Dissertation/Thesis Abstract

“It's Temporary” Professional Identity and Career Decisions of Infant-Toddler Center-Based Teachers
by Williams, Alyson E., Ed.D., The George Washington University, 2012, 153; 3502652
Abstract (Summary)

In this dissertation, the problem of early childhood teacher turnover is approached from the perspective of professional identity. During three-part semi-structured interviews with twelve highly-educated infant-toddler teachers working in NAEYC-accredited centers in a mid-Atlantic metropolitan area, participants shared information about their career decisions and professional identities. The participant teachers, who were more highly-educated than a representative sample would be, generally "fell into" the career without having had any pre-service training specific to working with infants and toddlers. Teachers described their jobs in terms of boredom and / or frustration, and found more value in experiential learning than from formal professional development opportunities. Teachers in this study self-identified as professional "teachers" while perceiving themselves to be other-identified as unskilled "day care workers." Teachers in this study did not view teaching infants and toddlers as a long-term career option. The findings suggest that the public's perception of infant-toddler teachers as unskilled workers may encourage highly-educated teachers to leave the profession. I use these findings to make recommendations for pre-service educators, administrators, and policymakers.

Indexing (document details)
Advisor: Wright, Travis S.
Commitee: Martin, Doris M., Scully-Russ, Ellen
School: The George Washington University
Department: Educational Administration and Policy Studies
School Location: United States -- District of Columbia
Source: DAI-A 73/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: School administration, Early childhood education, Teacher education
Keywords: Career decisions, Early care and education, Early childhood administration, Early childhood education, Infant-toddler teacher, Professional identity
Publication Number: 3502652
ISBN: 9781267258601
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest