Barriers and motivators to attaining a school-based MA in Education: a case study

Article


Etherington, M. 2014. Barriers and motivators to attaining a school-based MA in Education: a case study. Research in Teacher Education. 4 (1), pp. 38-42. https://doi.org/10.15123/uel.859y3
AuthorsEtherington, M.
Abstract

A school-based master’s programme was provided for teachers at a comprehensive in the East End of London, UK. Two traditional barriers to doing an MA (cost and travelling time) were removed. The study explores the extent to which teachers’ workload, family commitments and other external factors impact on the retention of MA participants. It was found that heavy job and family obligations were not necessarily predictors of failure to complete the course, and that personal values and aspirations had a greater bearing on attaining the award than work/life balance. It emerged that the minority ethnic backgrounds of the teachers interviewed might well be a significant factor in their determination to attain a master’s degree.

Keywordsethnicity; postgraduate degrees; rentention; school-based MA
JournalResearch in Teacher Education
Research in Teacher Education
Journal citation4 (1), pp. 38-42
ISSN2047-3818
Year2014
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.859y3
Publication dates
Print20 May 2014
Publication process dates
Deposited22 May 2014
Copyright information© The author 2014
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Research in Teacher Education: Volume 4, No.1, April 2014
Garby-Czerniawski, G., Morris, David, Ayres, D., Theodotou, E., Lewis, E., Torbrand, Pepita, Etherington, M., Wray, David, Miyata, Cathy, Trushell, John, Gordon, Shearon, Trimmer-Platman, T. and King, Grant 2014. Research in Teacher Education: Volume 4, No.1, April 2014. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89179