abstract: As newcomers to schools in the last thirty years, second career teachers, were studied to better understand this group of teachers within schools. Second career teachers bring professional knowledge that did not originate in the field of teaching to their teaching career such as relationship building and collaboration. The professional perspectives of second career teachers were assessed and analyzed in relation with current professional expectations in schools utilizing an analytical framework built from Pierre Bourdieu's reflexive sociology. Second career teachers and their supervisors were interviewed and their responses were reviewed in relation to the districts' defined professional habitus and the professional cultural capital developed by second career teachers. The results from this study indicate that Second career teachers did have professional perspectives that aligned with the current professional expectations valued within the schools they worked. In addition, their presence in schools revealed alternative viewpoints that were highly valued and sought by others. This study goes beyond Bourdieu's theoretical definitions of capitals to explore specific relationships between embodied and institutionalized capitals that were valued in school settings. The knowledge gained from this study provided insight into the professional habitus defined by teachers within a school district and the relationship of second career teachers to this habitus. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2014

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The intentions expressed by second career individuals about entering the field of education, to make a difference in the lives of young people, mirror many of the philosophical frameworks of teaching for democracy that are found in the literature (Banks, 2005; Nieto, 1999; Dewey, 1916; Parker, 2003). An interest in how the interconnections of teaching to make a difference and teaching for democracy are enacted in second career teacher's classrooms. Four dimensions of teaching for democracy are suggested as a model of socially responsive teaching to study how teaching to make difference is enacted in the beliefs and practices of two second career teachers. The four dimensions include: 1) An ethic of care (Noddings, 1994); 2) Reflexive action (Grant & Zeichner, 1996; Schon, 1987); 3) Learning communities (Brooks & Brooks, 1999; Nieto, 1999; Richardson, 1997); and 4) Managed chaos (Bruner, 1986; Jenlink, 2004).Qualitative case study research was conducted to investigate how two newly certified second career male teachers articulate the beliefs they hold and conduct their practices to teach all children. From the constant comparison analysis common themes of classroom environment, curricular choices, and instructional approaches were identified and anchored the development of the cases. Across cases, the theme of 'life history' emerged as influential in the beliefs and practices to teach to make a difference. An extended analysis was conducted across cases to examine the links of the four dimensions of teaching for democracy present in the stories of each teacher's first year of teaching.Findings of this research study indicates 'life history' impacts the beliefs and practices of second career teachers to teach all students and can be linked to dimensions of teaching for democracy. Students' personal stories are sources for understanding and enhancing an awareness of racial, cultural, and economic diversity in teacher preparation programs (LaBoskey, 2006). This understanding is at the heart of the democratic ideal and a fundamental belief of those "directly responsible for ...creating and sustaining processes of conscious, self-guided evolution...the design of a future society" (Jenlink, 2002, p. 395).

Teachers all over the country are leaving the profession at an alarming rate and by understanding the attitudes and perceptions of both first- and second-career teachers as well as novice and veteran teachers on various areas of teaching, we can begin to identify better and more specific ways to mentor and support all teachers regardless of their age, stage, and life experiences when they enter the profession. The population of the study was limited to 677 kindergarten- through eighth-grade teachers in Sevier County, Tennessee. The study revealed that whether a teacher is novice, veteran, first-career, or second-career, there is no difference in their perceptions concerning the teaching career, no difference in their perceptions regarding the various aspects and challenges of teaching and no difference in their perceptions of how teachers are perceived by colleagues. One difference was found, indicating that novice and veteran teachers have a different perception of their mentoring experiences, with novice teachers rating their mentoring experiences as more positive than veteran teachers. The majority of teachers participating in the study was happy with their chosen career and would encourage others to enter the field. Findings indicated they shared ideas with colleagues and were willing to share in return. Most said that they felt they made a difference in their students’ lives. Student behavior and time were issues of concern to the teachers in the study. Some teachers pointed out that they sometimes were not able to teach because of a student's behavior and that recent problems in society and at home have made this issue worse. Some said the paperwork associated with teaching was overwhelming, and they had difficulty completing the necessary tasks outside of instruction within a normal school day. In spite of the problems, the majority of educators said they would do it all over again.

In 1995 Bedford County Public Schools in Bedford, Virginia, hired eight former military men to teach from a federally sponsored program known as Troops to Teachers. Only one of the men hired had completed a teacher licensure program; the other seven were utilizing the alternate route to licensure allowed by the Virginia Department of Education. These men were hired and placed in the classroom without any program especially designed for them by the division to assist in their transition from military life to the classroom. This study focuses on their first year as teachers. For this study, twenty-nine individuals were interviewed who were involved in the Troops to Teachers' first year experiences. Those interviewed were the eight Troops, seven Principals, eight Mentors, four Professors from the teacher licensure programs in which they were enrolled, the school division Superintendent and the Director of Instruction. Case studies were conducted using interviews to gather in-depth information using the key sources who worked with the Troop to Teachers participants. The interview protocols were developed to correlate with the research questions formulated for this study. Data obtained through interviews were analyzed. The findings indicated that the Troop to Teacher encountered some adjustment problems that are indicative of first year teachers. A number of problems encountered were unique to the individual Troop. The reliability and validity were solidified through triangulation of the interview data. At least two individuals were interviewed concerning each troop. Their experiences were categorized as follows: adjustments to education, adjustments to students, adjustments to instruction, support programs, barriers faced, job satisfaction, and suggestions for activities for future Troops to Teachers hired by Bedford County Public Schools. This study presents clear implications for practice. / Ed. D.

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.