The purpose of the study is to measure satisfactions for United States retired military officers and to determine if there is a relationship between retrospective military career satisfactions and current second career or retired satisfactions. Hypothesis I states that there is a positive relationship between a retrospective measure of an officer's military career satisfactions and his current second career satisfactions. Hypothesis II states that there is a positive relationship between a retrospective measure of an officer's military career satisfactions and his retirement satisfactions. The first conclusion is that Hypotheses I and II are supported. Pearson coefficients of correlation indicate that a positive relationship exists for each hypothesis. For Hypothesis I coefficients range from .040 for pay to .270 for co-workers. All are significant at the .01 level except pay, and there is no evidence that the pay coefficient is statistically significant. The coefficients of correlations supporting Hypothesis II range from .164 for work to .415 for finances. All coefficients are significant at the .01 level. All distributions are skewed. The skewness and possible homogeniety of the sample may in all probability account for the low values of the coefficients. The second conclusion is that military officers receive greater satisfactions from their military careers than workers in civilian industry. When retrospective military career JDI means are compared with industry JDI means, the former score higher for work, promotion, and co-workers at the .01 level and supervision at the .05 level. There is no evidence of a significant difference between the two pay means. Moreover, when retrospective military JDI means are compared with current second career JDI means, the former score higher for total score, work, promotion, and co-workers at the .01 level and supervision at the .10 level. The latter score higher for pay at the .10 level. The third conclusion is that fully retired military officers receive greater satisfactions from their retired situations than retired industrial workers. The former score higher on every scale at the .01 level except for people where the level is .05. The two samples may not be comparable, but they are the only samples available. The fourth conclusion is that fully retired military officers and retired military officers currently working in a second career are about equally satisfied with their retired situations. A comparison of RDI means for each group results in no evidence of significant differences for total score and finances. Fully retired officers score 2.60 higher for work and activities and 2.45 higher for people while retired officers working in current second careers score 2.45 higher for health, all at the .01 level.

Zwischen 2012 und 2014 wurde an der TU Dresden das Qualifikationsprogramm für Akademiker zum Einstieg in den Lehrerberuf (QUER) konzipiert und erprobt. Personen mit abgeschlossenem fachwissenschaftlichem Studium studierten im Verlauf einer 18monatigen Weiterbildung die bildungswissenschaftlichen, fachdidaktischen und schulpraktischen Inhalte des Lehramtsstudiums in nahezu vollem Umfang, um anschließend den Vorbereitungsdienst an einer Grundschule, Oberschule oder einem Gymnasium im Freistaat Sachsen zu absolvieren. Der Abschlussbericht des ESF-geförderten Projektes informiert über: - den Aufbau des Programms - die Rekrutierung der Teilnehmendenrekrutierung - Ergebnisse der formativen und summativen Evaluation sowie - Befunde der wissenschaftlichen Begleitforschung zum Seiten- und Quereinstieg. Daraus resultierend werden Empfehlungen für die künftige Gestaltung von Quereinstiegsprogrammen für den Lehrerberuf formuliert.

Zwischen 2012 und 2014 wurde an der TU Dresden das Qualifikationsprogramm für Akademiker zum Einstieg in den Lehrerberuf (QUER) konzipiert und erprobt. Personen mit abgeschlossenem fachwissenschaftlichem Studium studierten im Verlauf einer 18monatigen Weiterbildung die bildungswissenschaftlichen, fachdidaktischen und schulpraktischen Inhalte des Lehramtsstudiums in nahezu vollem Umfang, um anschließend den Vorbereitungsdienst an einer Grundschule, Oberschule oder einem Gymnasium im Freistaat Sachsen zu absolvieren. Der Abschlussbericht des ESF-geförderten Projektes informiert über: - den Aufbau des Programms - die Rekrutierung der Teilnehmendenrekrutierung - Ergebnisse der formativen und summativen Evaluation sowie - Befunde der wissenschaftlichen Begleitforschung zum Seiten- und Quereinstieg. Daraus resultierend werden Empfehlungen für die künftige Gestaltung von Quereinstiegsprogrammen für den Lehrerberuf formuliert.

The purpose of this qualitative study was to examine the Psychological Capital (PsyCap) of second-career teachers (SCTs) and their perceptions of what affects their PsyCap in the workplace by surveying and interviewing second-career teachers in public school districts in central eastern and northern Virginia. The research questions were: What is the PsyCap of a second-career teacher? What are the factors that second-career teachers perceive to contribute to their PsyCap? Participants were located in rural and suburban school districts in central eastern and northern Virginia. Data collection consisted of demographic surveys, the Psychological Capital Questionnaire survey (PCQ-24), and semi-structured interviews. Eighteen second-career teachers were purposefully selected from 34 who completed the demographic survey data and PsyCap-24 to participate in semi-structured interviews using the interview questions protocol. Common themes from the interviews were determined using deductive and inductive coding. Major findings were that second-career teachers exhibited a high average workplace positive PsyCapof 4.8; mentorship and strong peer support significantly influence second-career teachers' positive PsyCap; and a teacher's relationships with colleagues and their team's impact second-career teachers' positive PsyCap. Additional findings also showed that positive relationships with administration and prior-life experiences in other fields contributed to an increase in positive PsyCap. Whereas extra duties assigned to second-career teachers negatively impact their overall PsyCap. These results underscored the significance of nurturing positive PsyCap among second-career teachers, adding to the broader research on educators' PsyCap and its impact on teacher retention and job satisfaction in education. / Doctor of Education / The purpose of this qualitative study was to investigate the psychological capital (PsyCap) of current teachers who held a career prior to teaching (second-career teachers) and what affects second-career teachers' PsyCap scores at the school level. The research questions were: What is the PsyCap of a second-career teacher? What are the factors that second-career teachers perceive to contribute to their PsyCap? SCTs who participated were located in rural and suburban school districts in central eastern and northern Virginia. Data collection methods involved demographic surveys, the Psychological Capital Questionnaire survey (PCQ-24), and semi-structured interviews. From a pool of 34 participants who completed the surveys, 18 second-career teachers were purposefully selected for one-on-one interviews. Analysis of the interviews highlighted several key themes, including the high average positive PsyCap score of 4.8 among second-career teachers, the significant influence of mentorship and peer support on their PsyCap, and the impact of relationships with colleagues and teams. Additionally, positive relationships with administration and prior experiences in other professional fields were found to add to positive PsyCap, while extra duties assigned to second-career teachers had a negative effect on their PsyCap. These findings emphasize the importance of fostering positive PsyCap among second-career teachers and contribute to understanding its importance for teacher retention and job satisfaction in education.

The thesis deals with the personality of a primary school teacher for which teaching is a second career. The theoretical part is focused on general demands placed on teacher's personality, defines the term 'second career teacher', describes professional development of a teacher, gives potential motivators influencing the choice to become a teacher and also briefly introduces the system of professional training of primary school teachers in Czech Republic and some other European countries. The aim of qualitative survey performed by deep semi- structured discussions with 5 teachers about their live stories was to answer the research question: "What is the second career teacher like?" By means of partial questions the survey has uncovered the reasons that brought those teachers to career change, which benefits and difficulties following their decision they perceived, which gains from previous profession they can use in their new teaching career. Finally, the thesis brings the point of view of the respondents on their studies at pedagogical faculty. The analysis of the data enabled to investigate the decision-making process about changing the career from non-teaching to teaching one and identify the key moments which can influence the decision. It was found that internal and external motivators play a...

Background and Research Questions: The purpose of this study is to investigate and understand the motivations, experiences, and decision-making processes of a group of professional engineers who decided to switch their career pathway from the engineering industry to education and teaching during their mid-age. Based on the Social Cognitive Career and Motivation Theory and Self-Efficacy Theory, the study was guided by a research question, why would professional engineers decide to switch their career pathway from the engineering industry to education and teaching during their mid-age, particularly in Australia? What are their motivations?  Methodology: In line with the general inductive approach, focus group activity, remarkable item sharing, and member-checking interviews were used to collect in-depth sharing and stories from six participants via the online platform during the COVID-19 pandemic. Based on the guidelines of the grounded theory approach, three themes and six subthemes were yielded.  Findings: Personal consideration, surrounding environments and individuals, and interests in career development are the main themes in order to answer the research questions. More importantly, the findings indicated that the sense of belonging, behaviours of others, politics, the COVID-19 pandemic, and career development played significant roles in the motivations, experiences, and decision-making processes of a group of professional engineers who decided to switch their career pathway from the engineering industry to education and teaching during their mid-age.  Contribution to the Practice and Values: This study outlined the motivations, experiences, and decision-making processes of professional engineers who decided to switch careers from the engineering industry to education and teaching during their mid-age. The results of this study would fill the research gaps in human resources and workforce management for university lecturers. University leaders, government agencies, human resources planners, and researchers may use this study as the blueprint to reform and upgrade the current policies in teachers’ shortages.