Utilising a qualitative methodology approach and a case study research design this study set out to explore the influence of ‘own teachers’ on beginner teacher professional identities. The research design borrowed from the idea of a palimpsest, (Diamond & Mullen, 1999). Data comprised a mix of semi-structured interviews, field notes and a researcher journal. Ten participants, representative of four different racial groups in South Africa were included. Data was analysed by means of the thematic content analysis method. This study contributed to the body of knowledge on beginner teachers’ professional identity on two levels. The first level pertains to the methodological contribution of this study in terms of the interrelatedness with which particular methodological constructs were applied. The second level of contribution involves four novel theoretical findings that came to the fore in this study. First, findings showed how participants (beginner teachers) connected with fictional characters from various types of media and substitute those characters as role models in the place of ‘real’ own teachers or teacher-like figures. Second, participants drew on positive experiences with own teachers that guided them through the navigation of several socio-political challenges stemming from the Apartheids era. Third, positive own teachers served as beacons of hope, strength and resilience. Examples of past teachers unfolded as the driving force behind attitudes displayed by participants, of embracing diversity and sensitivity towards differences between themselves, their learners and colleagues. Fourth, positive own teachers served as beacons of hope, strength and resilience. The fifth, and most complex finding, illustrated the ways in which participants constructed their emerging professional identities around what they perceived as the qualities of the ‘ideal’ teacher. ‘Levels of cautiousness’ surfaced as key to the professional identity of beginner teachers in terms of the influence of their own teachers. It was found that beginner teachers approached their professional identity on a continuum of ‘caution’ with regard to certain aspects including reflection, classroom discipline, the influence of own teachers as well as the awareness of the role of own teachers. This study showed a close link between participants’ self-knowledge, perceptions of their personalities, their inherent communicative traits and their progress on this ‘continuum of caution’. / Thesis (PhD)--University of Pretoria, 2016. / Humanities Education / PhD / Unrestricted

No description available.

The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.