Moving from Classroom Teacher to School Administrator: Attributes of Influence

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dc.contributor.authorNelson, Brandy
dc.date.accessioned2020-12-22T16:53:14Z
dc.date.available2020-12-22T16:53:14Z
dc.date.issued2020-12-03
dc.descriptionHonors Thesis Fall 2020en_US
dc.description.abstractThe 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.urihttp://hdl.handle.net/11416/531
dc.publisherFlorida Southern Collegeen_US
dc.subjectCareer advancementen_US
dc.subjectCareer changesen_US
dc.subjectSchool administrators -- United Statesen_US
dc.subjectTeachers -- Selection and appointmenten_US
dc.titleMoving from Classroom Teacher to School Administrator: Attributes of Influenceen_US
dc.typeThesisen_US

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