This study addressed two questions: (a) In what ways do elementary school teachers describe the interaction of their personal lives and teaching careers over time, and (b) what aspects of their job structure do elementary school teachers identify as affecting their personal-life/career interactions. Eighteen experienced elementary school teachers (a physical education specialist, a specialist from another subject area, and a classroom teacher from each of six different schools) participated in two sixty-minute interviews. To aid in reflection, participants completed two graphic assignments (a "rainbow" of life roles and a teaching timeline) prior to the initial interview. In the first session, they were asked to tell the stories of their lives and careers. During the second interview, they were asked to respond to a series of open-ended questions, designed to clarify and extend information from the first interview. Audio-tapes of the interviews were transcribed, the data were unitized, and categories were developed to reflect the content of each unit. Using the categories, themes were identified which displayed aspects of life/career interaction which were shared by all teachers, which differentiated among the three groups of teachers, or which were unique to particular groups. The most salient personal-life/career interaction themes drawn from all teachers included: (a) work spillover, (b) limited financial resources, (c) increased understanding of children through parenting, (d) changes in teaching due to personal growth, (e) valuing time with family, and (f) job security. Themes common to all specialists included: (a) career choice based on attraction to subject matter as well as to teaching, (b) valuing the opportunities to teach all students in the school and to teach each student over the course of several years, (c) frustration with class scheduling, and (d) lack of collegial respect for their educational contributions. Physical educators were also frustrated by physical elements such as weather and facilities, as well by having to cope with the poor teaching of colleagues. Themes unique to classroom teachers included (a) pressure to produce good test scores, (b) frustration with short-lived educational reforms, and (c) the large amounts of time spent grading papers. These data offer new perspectives on elementary school teaching and provide support for specific changes in preservice education, inservice education, and elementary school structure.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8245 |
| Date | 01 January 1992 |
| Creators | Lambdin, Dorothy D |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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