The federal Troops to Teachers program helps veterans begin a second career in public education. Using a phenomenological design, 21 Arizona teachers were interviewed. Themes from the respondent’s answers included comparisons of schools and the military, the context of school, the nature of teaching, the nature of school leadership, teaching authority and decisions, the nature of military leadership, guidance and mentoring, mission and hard work, service and school improvement, collaboration, career reflection, speed of responsiveness, and accountability. Teachers who have served a first career in the U.S. Armed Forces expect leaders to be goal-focused, knowledgeable, and pursue excellence in their schools. A Troops to Teachers career model is proposed and explained.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 69/12, Dissertation Abstracts International|
|Subjects:||Management, Teacher education, Organizational behavior|
|Keywords:||Careers, Educational leadership, Leadership, Mentoring, Phenomenology, Troops to Teachers|
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