The Influence of Teacher Effectiveness, Career Identity and To Career Mobility of Teachers
The Influence of Teacher Effectiveness, Career Identity and To Career Mobility of Teachers
The Influence of Teacher Effectiveness, Career Identity and To Career Mobility of Teachers
A Thesis Proposal
Presented to
Jocelyn Bacasmot, EdD
University of Mindanao, Davao City
________________________________________________
___________________________________
Miira C. Sagudaquil
09293597884
February 2020
The Influence of Teacher Effectiveness, Career Identity and
Job Satisfaction to Career Mobility of Teachers
Rationale
underpaid (Hohnbaun, 2012). Adams (2001) cited that teaching is one of the
But to which extend could they remain in their teaching career? It is therefore
their career. This is because teachers do not only teach content; they also
that their effectiveness, career identity and job satisfaction could influence
their career mobility. Findings of this study would be beneficial especially for
and students.
Conceptual Framework
study. The teacher effectiveness, career identity and job satisfaction are the
Teacher Effectiveness
Career Identity
Career Mobility
Job Satisfaction
MODERATING VARIABLE
a) Sex
b) Length of Service
c) Position
d) Last Year Being
Promoted
offers teachers the opportunity to enhance their abilities, skills, knowledge and
responsibilities.
improve teaching skill, and increase student achievement through the process
(The Educator Standards Board & The Ohio Department of Education, 2006).
References
Odden, A. &. (2002). Digital Commons. Retrieved February 14, 2020, from
digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations
Ward, S. (2007, July). Digital Commons. Retrieved February 14, 2020, from
https://digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations
The Influence of Career Identity on Career Mobility
(1996) that the two most influential factors for career mobility from intra-
personal experience were self and identity. Chartrand and Camp(1991) have
The result of their study revealed that career motivation has received
identity. This career identity included the work centrality and desire for upward
Ishikawa (2007) claimed that employees hold their works in high regard in
teachers who desire upward mobility will interpret their career in terms of
respondents to identify five different life domains. His study revealed that
structure in which the individual links his own motivation, interests and
References
high efficacy are more enthusiastic and satisfied with their job (Caprara,
Barbaranelli, Borgogni & Steca, 2003). This created a powerful incentive for
for as long as possible; and on the later part, could attain career mobility for
the high teaching efficacy shown (Coladarci, 1992; Reyes & Shin, 1995).
stated by the Peter Principle (Peter Hull, 1969), in a hierarchy using promotion
solely as a reward for good performance, people tend to rise to their level of
maximize their influence and power within their school, to have more freedom
in their work and to establish new challenges in order to relieve or reduce the
threat of boredom.
Reference
Odden, A. &. (2002). Digital Commons. Retrieved February 14, 2020, from
digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations
Ward, S. (2007, July). Digital Commons. Retrieved February 14, 2020, from
https://digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations
Wong, P.-M. W.-s. (2005). Research Gate. Retrieved February 14, 2020, from
https://www.researchgate.net/publication/249751100_Promotion_Criter
ia_and_Satisfaction_of_School_Teachers_in_Hong_Kong/citation/
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