| Summary |
The University of North Carolina General Administration has required all constituent institutions with teacher education programs to expand their productivity goals to meet the state's teacher workforce needs. This study examined education program funding over a three-year period by analyzing system-level financial inputs and campus-level productivity outputs to determine if financial support in the form of budgeted faculty has increased or decreased relative to prospective teachers produced, SCHs produced, and education degrees conferred. The analysis provides information that could potentially impact funding streams for teacher preparation programs across the University. This research will assist policy-makers and higher education leaders, and enhance strategic planning efforts underway in the University aimed at addressing teacher supply and demand needs for the State. |
| General note | Presented to the faculty of the Department of Educational Leadership. |
| General note | Advisor: William Rouse, Jr. |
| General note | Title from PDF t.p. (viewed Apr. 30, 2010). |
| Dissertation note | Ed.D. East Carolina University 2009. |
| Bibliography note | Includes bibliographical references. |
| Technical details | System requirements: Adobe Reader. |
| Technical details | Mode of access: World Wide Web. |
