[-] Show simple item record

dc.contributor.advisorValentine, Jerryeng
dc.contributor.authorBowles, Susan S., 1955-eng
dc.date.issued2008eng
dc.date.submitted2008 Summereng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on July 22, 2009)eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThe purpose of the study was to analyze the impact of the STARR program on the former STARR participants' personal empowerment, professional growth and the influence on subsequent career roles. Both quantitative and qualitative analyses were used. A survey was conducted, with survey data to determine (a) if any relationships existed between selected demographic variables of teachers who have participated in the STARR program and the participants' current self-perceived empowerment and (b) if differences existed in the self-perceptions about empowerment for three time intervals. The study found correlational relationships between selected demographic variables of the former STARR teachers and the self-perceived current SPES factors of empowerment. The responding STARR participants all perceived a significant positive change for each of the SPES factors for the time interval "prior to STARR" and "immediately after STARR." For all significant differences, the perceptions at the later time interval were rated higher than the earlier time intervals except for the factor of "self-efficacy" for the time interval of "immediately after STARR" to "current." All respondents clearly implied that the STARR program had a profound impact on their professional skills and confidence. The STARR program opened doors to new careers and leadership opportunities for many of the former STARR participants.eng
dc.identifier.merlinb7056033xeng
dc.identifier.oclc427395701eng
dc.identifier.urihttps://hdl.handle.net/10355/5575
dc.identifier.urihttps://doi.org/10.32469/10355/5575eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.subjectSPES (School Participant Empowerment Scale)eng
dc.subjectSPES (School Participant Empowerment Scale)eng
dc.subject.lcshTeachers -- Training ofeng
dc.subject.lcshCareer developmenteng
dc.titleThe perceived influence of the STARR teacher program on professional growth of program participants and subsequent career roleseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record