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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.

There has been a paradigm shift globally regarding the adoption of inclusive education policies and procedures. However, teachers still have varying views, anxieties, and preconceive misconceptions about the successful implementation of inclusive education practices in the general education classroom. This study utilized a qualitative approach to provide an informative exploration of teachers' attitudes toward inclusive education and its implementation, possible factors that influence teachers' attitude, and recommendations for promoting best practices in inclusive education. Data was collected utilizing semi-structured interviews from eight teachers throughout the New Providence District in the Bahamas. The results of the study revealed that teachers generally had positive attitudes toward inclusion. However, lack of funding, administrative support and minimal opportunities for training and development were identified as negative influential factors regarding teachers' attitude towards inclusive education.

Although the literature on veteran differences in science, technology, engineering, and mathematics (STEM) occupational outcomes by gender is established and veteran/nonveteran differences in STEM outcomes are well studied, we fill a gap in the literature by examining the following two research questions in this study: (1) are rural veterans less likely than urban veterans to be employed in a STEM occupation and how does race/ethnicity modify this relationship; (2) among veterans in a STEM occupation, does total income vary by rural/urban location and race/ethnicity? We retrieved data on employed military veterans ( n = 845,467) aged 18 to 65 years from the 2008–2020 American Community Survey. Results showed that rural-dwelling Black and Hispanic veterans were less likely than Whites to be employed in a STEM field. Among veterans employed in a STEM field, rural-dwelling Hispanics had lower annual incomes than Whites. As such, future STEM education programs should target rural-dwelling veterans of color.