| The purpose of this study was to determine (1) the factors and changes that have motivated the participants to seek an educational career and how they have changed over four decades; (2) any changes in expectations of upward mobility in the educational field over a four decade period; (3) the career paths of women graduating from the School of Education at Seattle University during the forty year period; and finally, (4) the implications the findings have for schools of education. The study was based on data gathered by a comprehensive eight page questionnaire which focused on motivation, expectations, career paths and background information and was completed by 1,227 graduates of the School of Education at Seattle University. Computer analysis of the data was completed by using the Statistical Package for the Social Sciences (SPSS); comparison of Cross Tabulations were utilized to show any variations of responses over the four decades.;According to the responses, opportunities for advancement within the educational field have not kept pace with promises of affirmative action programs. Although the more recent graduates have more often entered with non-teaching goals in mind and are acquiring advanced degrees at increasing rates, sixty-five percent of the currently employed classroom teachers expect to remain in the classroom, while less than five percent plan to assume various educational administrative positions.;Of the 89 percent of respondents who entered educational employment upon graduation, sixty percent were currently employed in the following positions: Classroom and support staff (52 percent), specialists (9 percent), and administrative (2 percent).;Sixty-eight percent reported interruptions in their careers because of family responsibilities, moves, lack of positions, graduate school, retirement, loss of interest, burnout, unacceptable conditions, illness, and travel.;The findings provided evidence that women's motivations in selecting educational careers have not altered to any significant extent. With few exceptions, the top four motivational factors have remained strong throughout the years. The desire to work with children remains the most often selected reason, followed by a long-termed desire to be a teacher, inspiration from former teachers, and security. The most dramatic difference was found in the decrease in the motivational factor that education was considered the best job for a woman. It was the second most often selected factor in 1945 to 1949 and steadily declined to least often selected factor in 1980 to 1984. |
