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Exploring the support needs of teachers using a career stage framework
Cindy J. Parsons (author)Andrew Kitchenham (Thesis advisor)University of Northern British Columbia (Degree granting institution)
Master of Education (MEd)
Number of pages in document: 64
This qualitative research study explored the specific support needs of teachers as they progress throughout their careers. The teachers for this study, chosen randomly from schools in and around the Grande Prairie area, included teachers from various grade levels who had teaching experience ranging from 0 to 35 years. The participants were divided into four groups based on their years of teaching experience: 0-5, 6-15, 16-25, and 26-35 years. Fifty-nine teachers completed and returned the surveys. The results were then analyzed to identify support needs related to six categories of support and were compared to years of teaching experience. In addition, eight teachers were selected, two from each experience category, to participate in one-on-one interviews with the researcher. The data were then coded to identify themes related to the support needs of teachers based on their ranges of teaching experience. The results highlight that all teachers in all stages of their careers felt there was a need for more time to perform all of their required teaching duties. There were specific needs reported by teachers based on the stages of their teaching careers. Those teachers in the second stage identified a need for more administrative support. Teachers in the third stage of their careers reported a need for opportunities to incorporate professional development into their teaching and finally, those teachers in the last stage of their careers identified a need for collegial support. --Leaf ii.
Teaching -- Vocational guidance.Industrial safety -- Management.Northern Health (B.C.) -- Case studies.