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dc.contributor.advisorAndrzejewski, Carey
dc.contributor.advisorKensler, Lisa
dc.contributor.advisorReames, Ellen
dc.contributor.authorFinch, Jonathan Matthew
dc.date.accessioned2014-12-10T19:51:28Z
dc.date.available2014-12-10T19:51:28Z
dc.date.issued2014-12-10
dc.identifier.urihttp://hdl.handle.net/10415/4425
dc.description.abstractThe commitment of veteran teachers is vitally important to schools. Their commitment to public education can be used in leadership roles to identify challenges and remove barriers of public education. The current literature is clear that teacher commitment is related to many positive outcomes, and there is a great deal about the commitment of novice and mid-career teachers. Yet, there is little available information about veteran teacher commitment. This qualitative, interview-based study addressed this deficit by using veteran teacher descriptions to illuminate the nature of veteran teacher commitment. This study finds veteran teachers in this study are very positive and their commitment has generative qualities.en_US
dc.rightsEMBARGO_GLOBALen_US
dc.subjectEducation Foundation, Leadership, and Technologyen_US
dc.titleVeteran Teacher Commitment: Veteran Teachers in Their Own Wordsen_US
dc.typedissertationen_US
dc.embargo.lengthMONTHS_WITHHELD:61en_US
dc.embargo.statusEMBARGOEDen_US
dc.embargo.enddate2019-11-18en_US


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