This resource focuses on persistence and the author provides a synopsis of research, studies, findings, and implications for national, state, and local adult education practitioners. Administrators Teacher . Retention is a primary concern in the field of adult education. Many adult learners, younger adults ( years old), working-age adults (25 years old), and older adults (65 and older), presumed to obtain at least part time employment while attending school (Wlodkowski, ), enrolled in adult education programs experience a.
The purpose of this study was to explore the factors that affect retention of adult basic education teachers in Kentucky. This qualitative study utilized data from interviews conducted with former or retired adult basic education teachers in Kentucky. Vrooms expectancy theory was examined as the theoretical framework to review the outcomesAuthor: Alma K. Combs. recruitment, and the development of a retention plan. Adult education programs today must meet the needs of both internal and external customers. Students, internal customers, often enter adult education for: self-improvement diversion attainment of life skills, or community/church involvementFile Size: 1MB.
Darkenwald () reports on one study of retention (Boggs and Travis, ) of adult education teachers; after 7 years, 45 (31%) of remained, most having left for full-time K–12 jobs or having left education entirely.