MARC 主機 00000nam  2200349   4500 
001    AAI3215025 
005    20070625074152.5 
008    070625s2006                        eng d 
020    9780542647499 
035    (UnM)AAI3215025 
040    UnM|cUnM 
100 1  Steinke, Luke Joseph 
245 10 Factors influencing technology education teachers to 
       accept and stay in teaching positions as perceived by 
       leaders in state technology education associations 
300    165 p 
500    Source: Dissertation Abstracts International, Volume: 67-
       04, Section: A, page: 1309 
500    Adviser: Alvin Robert Putnam 
502    Thesis (Ph.D.)--Southern Illinois University at Carbondale,
       2006 
520    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    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    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    School code: 0209 
590    DDC 
650  4 Education, Administration 
650  4 Education, Vocational 
690    0514 
690    0747 
710 20 Southern Illinois University at Carbondale 
773 0  |tDissertation Abstracts International|g67-04A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
       advanced?query=3215025