| This study examines the teacher developmental stages of Command and General Staff College (CGSC) faculty members and how those stages of development relate to their beliefs about adult learning principles. It explores how the developmental stages of teachers relate to their belief in principles of adult learning. It studies the relationship between the subjects' demographic characteristics (age, time on faculty, and time in military service), teacher developmental stages and beliefs in principles of adult learning.; Between May and September of 2000, military faculty members of CGSC were surveyed to gather data concerning their teacher developmental stages, beliefs in principles of adult learning, and demographics. Two hundred and two faculty members responded to the survey. All the responses were used in this study.; Using Analysis of Variance and correlation, this study found that the teacher developmental stage affected the subject's beliefs in principles of adult learning only in the case of the adult learning principle of motivation. It also found negative relationships between age and the lowest stage of teacher development, years on the faculty and the lowest stage of teacher development, years on the faculty and the highest stage of teacher development, and years in military service and the lowest stage of teacher development. Finally, it found negative relationships between years on the faculty and belief in the adult learning principle of motivation.; The findings of this study imply that teacher developmental stages do affect beliefs in some principles of adult learning, and that age, time on faculty, and time in military service are also related. It would, therefore, behoove curriculum developers, administrators and instructors for faculty development programs to consider the teacher developmental stages of their participants before they begin to develop, design, and deliver faculty development program content. |
