Dissertation/Thesis Abstract

A phenomenological inquiry into the leadership experiences of Troops to Teachers
by Broe, Steve, D.M., University of Phoenix, 2008, 318; 3339937
Abstract (Summary)

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.

Indexing (document details)
Advisor: Barton, Craig
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
Publication Number: 3339937
ISBN: 978-0-549-93894-1
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