東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Factors influencing technology educa...

Steinke, Luke Joseph.

FindBook

Google Book

Amazon

博客來

Factors influencing technology education teachers to accept and stay in teaching positions as perceived by leaders in state technology education associations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors influencing technology education teachers to accept and stay in teaching positions as perceived by leaders in state technology education associations./
作者:	Steinke, Luke Joseph.
面頁冊數:	165 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1309.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3215025
ISBN:	9780542647499

Factors influencing technology education teachers to accept and stay in teaching positions as perceived by leaders in state technology education associations.
Steinke, Luke Joseph.

Factors influencing technology education teachers to accept and stay in teaching positions as perceived by leaders in state technology education associations. - 165 p.

Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1309.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2006.

With an increasing demand for technological literacy in American schools, more schools are incorporating technology education into their curriculum. This has resulted in an increased need for technology education teachers to develop and teach new technology education curriculum. Despite a demand that increases every year, the actual number of technology education teachers employed is decreasing. This has resulted in a significant shortage of technology education teachers.

ISBN: 9780542647499Subjects--Topical Terms:

626645
Education, Administration.

Factors influencing technology education teachers to accept and stay in teaching positions as perceived by leaders in state technology education associations.
LDR:03352nmm 2200301 4500 001 1832329
005 20070625074152.5
008 130610s2006 eng d
020 $a 9780542647499
035 $a (UnM)AAI3215025
035 $a AAI3215025
040 $a UnM $c UnM
100 1 $a Steinke, Luke Joseph. $3 1921059
245 1 0 $a Factors influencing technology education teachers to accept and stay in teaching positions as perceived by leaders in state technology education associations.
300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1309.
500 $a Adviser: Alvin Robert Putnam.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2006.
520 $a With an increasing demand for technological literacy in American schools, more schools are incorporating technology education into their curriculum. This has resulted in an increased need for technology education teachers to develop and teach new technology education curriculum. Despite a demand that increases every year, the actual number of technology education teachers employed is decreasing. This has resulted in a significant shortage of technology education teachers.
520 $a The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept and stay in teaching positions. The population for the study consisted of technology education teachers and administrators who held elected positions within state technology education associations, including board members and regional/district representatives. A survey instrument was developed and administered in web format to answer the research questions of the study. The survey asked participants to indicate their level of agreement on 28 factors influence on whether a technology education teacher accepts a teaching position and stays in a teaching position. A five point Likert scale was used to determine level of agreement.
520 $a Data were collected and used to determine the factors that influence technology education teachers to accept and stay in teaching positions. The results of the study indicated that technology education teachers and administrators agree on the factors that influence a technology education teacher to accept and stay in teaching positions. Results also revealed that the factors believed to most influence a technology education teacher to accept a teaching position included having resources available for the classrooms and labs, having resources for professional development, and a collaborative work environment. The factors believed to most influence a technology education teacher to stay in a teaching position included having resources for professional development, providing yearly raises for all teachers, and a collaborative work environment. Discussions included recommendation for the development of technology education teacher recruitment and retention programs, as well as policies that positively impact recruitment and retention.
590 $a School code: 0209.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Vocational. $3 1017499
690 $a 0514
690 $a 0747
710 2 0 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertation Abstracts International $g 67-04A.
790 1 0 $a Putnam, Alvin Robert, $e advisor
790 $a 0209
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3215025