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A study of the Career Ladder Program...

Amos, Theresa Staggs.

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A study of the Career Ladder Program in Missouri: An analysis of teacher perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of the Career Ladder Program in Missouri: An analysis of teacher perceptions./
Author:	Amos, Theresa Staggs.
Description:	165 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2630.
Contained By:	Dissertation Abstracts International56-07A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9536072

A study of the Career Ladder Program in Missouri: An analysis of teacher perceptions.
Amos, Theresa Staggs.

A study of the Career Ladder Program in Missouri: An analysis of teacher perceptions. - 165 p.

Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2630.

Thesis (Ed.D.)--University of Arkansas, 1995.

6,000--40,000 agreed most to the premise that their district's plan was written by career ladder participants. Stage III participants agreed more strongly than Stage I participants that career ladder had resulted in students-benefiting from the program. Stage III participants agreed more strongly than Stage I participants that career ladder had helped with retention or attraction of faculty. Stage III participants agreed more strongly than Stage I or II participants as to the goals of the career ladder being met. The conclusions show the Missouri Career Ladder Program goals are being met for several groups, especially those participants at Stage III and those from smaller-sized career ladder groups. The findings do not show there has been an improvement in performance based teacher evaluations, increased involvement in extra-curricular or co-curricular activities, or parent/teacher involvement.The purpose of the study was to determine if Missouri's Career Ladder Program had met the goals and objectives of the Missouri Department of Elementary and Secondary Education. A survey instrument was constructed with thirty-two statements and six demographic factors. Three hundred and ninety-eight career ladder participants from thirty school districts served as the study's population. The demographic variables indicated satisfaction with career ladder increased as the stage level of the program rose and was greatest for participants from smaller-sized career ladder groups. Improvement of instructional programs because of the Missouri Career Ladder Program was more strongly supported by teachers with 16-20 years of experience and by those at the higher stages of the career ladder than by those with the least experience. Increased faculty collaboration was more strongly supported by those at higher stages of career ladder and those participants from smaller-sized groups. The smaller-sized groups more strongly supported the concept that the Missouri Career Ladder Program was succeeding because of financial incentives. Females disagreed more than males on the issue of the career ladder program having increased their involvement in school/community involvement. Respondents earning Subjects--Topical Terms:

626654
Education, Sociology of.

A study of the Career Ladder Program in Missouri: An analysis of teacher perceptions.
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245 1 2 $a A study of the Career Ladder Program in Missouri: An analysis of teacher perceptions.
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500 $a Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2630.
500 $a Director: Hugh L. Mills.
502 $a Thesis (Ed.D.)--University of Arkansas, 1995.
520 $a The purpose of the study was to determine if Missouri's Career Ladder Program had met the goals and objectives of the Missouri Department of Elementary and Secondary Education. A survey instrument was constructed with thirty-two statements and six demographic factors. Three hundred and ninety-eight career ladder participants from thirty school districts served as the study's population. The demographic variables indicated satisfaction with career ladder increased as the stage level of the program rose and was greatest for participants from smaller-sized career ladder groups. Improvement of instructional programs because of the Missouri Career Ladder Program was more strongly supported by teachers with 16-20 years of experience and by those at the higher stages of the career ladder than by those with the least experience. Increased faculty collaboration was more strongly supported by those at higher stages of career ladder and those participants from smaller-sized groups. The smaller-sized groups more strongly supported the concept that the Missouri Career Ladder Program was succeeding because of financial incentives. Females disagreed more than males on the issue of the career ladder program having increased their involvement in school/community involvement. Respondents earning $3 6,000--40,000 agreed most to the premise that their district's plan was written by career ladder participants. Stage III participants agreed more strongly than Stage I participants that career ladder had resulted in students-benefiting from the program. Stage III participants agreed more strongly than Stage I participants that career ladder had helped with retention or attraction of faculty. Stage III participants agreed more strongly than Stage I or II participants as to the goals of the career ladder being met. The conclusions show the Missouri Career Ladder Program goals are being met for several groups, especially those participants at Stage III and those from smaller-sized career ladder groups. The findings do not show there has been an improvement in performance based teacher evaluations, increased involvement in extra-curricular or co-curricular activities, or parent/teacher involvement.
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