The purpose of this study was to identify and describe the variables related to the occupational choice of Indian/Native teachers in Saskatchewan. In addition, four questions were posed to determine the extent of influence of specific people, internal agents, and ethnic concerns.<p>The sample for the study consisted of 115 Indian/Native teachers, all graduates of the Indian/Native Teacher Education Programs, and employed within Saskatchewan schools. Data was collected by a mail-out questionnaire. Through analysis of the data, the variables were identified, as was the extent of influence of specific people, internal agents, and ethnic concerns.<p>The major finding of this study was that Indian/Native teachers chose teaching as an occupation for reasons related primarily to ethnic concerns, rather than to variables identified in occupational choice approaches. Important differences were found in the variables of choice between Status Indian and Metis teachers; between younger and older teachers; and among those who had decided to become teachers within different age groups. These findings suggested the need for specially designed career education programs and the presentation of occupational information that would be relevant to Indian/Native students.<p>The five statements ranked most important by the total group in the decision to become a teacher were:<p>1.I enjoy working with children and/or youth. <p>2.Indian/Native teachers were needed in the school.<p>3.I wanted to help my people. <p>4.Indian/Native people are responsible for their own survival as a people.<p>5.I wanted to help Indian/Native people gain control of their education system.<p>Only the first statement related to occupational choice approach with the remaining four stemming from Indian/Native concerns.<p>Five research hypotheses were tested to answer the research questions. Significant differences were found leading to the acceptance of the hypotheses and the findings that differences existed between the variables related to the occupational choice of teachers classified on the basis of:<p>1. Age when the questionnaire was completed: The younger teachers, 19 30 years, differed from older teachers in their search for improved self identity; in being influenced by the opportunity to be a role model; and in desire to work against discrimination in schools. The older teachers, 31 years and older, were more influenced by positive family support; by the need to be with people; and by the desire for better living conditions.<p>2. Age when the decision was made to become a teacher: Respondents who had chosen teaching between the ages of 6 to 18 years,highlighted the importance of having supportive family; the desire to develop a positive self image; and the wish to gain professional recognition. Those who made the choice between 19 to 25 years, also pointed out self image needs. For them, the opportunity to be a role model was important, but family influence had been a minor factor. Those who decided at a later age, 26 years or older, wished to work with people and thought that teaching matched their interests.<p>3. Ethnic identity: Status Indian teachers had been strongly influenced by the family in contrast to the Metis group, which did not include family elements in their selection of 10 very important statements. The Me.tis teachers were motivated to teach because of perceived discrimination within schools; the need for an improved self image; and the perception that in teaching they could do what they liked to do.<p>4.Type of school attended.<p>5.Source of funding received while attending a teacher education program.<p>Teachers who had attended either a federal or residential school, and had received funding from Indian and Northern Affairs Canada were likely to be Status Indians.They had been strongly influenced by their families, by wanting to attend an Indian training program, and by wanting a better standard of living.Teachers who had attended a provincial school and received funding from the province of Saskatchewan were likely to be Metis.They had been strongly influenced by personal concerns for identity and independence. Family influence was a lesser factor.<p>In a further step of data analysis, the computation of mean response scores, individual family members, teachers, and the community were found to be relatively unimportant variables related to the decision to become a teacher.<p>Personality needs, interests, and abilities were important; the desire to improve socio-economic status and identification with a role model were found to be relatively unimportant.<p>The demand for Indian/Native teachers, the desire to help Indian/Native people, and Indian/Native control of the education system were found to be important variables. The desire to attend an Indian/Native training program and to receive funding during training were relatively unimportant variables related to the decision to become a teacher.

The purpose of this study was to identify and describe the variables related to the occupational choice of Indian/Native teachers in Saskatchewan. In addition, four questions were posed to determine the extent of influence of specific people, internal agents, and ethnic concerns.<p>The sample for the study consisted of 115 Indian/Native teachers, all graduates of the Indian/Native Teacher Education Programs, and employed within Saskatchewan schools. Data was collected by a mail-out questionnaire. Through analysis of the data, the variables were identified, as was the extent of influence of specific people, internal agents, and ethnic concerns.<p>The major finding of this study was that Indian/Native teachers chose teaching as an occupation for reasons related primarily to ethnic concerns, rather than to variables identified in occupational choice approaches. Important differences were found in the variables of choice between Status Indian and Metis teachers; between younger and older teachers; and among those who had decided to become teachers within different age groups. These findings suggested the need for specially designed career education programs and the presentation of occupational information that would be relevant to Indian/Native students.<p>The five statements ranked most important by the total group in the decision to become a teacher were:<p>1.I enjoy working with children and/or youth. <p>2.Indian/Native teachers were needed in the school.<p>3.I wanted to help my people. <p>4.Indian/Native people are responsible for their own survival as a people.<p>5.I wanted to help Indian/Native people gain control of their education system.<p>Only the first statement related to occupational choice approach with the remaining four stemming from Indian/Native concerns.<p>Five research hypotheses were tested to answer the research questions. Significant differences were found leading to the acceptance of the hypotheses and the findings that differences existed between the variables related to the occupational choice of teachers classified on the basis of:<p>1. Age when the questionnaire was completed: The younger teachers, 19 30 years, differed from older teachers in their search for improved self identity; in being influenced by the opportunity to be a role model; and in desire to work against discrimination in schools. The older teachers, 31 years and older, were more influenced by positive family support; by the need to be with people; and by the desire for better living conditions.<p>2. Age when the decision was made to become a teacher: Respondents who had chosen teaching between the ages of 6 to 18 years,highlighted the importance of having supportive family; the desire to develop a positive self image; and the wish to gain professional recognition. Those who made the choice between 19 to 25 years, also pointed out self image needs. For them, the opportunity to be a role model was important, but family influence had been a minor factor. Those who decided at a later age, 26 years or older, wished to work with people and thought that teaching matched their interests.<p>3. Ethnic identity: Status Indian teachers had been strongly influenced by the family in contrast to the Metis group, which did not include family elements in their selection of 10 very important statements. The Me.tis teachers were motivated to teach because of perceived discrimination within schools; the need for an improved self image; and the perception that in teaching they could do what they liked to do.<p>4.Type of school attended.<p>5.Source of funding received while attending a teacher education program.<p>Teachers who had attended either a federal or residential school, and had received funding from Indian and Northern Affairs Canada were likely to be Status Indians.They had been strongly influenced by their families, by wanting to attend an Indian training program, and by wanting a better standard of living.Teachers who had attended a provincial school and received funding from the province of Saskatchewan were likely to be Metis.They had been strongly influenced by personal concerns for identity and independence. Family influence was a lesser factor.<p>In a further step of data analysis, the computation of mean response scores, individual family members, teachers, and the community were found to be relatively unimportant variables related to the decision to become a teacher.<p>Personality needs, interests, and abilities were important; the desire to improve socio-economic status and identification with a role model were found to be relatively unimportant.<p>The demand for Indian/Native teachers, the desire to help Indian/Native people, and Indian/Native control of the education system were found to be important variables. The desire to attend an Indian/Native training program and to receive funding during training were relatively unimportant variables related to the decision to become a teacher.

The purpose of this study was to determine the degree and type of participation of selected Navajo educators. A questionnaire was developed for this study to allow categorization of the participant's responses of frequencies of participation at specific administrative levels and institutional functions. Selected elementary and secondary schools were visited by appointment and thirty-two participants volunteered for this study. A diversity of Navajo educators was represented, according to background information obtained. Participants included both males and females, ages twenty-one to sixty, one to sixteen years of teaching experience, on-campus and on-site degree program graduates, public and B.I.A. school systems, six individual schools, and administrators and teachers. Overall, the greatest frequency of participation was as follows: For the Policy and Planning and Coordinating and Developing levels, student services (assessment and counselling) and curricular activities were highest, respectively. Daily teaching and administering duties were highest, as would be expected, at the Supervising and Implementing level with curriculum development and student counselling and assessment next highest, respectively. Considering background characteristics, a public school district, an individual public school, males, the thirty to thirty-nine age group, on-campus program graduates, those with six years of teaching experience total or within a school district each reported the highest frequency of participation when compared within categories, respectively. Based on the overall mean of frequencies reported, high or low values were assigned. When the chi square statistic was employed, three significant relationships were found within background groups: those with Master's degrees; those with six to sixteen years of teaching; those with five to twelve years in a school; and those from one university had significantly higher frequencies. This study was exploratory in nature; and it is not known to what degree the conclusions could be extended to the general population of Navajo educators. The Navajo educators studied did participate to some degree at all levels in all school functions. Certain groups reported more participation, and those with Bachelor's degrees, fewer than six years of teaching experience, and fewer than five years in a school reported significantly lower frequencies of participation.

Made available in DSpace on 2016-08-03T16:15:53Z (GMT). No. of bitstreams: 1 ONEIDE1.pdf: 281792 bytes, checksum: 3971801c7d22409411416698755e632e (MD5) Previous issue date: 2007-12-22 / This project investigate the indian teachers preparation and behavior of Escola Estadual Indígena Tupi-Guarani Ywy Pyaú, that is in Peruíbe, in South Coast of São Paulo. It s about a qualitative research, that take on the narrative perspective as they resort to the oral history about the envolved subjects, contemplating significative aspects to their professional graduation that help to understand their habitual practice. This research shows despite legal support from 1988, the right of school Indian education specified and differentiated it isn t still assured. By the interviews and the visits to Escola da Aldeia Piaçagüera, I could see the existence of the demand that deserve and need effective and urgent solutions by the public power, because they constitute significative for the consecution of the politic pedagogy project of Indian schools. Besides, the Indian teacher condition as a carrier of the tradition of the group and at the same time as a representative of the knowlegment established puts paradoxes to the teaching profession preparation and behavior. These questions must be equationed by the Indian people s vision in a perspective of autonomy and respect to the diversity / O presente trabalho investiga a formação e a atuação das professoras indígenas da Escola Estadual Indígena Tupi-Guarani Ywy Pyaú, localizada no município de Peruíbe, Litoral Sul do Estado de São Paulo. Trata-se de uma pesquisa qualitativa, que assume a perspectiva narrativa na medida em que recorram à história oral dos sujeitos envolvidos, contemplando aspectos significativos para a sua formação profissional que venham ajudar a compreender sua prática cotidiana. a presente pesquisa evidencia que apesar do aporte legal emanado a partir de 1988, o direito à educação escolar indígena - específica e diferenciada - ainda não está garantido. Através das entrevistas e nas visitas efetuadas na escola da aldeia Piaçagüera pude observar a existência de demandas que merecem e necessitam de soluções eficazes e urgentes por parte do poder público, pois se constituem em entraves significativos para a consecução do projeto político pedagógico das escolas indígenas. Além disso, a condição do professor indígena como portador da tradição do grupo e ao mesmo tempo como representante do saber instituído coloca paradoxos à formação e ao exercício da profissão docente. Estas questões devem ser equacionadas a partir da visão dos povos indígenas numa perspectiva de autonomia e respeito à diversidade.