Prior studies about preservice and inservice teachers have examined their beliefs in the context of pedagogy and teacher-student interactions. However, preservice and inservice teachers' occupational beliefs have been neglected in the research literature. Furthermore, studies comparing the occupational beliefs of preservice and inservice teachers are almost non-existent. Comparing the occupational beliefs of preservice and inservice teachers is important because both sets of such beliefs may ultimately affect teacher attrition. This study compared the beliefs of 206 preservice teachers with 165 inservice teachers. I examined beliefs about teaching as an occupation and professional commitment. Survey data were analyzed (e.g., frequencies, bivariate correlations, and Confirmatory Factor Analysis) regarding preservice teachers' perceptions of teacher training, socialization, and beliefs about unions. Seven major factors were hypothesized to be associated with preservice teacher's occupational beliefs: (a) control over instruction, (b) collaboration with colleagues, (c) commitment to the profession, (d) instructional preparedness, (e) occupational despair, (f) unions, and (g) professional development. Multiple-group confirmatory factor analysis was used to investigate factorial invariance between preservice and inservice teacher groups. Results of multiple-group confirmatory factor analyses indicated highly comparable factorial structures of teachers' occupational beliefs for the two groups, although the hypothesized structure fit preservice teachers better. Findings provide strong evidence that the occupational factors of teaching should be included into future preservice teacher training to possibly decrease attrition. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Fall Semester, 2011. / October 27, 2011. / Beliefs, Comparing Preservice and Inservice, Inservice, Occupational Beliefs, Preservice, Teacher Education / Includes bibliographical references. / Susan Losh, Professor Directing Dissertation; Patrice Iatarola, University Representative; Jeannine Turner, Committee Member; Beth Phillips, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183076 |
| Contributors | Quinn, Michael John, 1976- (authoraut), Losh, Susan (professor directing dissertation), Iatarola, Patrice (university representative), Turner, Jeannine (committee member), Phillips, Beth (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0023 seconds