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A grounded theory investigation of why adults choose teaching as a later vocation
Abstract
The purpose of this study was to develop hypotheses that could be used to better understand the rationale for choosing teaching as a later vocation. The participants were drawn from three school systems in the Midwest. The phenomena leading to this study were the increasing numbers of mature adults who entered the teaching profession as a second career. The participants did not enter the teaching profession as young adults but choose to seek credentials despite lacking actual experience in the teaching of children. The results indicate that these adults were all successful parents and saw the nurturing of the young as a worthy undertaking. They all experienced what may be considered an "epiphany" leading them to pursue certification. The qualitative design used in this study was grounded theory and involved transcripts and interview notes about their delayed choice of undertaking a teaching career. Coding procedures and literature surveys were conducted to validate the study. Each of the individuals indicated certain common themes which were revealed during data analysis: (1) all perceived themselves as successful parents; (2) all revealed the desire to continue nurturing; (3) all experienced an epiphany that led them to reevaluate their professional options; (4) and all were willing to be non-traditional students. Previous successes with young people, the attachment of high value to the nurturing of young people, and the desire to make a difference in the lives of young people were evident in all the participants. Information acquired during this study can provide direction for those who work with non-traditional students who choose teaching as a second career. The results provide information for those individuals who undertake the seeking of credentials and provide information to the school systems who will employ them.
Subject Area
Adult education|Continuing education|Teacher education
Recommended Citation
Ferony, Astrid Ingeborg Edwards, "A grounded theory investigation of why adults choose teaching as a later vocation" (1996). ETD collection for University of Nebraska-Lincoln. AAI9715962.
https://digitalcommons.unl.edu/dissertations/AAI9715962