was used to
collect data related to the demographics of respondents in the study.
Researcher developed survey was used to collect datarelated to the attitudes of alternatively certifiedteachers in regards to their retention in the field Five point Likert type instrument
Researcher developed interview guide was used tocollect data from selected alternatively certified
teachers, mentors, administrators, and HumanResources directors
Pilot study was conducted using individuals that werenot included in the study
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Major Findings
Quantitative Research
Question 1What is the profile of alternatively
certified teachers in the selected
urban school district included inthis study?
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Major Findings
Quantitative Research
Question 1Demographic Characteristics of Alternatively Certified Teachers
Gender
Years of Teaching Experience
Grade Level Taught Career Goals
Reason for applying for alternative certification
Prior Teaching Experience
Undergraduate Degree
Undergraduate Major
Undergraduate University Attended Graduate Degree
Graduate Major
Graduate University Attended
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Major Findings
Quantitative Research
Question 1Gender
Female 83.5%
Male 16.5%
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Major Findings
Quantitative Research
Question 1 Teaching Experience
Years
0-5 51.7%
6-10 35.3%
11-15 7.1%16-20 2.4%
More Than 20 3.5%
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Major Findings
Quantitative Research
Question 1Grade Level
Kindergarten 30.6 %
First Grade 20.0%
Second Grade 24.7% Third Grade 17.6%
Fourth Grade 7.1%
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Major Findings
Quantitative Research
Question 1Career Goal
Remain a Classroom Teacher 34.1%
Educational Support System 41.2%
Administrator 20.0%
Remain in education until 4.7%
finding another job
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Major Findings
Quantitative Research
Question 1Reason for Applying for Alternative Certification
Retirement 1.2 %
Job Layoff 4.7 %
Job Dissatisfaction 15.2 %
Love of Teaching 42.4 %
Something that was 16.5%always desired
Passion for working 17.6%
with childrenOther 2.4%
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Major Findings
Quantitative Research
Question 1Prior Teaching Experience
None 14.1%
Trainer at previous job 14.1%
Teaching in a religious 27.1%
sectorDaycare Teacher 14.1%
Other 30.6%
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Major Findings
Quantitative Research
Question 1Undergraduate Degree
BA 68.2%
BS 31.8%
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Major Findings
Quantitative Research
Question 1 Undergraduate Majors of Respondents
22 different majors reported
Top 3 Undergraduate Majors
(28.2%) respondents majored in Psychology
(9.4%) respondents majored in Communications (9.4%) respondents majored in Business
Universities Attended for Undergraduate Degree 30 universities reported
Top 3 Universities attended for undergraduate degree
(27.1%) respondents attended University of Houston (11.8%) respondents attended Sam Houston State
University
(8.2%) respondents attended Stephen F. AustinUniversity
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Major Findings
Quantitative Research
Question 1Graduate Degree
None 82.3%
MEd 5.9%
MA 5.9%MBA 3.5%
MS 2.4%
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Major Findings
Quantitative Research
Question 1Graduate Major
None 82.3 %
Curriculum and 4.7%
InstructionCounseling 3.5%
Social Work 1.2%
Physics 3.5%
Business 2.4%
Administration
Criminal Justice 1.2%Educational 1.2%
Administration
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Major Findings
Quantitative Research
Question 1University Attended for Graduate Degree
None 82.3%
Texas Southern 1.2 %
Prairie View A&M 7.0%University of Phoenix 3.5%
University of Texas 1.2%
Arlington
Center of Advance 1.2%
Research Mexico City
University of Central 1.2%Florida
Lamar 1.2%
Georgetown University 1.2%
f
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Review of Literature
Quantitative Research
Question 1It is extremely difficult to create a profile
of the typical alternative certification
candidate. Alternative certificationprogram participants are a diverse group
of individuals who defy generalizations
(Humphrey and Weschsler, 2007).
j i di
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Major Findings
Quantitative Research
Question 2 To what extent do alternatively
certified teachers feel supported as
novice public school teachers by thedistrict and administrators?
M j Fi di
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Major Findings
Quantitative Research
Question 2 71.7% of the respondents agreed that the district offered
professional development opportunities specifically
designed for new alternatively certified teachers.
85.9% of the respondents agreed that the quality of theprofessional development offered to new teachers
supported the quality of instruction provided to their
students.
78.8% of the respondents agreed that as a new teacher
they met with their mentor at least once a week. 83.4% of the respondents agreed that their mentor
provided emotional support during the first year.
M j Fi di
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Major Findings
Quantitative Research
Question 2 78.8% of the respondents agreed that their mentor
provided instructional support during the first year.
84.7% of the respondents agreed that the mentoring
program at their school was beneficial. 84.7% of the respondents agreed that the principal at
their school supported and encouraged alternatively certified teachers.
78.8% of the respondents agreed that as a new teacher,
the principal met with them to discuss their progress.
R i f Li
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Review of Literature
Quantitative Research
Question 2 Staff development must be implemented
by each school system in order to
maintain a skilled and knowledgeablestaff (Rebore, 2007).
The benefits of mentorship programs not
only reduce attrition rates among new
teachers, but also improve teachingcapabilities (Mullinix, 2002).
M j Fi di
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Major Findings
Quantitative Research
Question 3 To what extent do alternatively
certified teachers feel committed to
remain in the teaching profession?
M j Fi di
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Major Findings
Quantitative Research
Question 3 92.9% of the respondents agreed that they are committed
to teaching as a career.
89.4% of the respondents agreed that they are satisfiedwith their teaching career.
82.3% of the respondents agreed that they are satisfiedwith the degree of administrative support they receive attheir school.
77.6% of the respondents agreed that they are satisfiedwith the duties required for their work.
83.5% of the respondents agreed that they intend to stay
in teaching more than five years.
R i f Lit t
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Review of Literature
Quantitative Research
Question 3 Teachers’ feelings about
administrative support, resources
for teaching, and teacher input intodecision making are strongly related
to their plans to stay in teaching
and to their reasons for leaving(Darling-Hammond, 2007; Ingersoll,
2001).
M j Fi di
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Major Findings
Quantitative Research
Question 4 Is there a relationship between alternatively certified
teachers’ perception of support and their commitment toremain in the teaching profession?
Null Hypothesis:
H01: There is no statistically significant relationshipbetween alternatively certified teachers’ perception of support and their commitment to remain in the teachingprofession. Pearson’s r = .236 is significant at the p<.05 level of
significance.
Correlation is significant at the .05 level (2-tailed). Therefore,the null hypothesis is rejected.
There was a statistically significant relationship between
alternatively certified teachers’ perception of support and
commitment to remain in the teaching profession.
R i f Lit t
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Review of Literature
Quantitative Research
Question 4Lack of administrative support can
impact a teacher’s decision to leave
the profession (Busch, Pederson,Espin, and Weissenburger, 2001).
M j Fi di
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Major Findings
Qualitative Research
Question 1What do alternatively certified
teachers report to be the reasons for
entering the teaching profession?
M j Fi di
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Major Findings
Qualitative Research
Question 1 Always wanting to teach
“Some always wanted to be a teacher, but for financialreasons did something else or family told them that itwas not the best profession” (HR1).
Parents and family members were teachers “I have always had a desire to become a teacher. This
desire may have been influenced by having a motherin the profession; however, I have always viewedteaching as an opportunity to make a difference” (T2).
R i f Lit t
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Review of Literature
Qualitative Research
Question 1Studies demonstrate that people do not
start looking for new jobs because of
money; rather they seek careers inorganizations that increase their sense of
value and offer them an opportunity for
empowerment, career mobility, personal
growth, and opportunities to acquire newskills. This may include alternatively
certified teachers (Rosenow, 2005).
Major Findings
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Major Findings
Qualitative Research
Question 2What do alternatively certified
teachers perceive to be the factors
that assisted in their developmentas teachers?
Major Findings
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Major Findings
Qualitative Research
Question 2 Observance of teachers
“My development as a teacher has been mainly from my
classroom experience and observance of my fellow teachers”
(T4 ).
Professional development
“Staff development is provided in areas such as classroom
management, subject area, dealing with special populations,
technology, and communication with parents” (ADM2).
Mentor program
“Mentors are chosen based on strength. I match mentors
with mentees according to grade level and subjects taught”
(ADM1).
Review of Literature
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Review of Literature
Qualitative Research
Question 2 Staff development must be implemented
by each school system in order to
maintain a skilled and knowledgeablestaff (Rebore, 2007).
Teacher mentors should be selected
based on their ability to develop
curriculum, personal interests,educational philosophies, and compatible
personalities (Mullinex, 2002).
Major Findings
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Major Findings
Qualitative Research
Question 3What do alternatively certified
teachers perceive to be the reasons
that hindered their development asteachers?
Major Findings
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Major Findings
Qualitative Research
Question 3 Lack of classroom management
Not having contact with children prior tothe first year teaching “They did not have the student teaching
experience. They lack student management. They did not have the opportunity to watchveteran teachers. They did not have the
opportunity to accumulate prior classroomobservation hours while they were in college”(ADM2).
Literature Review
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Literature Review
Qualitative Research
Question 3Alternatively certified teachers’
limited preparation impacts their
sense of efficacy as well as jobsatisfaction (Easley, 2006).
Major Findings
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Major Findings
Qualitative Research
Question 4What do alternatively certified
teachers perceive to be the reasons
that they have remained in theteaching profession?
Major Findings
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Major Findings
Qualitative Research
Question 4 Love for children
Love for teaching
“I have a love for teaching, and I find joy inthe students I work with every day. It’s
amazing to see their light bulbs go off and to
see them grow” (T1).
Found their niche Rewarding field
Review of Literature
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Review of Literature
Qualitative Research
Question 4 The main contributors to high levels
of teacher job satisfaction are
working with children particularly where teachers can develop strong
professional relationships (Spear,
Gould, and Lee, 2000).
Major Findings
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Major Findings
Qualitative Research
Question 5What do alternatively certified
teachers report about their early
educator preparation experiences?
Major Findings
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Major Findings
Qualitative Research
Question 5 Enrolled in Alternative Certification Program
“I think that they should complete all class work andreceive certification before being placed in a classroom. The state should have set standards for all programs. The basic classes should be like universities. They should have more classroom management and lessoncycle information incorporated in their program. They should receive all necessary training before beingplaced in the classroom to deal with children” (ADM 5).
Working as a substitute teacher Volunteered in an after school program
Taught pre-school
Review of Literature
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Review of Literature
Qualitative Research
Question 5Considering that No Child Left Behind is
calling for a qualified teacher in every
classroom, a concern with nontraditionalteachers is that they are actually the
teacher of record who may not yet have a
high degree of confidence in their
teaching ability (Desjean-Perrotta, Flores,and Steinmetz, 2004).
Major Findings
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Major Findings
Qualitative Research
Question 6What strategies do the selected
urban school district employ to
identify and utilize factors thatencourage teacher job satisfaction
and retention?
Major Findings
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Major Findings
Qualitative Research
Question 6 Mentors/Campus Mentor Programs
“The district assigns experienced teachers to mentorour incoming teachers. I feel this is a good program,because it gives the new teachers someone to lean onfor guidance” (M1).
Staff Development “The district offers several professional development
opportunities that have benefited me in several ways. Ihave attended training on classroom management,
learning styles, and organization. These types of workshops have helped me tremendously” (T3).
Review of Literature
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Review of Literature
Qualitative Research
Question 6Studies found that districts that provided
established pre-service, induction and
staff development programs that factoredin the professional background and
personal histories of alternatively
certified teachers tended to retain more
of these teachers (Wang, 2007).
Recommendations
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Recommendations
from the Study
Alternative teacher certification programsshould provide opportunities for classroomobservations and field experiences in teaching
environments prior to entering the classroomas the teacher of record.
Alternative teacher certification programsshould provide training preparedness in theareas of designing classroom instruction,
assessment, and classroom management.
Recommendations
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Recommendations
from the Study
Principals should provide opportunities
for alternatively certified teachers to
observe novice teachers. Principals should conduct a needs
assessment of first year alternatively
certified teachers to determine their
confidence of preparedness for theclassroom.
Recommendations
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Recommendations
from the Study
Principals should ensure that mentoringsupports are in place for alternatively certified teachers, and provide time for
collaboration between mentors andmentees.
Principals should provide professionaldevelopment opportunities for
alternatively certified teachers inclassroom management, technology, andareas based on needs assessment.
Recommendations for
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Recommendations for
Further Study
A study could be conducted with middle
schools and/or high schools in
examining factors related to the jobsatisfaction and retention of alternatively
certified teachers.
A study could be conducted in examining
the impact of mentoring on the retentionof alternatively certified teachers.
Recommendations for
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Recommendations for
Further Study
A study could be conducted in examining
the impact of student academic
achievement on the retention of alternatively certified teachers.
A study could be conducted evaluating
selected Alternative Certification
Programs and teacher retention.
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References
Boardman, A., Darling-Hammond, L., and Mullin, S. (1982). A framework
for the analysis of teachers’ demand and supply. Economics of Education Review , 2(2), 127-155.
Busch, T.W., Pederson, K., Espin, C.A. & Weisenburger, J.W. (2001).
Teaching students with learning disabilities: perceptions of a first-year
teacher. Journal of Special Education, 35 , 100-104.Darling-Hammond, L. (2007b). Evaluating no child left behind. The Nation ,
11-18.
Desjean-Perrotta, B., Flores, B., and Steinmetz, L. (2004). Teacher efficacy:A comparative study of university certified and alternatively certifiedteachers. Action in Teacher Education, 26 (2), 37-46.
Easley, J. (2006). Alternative route urban teacher retention and implicationfor principals’ moral leadership. Educational Studies, 32 (3), 241-249.
Haggstrom, G., Darling-Hammond, L., and Grissmer, D. (1988). Assessing teacher supply and demand . Santa Monica, CA: RAND.
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References
Humphrey, D. and Wechsler, M. (2007). Insights into alternativecertification: Initial findings from a national study. Teachers College Record, 109 (3), 483-530.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: anorganizational analysis. American Educational Research Journal , 38 (3),499-534.
Mullinix, B.B. (2002). Selecting and retaining teacher mentors .Washington, DC. (Eric Document Reproduction Service No.
ED477728).
Rebore, W. (2007). Human resources administration in education . Boston,MA: Allyn and Bacon.
Rosenow, D. (2005). Stress, burnout and self-esteem among educators.Journal of Border Educational Research, 4 , 87-90.
Spear, M., Gould, K., and Lee, B. (2000). Who would be a teacher? A review of factors motivating and demotivating prospective and practicing teachers (Slough, UK, NFER).
An Examination of Factors Related
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to the Job Satisfaction and
Retention of Alternatively Certified
Teachers
A Dissertation Defenseby
Jennifer T. Butcher