Career stages in the teaching profession: A description of distinguishing attitudes and behaviors.

Abstract

This exploratory study was initiated by reports on educational excellence which promoted the need to attract, develop, and retain professional teachers. The research was based on the premise that teachers represent the key ingredient to educational quality. It was guided by the belief that efforts to improve the calibre of the workforce would be contingent upon greater understanding of the teaching career and teachers' beliefs about themselves, their work, and their profession. Data was provided from open-ended interviews with fifty teachers. They were encouraged to reflect upon the chronology of their careers, and share past and present perceptions, plus changes they experienced, with regard to thirteen variables associated with their image of teaching, experience of teaching, and professional growth. Attitudinal and behavioral differences and changes, plus dynamics of their development, were examined. Findings show the career has structure and support the existence of three distinct stages. In the Novice Teacher Stage, individuals strive to become confident, comfortable, and competent as they adjust to being a teacher. The Developing Educator Stage is characterized by variability in attitudes, behaviors, and growth as teachers progress to their desired levels of competence and engage in activities they value. Those who advance into the third Actualizing Professional Stage apply their expertise by focusing on complex pursuits which further their students, colleagues, and themselves. Differences were evident regarding the rate and extent of development. When this variance was explored, it was found that a combination of the teacher's concept of the job, source of motivation, and types of cognitive behavior had a significant influence upon the nature of growth. Collectively, these three factors, described as the teacher's orientation, represent a new component to teacher development theory. Personal, organizational, cultural, and training variables were shown as conditions influencing this orientation. This study has expanded upon existing research, contributing to a growing theory of teacher development and an evolving career stage model. It provides researchers with a rationale, direction, and procedures for additional study. Practitioners may use these findings to establish practices and environments which will guide and support teachers in realizing their professional potential.