Thesis (Ed. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2401. Includes bibliographical references (leaves 368-377).

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 43-46).

Thesis (M.S.)--University of Wisconsin--Madison, 1962. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [62]-67).

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 167-171).

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2534. Includes bibliographical references (leaves 116-120).

Thesis (Ph. D.)--New York University, School of Education, 2005. / Includes bibliographical references (leaves 216-225). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (M.A.)--Saint Mary's University, 1997. / Includes bibliographical references.

Hon., Trinity College Dublin, 1973 The problem addressed in the study is the low status afforded women’s knowledge in public institutions. Specifically, the purpose was to investigate the form and substance of knowledge acquired through motherhood, and mothers’ experiences of the reception of the knowledge in schools. The political aim was to promote mothers’ knowledge as deserving authoritative status. Post-modern feminist theory framed theses regarding a tension involving two areas of mothers’ knowledge -- named “authoritative knowledge” and “maternal knowledge” -- and informed the reflexive methodology employed. Participants were sixteen women teachers who were or had been mothers of schoolchildren. Each mother/teacher participated in two one and a half hour audiotaped interviews. Following the interviews, eleven of the mother/teachers met for audiotaped group discussions. The data indicated that mother/teachers take to schools a wealth of maternal knowledge acquired through both childraising and living a mother’s life. Participants claimed the knowledge is valuable to their work as teachers. They reported difficulty, however, with respect to both reception and proclamation of the knowledge in school decision-making forums. They attributed the difficulty to various causes. Participants’ talk contained key words such as “instinct” which can be diversely conceived and expressed. That the words may be readily interpreted in ways harmful to promotion of maternal knowledge was noted by the researcher through critical reflection upon her own thinking. The words, the multiplicity of concepts associated with them, and the importance of recognizing this impediment to promoting maternal knowledge, became the topic for group discussion. The findings imply that maternal knowledge could enhance the critical capabilities of frameworks which guide decision-making in educational administration; that maternal knowledge should be explained and promoted during administrator and teacher professional development; and that the notion of the tension within mother/teachers’ knowledge could be usefully applied in several areas of education research. A mismatch was revealed between many participants’ career standings and their experiences and knowledge of value to schools. This implies that when thinking about employment equity for school personnel we need to recognize that being equally qualified may not necessarily mean possessing the same qualifications.

The purposes of this study were (1) to investigate the relationship of the self concept to the concept of the occupational self (ideal occupant of the teaching role) as held by religious women high school teachers and lay women high school teachers, and. the effects of this self perception upon occupational change using of the Index of Adjustment and Values by R. E. Bills, and (2) to determine from the 15 personality variables of the Edwards Personal Preference Schedule the specific personality needs of teachers and the measure to which they agree or disagree with the general adult female population sample included in the manual.The research was planned to examine 15 hypotheses. The writer collected two tests and a questionnaire from each subject. These devices were administered at the early phase of the study. After the results had been divided into specific units, three analytical processes were used to evaluate the subjects' answers: (1) t test of significance, (2) analysis of variance and (3) one-way multivariate analysis of variance.There were 100 high school teachers involved in the study, 50 religious women and 50 lay women. The subjects ranged in age from 25 to 55 years. Each group of teachers included 25 subjects (25-35) and 25 subjects (3655). The length of tenure for religious women was from 2 years to 28 years, while tenure for lay women extended from 6 months to 20 years.Statistical processing of the data on the first 12 hypotheses consisted of the use of the t test of significance with repeated variables. Interactions were computed between (1) self concept, ideal self-concept and occupational self concept for all 100 teachers, (2) religious teachers and lay teachers on self, ideal self and occupational self, (3) self, ideal self and occupational self for religious teachers only and (4) self, ideal self and occupational self for lay teachers only. Calculation of these analyses led to significant or non-significant t's.Further processing of the data involved hypothesis 13 and consisted of the use of the analysis of variance and the one-way multivariate analysis of variance. Interactions were computed between the 50 religious women and the 50 lay women on all 15 variables of the EPPS. Calculation of this analysis led to the F ratio.Processing of data on hypotheses 14 and 15 consisted of the use of the t test on the compared variables. Interaction of the religious women and the lay women with the general adult female population sample was evaluated with a significant or non-significant t resulting. Review of all this data led to the following conclusions:The 100 teachers felt a discrepancy between their: (1) self concept and ideal self concept, (2) self concept and occupational self concept and (3) ideal self concept and occupational self concept.The religious teachers and the lay teachers felt similarly about their concept of self and their concept of the ideal occupant of the teaching role but felt a discrepancy in their views of the ideal self.Religious women felt dissimilarly about their views of self and ideal self, self and occupational self and ideal self and occupational self. Although lay teachers felt a discrepancy between self and ideal self and ideal and occupational self, their views of self and occupational self were similar.Religious women and lay women teachers had a similar need for achievement, deference, order, exhibition, autonomy, intraception, dominance, abasement, endurance and aggression. Religious women had a greater need than lay teachers for affiliation, succorance and nurturance. Lay teachers ahd a greater need for change and heterosexuality.When compared with the general adult female population sample, religious women teachers had a greater need for affiliation, succorance, intraception and dominance. When compared with this same group, lay teachers had a greater need for exhibition, intraception, dominance and heterosexuality.Teachers, as a group, had a greater need for achievement, exhibition, endurance, and aggression; the general adult female population (a sample contained in the EPPS manual) scored highest in deference, order, abasement, nurturance and endurance.

This study examines reasons why successful and dedicated women classroom teachers become disillusioned with teaching. The four women teachers who participated in this study embody the "good and ideal" woman teacher. Yet, over a three year period of time during which we engaged in a written correspondence, they disclosed personal stories about teaching that showed their anger, pain and disillusionment. The purpose of drawing on the narratives of these women was two-fold. First, I wanted their stories to better inform my practice as a teacher educator. I reasoned that if it is successful and dedicated women teachers who become disillusioned with teaching, then it follows that their stories are worth listening to. For pre-service teachers who enter teaching for any number of reasons, these stories help us to better understand the entirety of what it means "to be a teacher". Second, I wanted to situate their stories throughout the body of literature on women teachers that challenges age-old stereotypes and the notion of teaching as "women's work". Of particular interest to the study was their silence, their unwillingness to give voice to these feelings. As such, I named this essence I was seeking to better understand, "teacher shadows": those stories that dedicated and successful women teachers are reluctant to tell, but highlight their feelings of being devalued by a society that doubts their abilities, and a structure of schooling that has little room for shared authority.