Moving from Classroom Teacher to School Administrator: Attributes of Influence
| dc.contributor.author | Nelson, Brandy | |
| dc.date.accessioned | 2020-12-22T16:53:14Z | |
| dc.date.available | 2020-12-22T16:53:14Z | |
| dc.date.issued | 2020-12-03 | |
| dc.description | Honors Thesis Fall 2020 | en_US |
| dc.description.abstract | The purpose of this study is to identify key qualities and characteristics that can make the transition from classroom teacher to school administration easier, better preparing them for when they transition. Further, it will help these future administrators work to prevent difficulty in the transition. The research question for the study is: What qualities create a more favorable transition from classroom teacher to school administrator? Within this project, surveys and interviews were conducted to determine a possible correlation between age the transition occurred, the number of years spent as a classroom teacher, and the gender of the administrator and ease of transition they experienced. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11416/531 | |
| dc.publisher | Florida Southern College | en_US |
| dc.subject | Career advancement | en_US |
| dc.subject | Career changes | en_US |
| dc.subject | School administrators -- United States | en_US |
| dc.subject | Teachers -- Selection and appointment | en_US |
| dc.title | Moving from Classroom Teacher to School Administrator: Attributes of Influence | en_US |
| dc.type | Thesis | en_US |