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dc.contributor.authorOsbon, Jennifer Newland
dc.description.abstractRetaining qualified teachers within our schools is an increasing problem that affects all aspects of education. Current research has identified variables that contribute to teacher attrition, but have failed to examine how these lead to a decision to remain in or leave the profession. This study uses the motivational theory of possible selves to investigate the following questions: What role does self concept play in a teacher’s career development? What are the hopes and fears that significantly influence teachers’ decisions in their professional life? And how do competing aspects of teachers’ possible selves result in a decision to remain in or leave the field of education? It was found that the participants had a strong desire to be in the classroom, however competing stressors, the strongest being factors of their careers that they perceived to have no control over, often caused doubt as to their ability to be effective teachers.
dc.subjectPossible selves
dc.subjectTeacher retention
dc.subjectSelf concept
dc.subjectJob satisfaction
dc.titleMaking a difference
dc.title.alternativethe role of self in teachers' career development
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorShawn M. Glynn
dc.description.committeeShawn M. Glynn
dc.description.committeeAmy Johnson
dc.description.committeeStacey Neuharth-Pritchett

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