Date of Award
Doctor of Philosophy
This study was undertaken to determine the characteristics of students who either graduate in teacher education (n = 262), graduate in another program of study (n = 96), or withdraw from school (n = 110) after enrolling in a beginning teacher education course at Iowa State University. The variables selected for this study included gender, long-range career plans, perceptions of importance of job characteristic items, ACT scores, high school class rank, participation and leadership in both school and non-school activities, and transfer status;Chi-square was used to test for differences in gender, long-range career plans, and transfer status. One-way analysis of variance and t-tests were used to test for differences in ACT scores, high school class rank, transfer hours, job characteristic items, participation and leadership in school and non-school activities;Persons who graduated in teacher education had higher high school class ranks than persons who withdrew from school, assumed leadership roles in a greater number of non-school related activities and participated in a greater number of non-school related activities than persons who withdrew from school. Persons who graduated in teacher education wanted less autonomy in a job than persons who graduated in another program of study. Transfer and native students who graduated in teacher education were very similar relative to the variables used in the study. Long-range career plans were not independent of a person's status in school. Persons tended to choose long-range career plans relative to their status in school;It is not to be assumed that students in this study are representative of other students or other programs at Iowa State University.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
Zinna Lavern Bland
Bland, Zinna Lavern, "Career plans of students enrolled in a beginning teacher education class at Iowa State University " (1986). Retrospective Theses and Dissertations. 7980.