Within the field of education, there has been much discussion regarding what prompts the career change of second career teachers. This study examines motivational factors that influence second career teachers’ decision to teach and how their previous careers influence their teaching experience. The theoretical framework that acts as foundational platform is the Expectancy Theory. The study utilized a qualitative approach. Data was collected using focus groups and analyzed utilizing open coding consistent with Corbin and Strauss (2010). The results of the study revealed that most participants were intrinsically motivated to transition to the teaching profession.

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Many organizations, whether private or public, invest extensively in training and development. Such investment in training and development does not guarantee that the organization is perceived as a learning organization. This study examined law enforcement adult educators' (training facilitators') perceptions of their organization promoting learning practices and culture. The theoretical framework guiding this study is based on Watkins and Marsick's framework of learning organization. A total of 29 adult educators were administered the Dimensions of Learning Organization Questionnaire. The results and data revealed that of the 21 items on the questionnaire, 16 (76.2%) means were lower than 3 and the highest mean was 3.41, which suggest the adult educators (instructors) within this training academy do not perceive the organization as one that promotes learning practices and learning culture. Furthermore, as it relates to rank, years of services, and gender, there was no significant difference in their perceptions.

The purpose of this study is to explore the factors that impact the experience of Caribbean nontraditional adult learners encounter while pursuing higher education in the United States and perceived support systems needed by Caribbean adult learners to be successful. On this premise, this qualitative study was conducted. A total of 15 Bahamian students participated. Data was collected via semi structured interviews and analyzed utilizing open coding. The major themes that emerged with regards to influential factors that impacted their experiences were: (a) financial constraints, (b) lack of support, and (c) cultural differences and adaptation. As it relates to support systems needed by Caribbean students, the major themes that emerged were: (a) family, (b) faculty/mentors, and (c) a network of friends.