Career Change: A phenomenological study of former military members and their transition into teaching
This study explored the experiences of former active duty personnel who transitioned to the civilian workforce as school-teachers after a career in the military. The qualitative methodology employed was a phenomenological approach. Six former U.S. Army and U.S. Air Force participants, were interviewed using purposive sampling procedures. Data collection included in-depth, face-to-face semi-structured interviews, as well as written responses by the participants using a Preliminary Survey. This study answered four research questions: 1. What factors motivate former military members to enter teaching?; 2. What support systems currently exist to assist former military members’ transition into teaching?; 3. What are the life experiences of former military members that may impact the transition to teaching as a second career?; and 4. What keeps former military members in the teaching profession? Data was transcribed and analyzed using the MAXQDA qualitative software and a manual cross cutting theme procedure. The research in this area contribute to the gap in the body of knowledge on the challenges that career-changers face. This study focuses on the difficulties encountered by military retirees in their first year or two as school teachers.
Military retirees, Alternative certification programs, Second career in teaching
Rubalcaba, D. (2018). <i>Career change: A phenomenological study of former military members and their transition into teaching</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.