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Abstract

Within the field of education, there has been much discussion regarding what prompts the career change of second career teachers. This study examines motivational factors that influence second career teachers’ decision to teach and how their previous careers influence their teaching experience. The theoretical framework that acts as foundational platform is the Expectancy Theory. The study utilized a qualitative approach. Data was collected using focus groups and analyzed utilizing open coding consistent with Corbin and Strauss (2010). The results of the study revealed that most participants were intrinsically motivated to transition to the teaching profession.

Keywords

Second Career Teachers, Intrinsic, Extrinsic, Motivation

Author Bio(s)

Dr. Hunter-Johnson is currently an Assistant Professor in the School of Education at The College of the Bahamas. One of her many responsibilities in Teacher Education and Adult Education is supervising pre-service teachers on teaching practicum. Currently, she is conducting numerous research projects on teacher education and adult education. Dr. HunterJohnson is well published in both fields. Correspondence regarding this article can be addressed directly to: Yvonne Hunter-Johnson at yohunter@mail.usf.edu.

Special thanks to Mrs. Janice Munnings, Associate Professor at The College of The Bahamas.

Publication Date

8-31-2015

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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