Career Transition From the Military to Teaching

Running Head: Career Transition from the military to teaching

Career Transition from the Military to Teaching: A Mixed Methods Investigation

12/12/14

Career Transition among Military Members

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Statement of the Problem

Career transition among military members is at its highest level since the first Gulf War

in 1990. After an evaluation of a federal Bureau of Labor Statistics report (BLS, 2013), a

concern is the unemployment rate for male veterans was at 8.8 percent and did not fare much

better for women who were at 9.6 percent. According to Robertson and Brott (2014), “Military

members typically experience transitions at some point during their military career, whether to a

new duty station, a change of command or a deployment overseas. Another significant transition

that military members often face is their return to civilian employment” (p. 139). One of those

challenges that face transitioning veterans is which career they will transition into; teaching in a

K-12 public school is one of those options.

Past literature has documented that more and more military members are transitioning to

K-12 public education (Taylor, 1994; Celis, 1992, Ryan, 1994). MacDonald (2001) suggest that

the complications many schools are finding is that there is a struggle to find teachers to fill the

roles of math, science, and special education teachers. (MacDonald, 2001; Recruiting New

Teachers, 2000a). School administrators are now looking beyond the scope of what they

traditionally look for, that is college graduates who go from high school to college to a career in

teaching, when hiring new teachers.

Administrators in K-12 and teacher education in higher education need to evaluate the

process military members take to transition to the K-12 public education system and determine if

it is adequately preparing them for life as a teacher and possibly and administrator. Anderson,

Fry, and Hourcade’s (2014) article on first year high school teachers argue that first year teachers

struggle in the classroom regardless of pathway, traditional or transitioning. The authors

identified three overlying themes that lead to the obstacles: adjustment to the uniqueness of


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school culture, use of previous work experience in school, and the importance of mentorship.

Due in large part of the initial GI Bill (Servicemen’s Readjustment Act of 1944), and the Post-

9/11 GI Bill, military members can transition back to college to earn a degree and a second

career as a professional in education. Other programs, such as Troops to Teachers (1994) and

Teach for America (1998), contribute to veterans transitioning to K-12 education.

There has been an abundant research conducted and collected dealing with transitioning

military members (Taylor, 1994; White, 1997; West, 2000). However within the research, there

are gaps that should be taken into consideration: what motivates military members to choose

moving into K-12 education specifically in areas of high need. Broe’s (2001) research shows

that a large percentage of troops to teacher’s participants are valuable to school districts due to

the preference of science and technology choice in teaching career. As of now there is limited

research, policies, and literature the show why military members choose to move into these high

area needs. Berry, Petrin, Gravelle, & Farmer’s (2011), research on recruitment of special

education teachers in rural populations found that there is a shortage of SPED teachers and

districts are looking elsewhere to fill those roles. When service members retire or leave the

military, service members need to decide their next career path as well. Whether the service

member is leaving after 20 years or 4 years the military requires members to attend career

counseling at the local career transition center. This is a requirement for all transitioning service

members. However, this is an individual process in which they decide their future. At one

installation people like the director at the transition center, determine what the needs of the

service member are and then find a fit for their second career.

By examining these deficiencies in the evidence school administrators, human resources

directors, and military transition counselors nationally, can better assess the needs of


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transitioning veterans by understanding why military members transition to teaching and what

the process that veterans go through prior to reaching the classroom is. There is more and more

pressure from the current administration for business in the private sector to hire unemployed

veterans. Such as President Obama’s initiative educate to innovative which was launched in

2009. One of the main purposes of this was to hire 100,000 new and effective STEM teachers in

the next decade. Programs such as 100kin10, a collaboration of companies and businesses, will

help reach that goal. This will help unemployment among veterans. As of 2013 the Bureau of

Labor Statistics reported that nearly 9.0% of veterans were unemployed. With unemployment at

an all-time high veterans will be looking for new careers. It will also help understand what tools

are needed to support the veteran, whether they already have a degree and only need alternative

certification versus service members who need four years of college will impact the support that

is needed. Additionally, is there a specific population among military members that transition to

K-12 education? If so, why? Some variables to consider would be the gender, age at time of

discharge, rank, educational attainment at time of discharge, and years of service. These

variables could possibly explain why specific military members transition to teaching.

According to an article in HR Exchange (2014), service members possess unique

experiences and talents that make them attractive to local school districts. In an interview with

Willie Watson, an assistant superintendent with Manor ISD, Watson said veterans bring a lot to

the table as employees: they follow the rules, are hardworking and loyal, and demonstrate good

leadership qualities. Other factors, not in direct relation to teaching would include maturity,

world views, experiences, self-reflection, ability to make a difference, and the diversity of

military who want to teach.


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Purpose of the Study

The purpose of this study is to describe and understand the experiences service members

who choose teaching as a second career and their motivations to do so. Subsequently, what

percentage of ethnic minorities’ transition into k-12 education from the military? What is the

process for military members as they transition from the military to college, (whether alternative

certification or teacher preparation programs) and prepare for a second career? The researcher

would also like to understand what percentage chooses to transition into SPED or STEM and

what their motivations for this are. The research would determine the level of satisfaction of

service members who transitioned with the transition service and the teacher preparation

program? Finally, where there any supportive or hindering factors while members where

transitioning into K-12 education?

Significance of the Study

Two large military installations located west of the Mississippi River are the target of this

investigation. One installation, located in the southwest is situated in between the two largest

cities in one state. With a population of over 43,995 soldiers, a large percentage will exit from

this base when they transition and relocate to the surrounding area. The other military

installation, located on the U.S./Mexico border, is the largest base located on the U.S.-Mexico

border. It serves over 38,500 service members. Each of these locations offer a different cultural

population for this study, especially since the military is extremely diverse. Dansby, Stewart, &

Web’s (2001) book on managing diversity in the military point out that due to integration the

military is quite different than what it looked like in the 1940’s. In fact, the Defense Equal

Opportunity Management Institute (DEOMI), whose main purpose is to train equal opportunity

advisors for each branch, states that diversity affects retention in each branch. After the service


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members transition there is a need for training, dependent on what profession is chosen. There is

also a lack of qualified teachers which these service members could fill the void. According to

special reports filed by the State Comptroller’s office, there is a need to hire teachers in Special

Education, STEM, and districts that are classified as economically disadvantaged. The

experience and maturity of these service members could help the populations in need of teachers

with this experienced background.

According to a report to congressional committees, the United Sates Government

Accountability Office (GAO) (2006) stated that over 3,875 military members were documented

as being hired through the Troops to Teachers program. With this amount of members entering

the workforce and many more to join due to the impeding budgetary cuts and military reductions

of force, that number is going to expand exponentially. There is a need for secondary education

administrators, teacher preparation programs and military counselors to ensure that members are

informed of the process to becoming educators in their local state and requirements to achieve

certification. Another issue that should be addressed is the problems that these veterans will face

when they return to campus to complete their certification.

“The experience of war makes those who fight a special group within a general

population” (Ackerman, DiRamio, & Mitchell, 2009, p.5). This especially goes for soldiers

returning from the current Iraq/Afghanistan conflicts to college campuses. The authors

interviewed 25 returning combat veterans and found that there is a need for this special

population of students to receive supports in areas, such as academic, healthcare, and financial.at

the specific institution.

The focus of this study aims to better understand this unique population and their

transition into the teaching profession. The broad research question centers on how and why


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military members transition to the teaching profession. Furthermore, an explanation of the issues

that are encountered as these veterans work through certification and will help identify why they

chose K-12 education and how those issues can be resolved. This research will assist policy-

makers and military career counselors effectively prepare exiting military members transitions

from the military to K-12 education less complex.

Research Question

What are the experiences of U.S. Army service members opting for a second career as

teachers and what motivates them to choose this transition?

Sub-Questions

Which percentage of U.S. Army sub population are transitioning into K-12 education

at two large military instillations?

What percentage of U.S. Army members enter alternative certification versus four

year degree tract for teaching at two large military instillations in?

What percentage of U.S. Army service members are choosing to teach in SPED or

STEM career fields?

What is the level of satisfaction of U.S. Army member’s teacher preparation

program?

What experiences supported or hindered in the transition of U.S. Army members who

transitioned into teaching?

Conceptual Framework

This study investigates the intersection of second career training of military members and

entry into K-12 teaching. In an effort to better understand this connection one must understand

the historical/political contexts, identity development of service members, motivations for


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second careers and teacher preparation programs that these service member’s transition to.

Figure 1.1 represents the conceptual framework that shapes the overall structure of this study. At

the bottom of the pyramid is the historical backdrop/policies that lead intrinsically or

extrinsically motivates members to leave the military and transition into K-12 education. The

second part is the military experience/identity of service members. The diversity of the military

represents the specific schools that will be investigated. Teachers should decide to work in the

locations where they became certified. Perry (2013) argues that communities and school district

need to hire teachers that are willing to be actual members of the community. Schools with large

ESL/ELL populations, economically disadvantages, should be the schools that are hiring these

teachers. Subsequently, these communities are where a large portion of the U.S Army recruits

originate from. The third part is the career transition. Looking at why the service member’s

transition and how it is possible for transitioning service members to become teachers. The last

section is the teacher preparation programs. Looking at specifically alternative certification for

service members who already possess a degree and four year institutions who offer teacher

certifications without degrees.


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Figure 1.1

Review of the Literature

There has been recent development of literature pertaining to career transition of service

members who are moving into K-12 education. Policies, diversity, experience, career transition,

motivation and a need for qualified teachers in regions like the U.S.-Mexico border have

provided ample support for the employment for transitioning service members in specific school

districts. Looking at the literature that supports this transition helps identify why and how service

members are transitioning to K-12 education.

Historical Backdrop/Policy

The servicemen’s readjustment act of 1944 (P.L. 78-346 58 Stat. 284m), also known as

the Montgomery G.I. Bill allowed many benefits for returning service men and women. One of

those benefits would be education. Fast forward to 2008 the Post-9/11 veterans educational

assistance act of 2008 was passed and increased benefits offered under the G.I Bill. This is one

of the main reasons in which service members are transitioning out of the military to pursue

degrees in professional fields. Osborne (2013) discussed how since the post 9/11 GI Bill was

Teacher Preperation

Career Transition/Motivation

Military Experience/Identiy

Historical Backdrop/Policy


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enacted the populations of student veterans has doubled on college campuses. Another program

that assists service members is Troops to Teachers.

Troops to Teachers is a federally sponsored program supported by the Defense Activity

for Non-Traditional Educational Support (DANTES) located in Pensacola, Florida. It was

founded in 1994. This program has helped over 4,000 service members either finish their degree

to pursue certification in teacher education or attend alternative certification for those who

already have a degree. Diversity also plays a vital role in understanding policy.

Military Experience/Identity

Diversity in the Workforce. Who is going to K-12 education?

According to the Defense Manpower Data Center (2013) there are 539,675 service

members in the Army and 1,429,036 service members in the military as of November 2013.

Twenty-nine percent of that number is female. Twenty-five percent is of a minority ethnic

background. The military since 1948 has been a diverse organization. From Harry Truman

signing Executive Order 9981, to Don’t Ask Don’t Tell repeal, men and women serve this nation

with honor. When it is time for them to hang up their boots either after only four years or 20

years, they bring with them experiences that can help shape the classroom. According to

Feistritzer, Hill & Willett (1998) only three out of 10 or 29% of participants of Troops to

Teachers were from ethnic backgrounds. If Troops to Teachers and school districts would target

more diversity within the program there could be an increase in transition of diversity that leads

to highly qualified diverse teachers transitioning to K-12 education. But why would they want

to?


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Career Transition

Moving from the Military to Teaching. What motivates veterans to transition to

teaching?

Moving from the structured environment of the military to something unstructured like

the civilian world scares a lot of military members, myself included. There are many personal

reasons why numbers of service members decide to either retire or leave the military. West’s

(2000) doctoral dissertation on the transition of military personnel to public education was a

qualitative study of the factors that contributed to transitioning military service-members to

include obstacles that were faced and if teacher preparation was adequate enough. The author

also described a list of five factors that materialized, which aided to the transition. Those factors

according to West (2000) were: (a) life experiences, (b) values and attitudes, (c) willingness to

accept diversity, (d) ability to adapt, and (e) previous military rank and status. These factors play

a vital role in the transition and determine where veterans are willing to work.

Coupland (2004) whose doctoral dissertation titled Drawing on experience: Ohio troops

to teachers’ transition into teaching, described a specific look on this phenomenon of military

service-members pursuing second-career’s in the teaching field as directly related to a specific

teacher preparation program. The study evaluated 10 members of the Ohio Troops to Teachers

program and their transition from the military to the classroom. One topic that was discussed

that should be explored more is the applications of experience from the military skills, and how it

transfers into effective teaching in the classroom.

For instance, the author cites former First Lady Laura Bush in stating that backgrounds in

math, science, and engineering, with skills in management and leadership are skills that can

make a difference in the classroom. There are however limitations in the research. For instance,


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this study was conducted in Northern Ohio. It only had 10 participants and lacked women and

minorities, as only one participant was female and none of the participants were of ethnic

background. There is a gap in the literature that looks at the impact of former military members

who go into K-12 education along the United States-Mexico border in schools who serve

economically disadvantaged students in special education or STEM fields.

Motivation can be a driving force in assisting transition from first career to second career

employment. Intrinsic or extrinsic motivations will play a key part in inspires service members

into the teaching career fields. To understand what encourages someone to do something, we

must first understand what exactly motivation is and the two types of motivation. Webster

(2014) gives three different definitions for motivation, they are:

The act or process of giving someone a reason for doing something

The condition of being eager to act or work

A force of influence that causes someone to do something

Weiten (1997) discusses Maslow’s theory of hierarchy needs plays a vital part in motivation. The

need of one thing might not be greater than the need of another. This is where intrinsic and

extrinsic motivations come into play. Wagner & Imanuel-Noy (2014) describe Watt &

Richardson’s (2007) scale of factors that influence teaching (FIT). In the FIT scale motivation

connected with teaching and motivations connected to self-perception were key factors that were

identified. Now that they are motivated to leave the military and pursue a second career in K-12

education, depending on if the service member has a degree or not will depend on their next step.

Four year degree and teacher preparation or alternative certification for those with a degree.


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Military to School

Combat Veterans back at school: What are the obstacles in returning to campus?

Even after returning from a combat mission or deployment, there is nothing more

daunting to combat veterans than that of returning to the civilian lifestyle that was left so long

ago. This also includes returning to campus to begin the next chapter in life, like participating in

a teacher preparation program to transition into teaching. As mentioned before Ackerman et al.

(2009) discussed these challenges that military members face when they return to college

campuses. The authors interviewed 25 veterans, discussing how school administration could

better support their transition. One of the supports mentioned that should be implemented is

behavioral health.

As of May 2014, just over 2.1 million service members of the armed forces have been

deployed to either Iraq in support of Operation Iraq Freedom or Afghanistan in support of

Operation Enduring Freedom (Defense Manpower Data Center, 2014). Many of those were

members of the reserve forces. With retirement and service members leaving the forces school is

becoming an option. Providing a behavioral health specialist on campus for transitioning

veterans will help veteran students succeed with their course studies.

Rumann & Hamrick (2010) conducted research on student veterans in transition

specifically re-enrolling after war zone deployments. Like previous research has shown, there is

a need for support for service members transitioning onto a higher education setting. Rumann &

Hamirck (2010) found that many of their respondents dealt with the heightened stress levels

when returning home and suffered. “In the Marine Corps someone will tell you outright what

they want. There is no guess work involved….. For College, there is no clear “Do this, go home,


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you’re done” (p. 441). Once core courses are complete it’s time to move into teacher preparation

or alternative certification routes.

Teacher Preparation

Depending on the route that is chosen teacher preparation can take in upwards of one

year or more to complete. The question is do teachers feel that teacher education is preparing

them enough for when they enter their first year? Darling-Hammond, Chung, & Frelow (2002)

purposed the same question if teacher’s feel adequately prepared and evaluating the variations in

teacher preparation programs. The researchers found that depending on the type of preparation

program, teachers will feel prepared except in the areas of using technology and teaching English

Language Learners (ELL), which most of my study will incorporate.

McKibbin (2001) argues that both traditional and alternative forms of teacher preparation

have a strength and weakness. The author uses a quote from Bruce Joyce in describing how

student-teachers are like children learning to cook in their mother’s kitchen. Alternative

certification works if an individual already has a degree. The distinguishing factors between

traditional and alternative teacher preparation programs is the time committed to each. As stated

before, traditional teacher preparation programs will take longer to complete where alternative

certification does not take as long. The similarities is the student-teaching portion. According to

the Texas Administrative Code title 19 part 7 chapter 228 rule §228.35 for the initial

certification, each educator preparation program shall also provide one of the following:

A. Student teaching, as defined in §228.2 of this title for a minimum of 12 weeks.

This is a vital aspect in teacher preparation that will train teachers what it takes to teach.


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Research Methods

In this study I will be conducting a mixed-methodological study to answer my research

question. The type of mixed methods design that will be most useful will be the Convergent

Parallel Design. Creswell (2014), states that this design uses both the qualitative data collection

and analysis along with the quantitative data collection and analysis and compare or relate them.

Using a qualitative approach I will begin to understand what motivates military member’s

transition into K-12 education. I also hope to better understand what the rationale to either leave

the military early to pursue a K-12 education career or after spending 20 plus years in the

military why the participants wanted to pursue a K-12 educational career? I will conduct a

participatory action research study in deciding these rationales.

The second data collection that I will use will be a quantitative data collection and analysis

approach. With this approach I hope to understand how the military members transitioned to K-

12 education and who was transitioning into the K-12 educational career.

Creswell (2003) discusses how mixed methods research is evolving. In answering my

questions I will be gathering qualitative and quantitative data concurrently. The strategy that will

be used will be a concurrent triangulation strategy as seen in Figure 1.2.


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Concurrent Triangulation Strategy

QUAN + QUAL

QUAN QUAL

Data Data

Collection Collection

QUAN QUAL

Data Data

Analysis Analysis

Data Results Compared

Figure 1.2

Setting

The research will be taken place in secondary education campuses along the U.S.-Mexico

border. The convenience of the sample plays a large part in why I chose these locations. Also,

the two bases are the largest military instillations in the southwest, which many members in the

next few years will transition from. The researcher plans to also speak to participants at each

base in their Army Career and Alumni Program (ACAP) transition centers to understand why the

military members are leaving and what their plans are after leaving.

Sample

Troops to Teachers program in this specific region currently has approximately 3000

hired participants. The sample will include participants who have transitioned from either of the

two locations. Also, these service members will either had gone through a traditional teacher

preparation program or alternative certification.


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Data Collection

I will be using survey monkey to design a survey that looks at the demographics of the

research sample. Appendix A is a sample of the survey questions that will be asked. I also

intend to use interviews of participants at the ACAP at the two installations. Focus groups will

be coordinated and conduct additional research in understanding the data. In addition, the last

data from the state office of the Troops to Teachers will be explored to May 31, 2016.

Evaluating active hired participants from my research sample and interviews from policy makers

in regards to policy for hiring these teachers.

Anticipated Data

Expectations

I expect that the data will show that there is an influx of military members transitioning

into K-12 education, specifically from these bases. In addition, these service members are

staying in the local area to finish their teacher certification and look to be hired within the school

districts that have been described as mentioned. The implications of the anticipated data will

ensure the continuance of Troops to Teachers to target, recruit, and hire highly qualified service

members who will strive to make education better.

Conclusion

The purpose of this study is to understand what the experiences of U.S. Army service

members who opt for a second career as teachers and what motivates them to this transition? The

importance of this study is to better understand the motivations of military members as they

transition and determine if they would be suitable to pursue a second career in K-12 education.

More importantly what percentage of ethnic minority teachers who once served in the military

transition to K-12 education in order to provide a service to a community where they are an


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integral part specifically a community in need of outstanding leadership and mentorship. This

research aims to help target military members who would benefit from a second career as an

educator and help government agencies understand the importance of programs that support such

transitions of military members into K-12 education. The limitations of this study will most

likely be the number of participants who are of ethnic minority that transitioned into K-12

education from the two bases. I expect that my research will contribute to the field of

educational leadership and administration by allowing for administrators to understand the depth

and complexity of transitioning service members and what experiences that they could bring to

school districts along the U.S.-Mexico border.


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Appendix A

Demographics

1. Are you Male, Female, or Other? ________________

2. What is your Ethnicity? _______________

3. What was your last rank? ______________

4. How Many years did you serve? _________________

5. Where did you (ETS, Retire)? __________________

6. Age when you entered in military? ______________

7. Age when you left military? __________

8. What was your Educational Attainment at Discharge (HS Diploma, College Degree, or

Graduate Degree)? ____________

9. What motivated you to leave the military to teach? ____________________

10. Are you currently employed with a school district? ___________

11. If So, Where/What do you teach? __________________

12. What preparation program did you attend (Four year university or Alternative)?

_____________

The next questions you will circle a number from 1 to 5. 1 being not satisfied 5 being

completely satisfied.

13. How satisfied where you with your transition from the service?

1 2 3 4 5

14. How satisfied where you with the support of the university or alternative certification

program?

1 2 3 4 5

Career Transition From the Military to Teaching

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