The role of the principal in the career development of teachers

Abstract

I'm 40 years old and have been teaching high school for 15 years. No one has ever asked me in those 15 years whether I liked my job, whether I needed professional development, whether I wanted to move rooms, or whether I wanted to change the type of classes I was teaching . . . . M a n y educators at all levels can identify with this quote. One reason frustration abounds in the r a n k s of teachers is t h a t faculty h a v e not t a k e n a proactive stance vis-a-vis m a n a g i n g t h e i r own careers. In the business sector more and more employees are t u r n i n g toward t h e i r employers for advice and direction relative to career development. Should faculty m e m b e r s in educational settings be doing the same thing? One educator admitted, "I'm only beginning to realize t h a t my principal and the district are valuable resources w h e n it comes to career alternatives. I wonder if she expects me to use her as a resource for m y career plans."Executives in the business a r e n a realize the role of career developm e n t in t h e i r long-term p l a n n i n g (Hall, 1986). Most F o r t u n e 500 corporations insist t h a t m a n a g e r s become involved in t r a i n i n g programs to learn career coaching and counseling skills. Yet education lags far behind in u n d e r s t a n d i n g the effect career development can h a v e on schools and t h e i r faculties.The purpose of this article is to provide insight into how principals can become more d y n a m i c resources for career development in schools at all educational levels. The following questions will be addressed:1. Who is responsible for the career development of teachers in the public schools?

The Effects of Career Orientations on Entrepreneurial Satisfaction and Business Sustainability

“…Feldman and Bolino (2005) defined a career as an individual's interrelated work activities that provide continuity, order, and meaning to one's personal life, whereas Baruch & Rosenstein (1992) defined a career as the overall process that one experiences through work in the duration of a lifetime. The previous literature on "career" uses various terms such as career orientation, career preference, career anchor, and career goal (Schein, 1975;Allen & Katz, 1986;Delong, 1982;Crant, 1996). While these studies use these terms differently, they hold similar meanings under the same general concept of career orientation.…”

“…Schein (1978) categorized the career anchors that impact individuals' career decisions into five types: security, autonomy, technical competence, managerial competence, and entrepreneurial creativity. Using the term career orientation as a similar concept to career anchor, Delong (1982) proposed nine career orientation types that complemented the career anchor concept as developed by Schein (1978). Among these, autonomy, technical competence, managerial competence, and entrepreneurial creativity had been classified by Schein (1978).…”

Spor Bilimleri Alanında Eğitim Alan Öğrencilerin Kariyer Geleceklerine Yönelik Tutumları

“…Belirli bir kariyer hedefine ulaşmak için gerekli olan basamaklar zincirini oluşturmak maksadıyla; kendinden, fırsatlardan, zorluklardan, seçimlerden ve sonuçlardan haberdar olunan, kariyeriyle ilgili hedefleri belirleyen, iş, eğitim ve gelişmeyle ilgili deneyimleri programlayan önceden tasarlanmış bir süreci kariyer planlaması olarak tanımlamak mümkündür (Delong ve Coombs, 1989). Kariyer planlaması, çalışanla örgütün hedefleri arasında uyumun sağlanması, çalışanın yapmakta olduğu işi daha iyi yapabilmesi için gerekli olan yeterliliklerin geliştirilmesi ve gelecekte üstleneceği muhtemel sorumluluklar için hazır hale getirilmesi sürecidir (Şimşek, 2002).…”