| The purpose of this study was to develop a grounded theory of adaptive strategies of experienced expert teachers generated from data obtained during interviews of twelve experienced outstanding teachers at three suburban high schools located in two cities in Nebraska. The constant comparative method was used to simultaneously collect and analyze data. The grounded theory discovered in this study indicated that the core variable associated with adaptive strategies of experienced expert teachers was their personal norms. Experienced expert teachers seemed to share certain qualities which allowed effective adaptation to a work environment often characterized as professionally inadequate.;The grounded theory was first presented as theoretical propositions. The propositions were then supported by evidence presented discursively in sections corresponding to the factors of the theory: a strong sense of mission, determination to be the best teacher possible, a holistic view of teaching, personal and professional security, a self-selected peer support system, the support of significant others, an important sense of professional autonomy, and the ability to not allow the external work environment to interfere with their sense of mission or self. There were many interrelationships between factors that can only be explained when the evidence is viewed as a composite picture of theory.;The implications of the research findings related primarily to the identification and nurturing of these qualities in preservice and inservice teachers. There were also implications for reform policy as it impacts classroom teachers--especially experienced expert teachers. |
