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1
Ingersoll, Richard, Henry May, and Gregory Collins. "Recruitment, employment, retention and the minority teacher shortage." education policy analysis archives 27 (April 8, 2019): 37. http://dx.doi.org/10.14507/epaa.27.3714.
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This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.
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Kariuki, Anne. "Motivation and retention of teachers in private secondary schools in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 6 (October 27, 2020): 191–201. http://dx.doi.org/10.20525/ijrbs.v9i6.909.
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Employee retention has become a key focus of the human resource professional agenda. Organizations and schools have come to the conclusion that money could be saved by reducing employee turnover. However, studies have been inconclusive on motivating factors that lower employee retention. The main objective of this study was to determine the influence of motivation on the retention of employees in secondary schools in Kenya. Based on an exhaustive review of literature, three constructs of motivation were taken into consideration namely management. The major hypothesis of the study was that motivation significantly influences the retention of teachers in private secondary schools. To test the hypothesis, three sub-hypotheses were developed; compensation significantly influences employee retention; supervision significantly influences employee retention and psychological contract significantly influences employee retention. A mixed methodology approach was adopted and data was collected using a structured questionnaire and a structured interview guide. Descriptive statistics including frequencies, correlation analysis, and linear regression were applied to test the research hypotheses. The regression results indicate that motivation is causing a 7.0 percent variation in retention, implying a weak relationship. The weak relationship can be explained by poor salaries, authoritarian supervision, and breach of the psychological contract.
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Dizon-Ross, Elise, Susanna Loeb, Emily Penner, and Jane Rochmes. "Stress in Boom Times: Understanding Teachers’ Economic Anxiety in a High-Cost Urban District." AERA Open 5, no. 4 (October 2019): 233285841987943. http://dx.doi.org/10.1177/2332858419879439.
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Despite growing concern over teachers’ ability to live comfortably where they work, we know little about the systematic relationship between affordability and teachers’ well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among teachers and assess how this anxiety predicts teachers’ attitudes, behaviors, and turnover. We find that San Francisco teachers have far higher levels of economic anxiety on average than a national sample of employed adults, and that younger teachers are particularly financially anxious. Furthermore, such anxiety predicts measures of job performance and teacher retention—economically anxious teachers tend to have more negative attitudes about their jobs, have worse attendance, and are 50% more likely to depart the district within 2 years after the survey.
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Boniface, Raymond Mwemezi. "Employee Voice Contexts and Teacher Retention in Remote Secondary Schools in Tanzania." African Journal of Teacher Education 8 (August 7, 2019): 159–93. http://dx.doi.org/10.21083/ajote.v8i0.5040.
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Retaining teachers in their work stations is influenced by many factors which are contextually explained. Teachers’ retention practices in Tanzania and most Sub-Saharan African (SSA) countries have been ineffective partly because of being monetary based. While ‘voicing’ is regarded as a more feasible strategy for retaining teachers in these countries, conditions which favour voicing over exiting a remote school particularly in the Tanzanian context have been not systematically mapped out. This article presents and discusses seven conditions, to include: empowering, listening and cooperative leadership; habitability; friendliness outside school environment; investment potentialities; a supportive and peaceful school working environment; life as a “challenge” mindset; as well as patriotism and profession commitment, which were found to favour voicing over exiting a remote school. The findings imply that there is a need to empower teachers to influence change and reforms that matter to them, increasing teachers sense of investment in schools they are posted and in the profession (social and financial capital), checking ‘who goes into the teaching profession and with what level of struggle’; improving school-level relationships including justice practices from leaders and management, positive co-workers exchanges; training teachers to become patriotic to the nation and be committed to the teaching profession; and the need to improve cooperation and understanding between schools and their surrounding communities.
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Harrington, James R. "Retaining Science Teachers in Rural School Districts: Examining the Unintended Consequences of the No Child Left Behind Act." Global Journal of Educational Studies 3, no. 1 (February 28, 2017): 43. http://dx.doi.org/10.5296/gjes.v3i1.10698.
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Previous case studies find that rural school districts have been struggling to recruit and retain high quality teachers after the implementation of the No Child Left Behind Act (NCLB). Scholars and practitioners argue this labor market problem is even more dire in hard-to-recruit subject areas such as science and mathematics. While there is ample antidotal evidence, there is still no empirical studies that have leveraged a longitudinal dataset to estimate the impact of NCLB on teacher retention in rural school districts. To better examine the intended and unintended consequences of NCLB, this study leverages a longitudinal statewide panel dataset at the district level to examine the capability of rural school districts to recruit and retain science teachers. We find that rural school districts near metropolitan or micropolitan statistical areas employed fewer science teachers after the NCLB passage, while remote rural school districts did not experience a decline. This article highlights that rural school districts have differential effects on their ability to recruit and retain science teachers based on their proximity to urban areas.
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Martinez, Iveris L., Kevin D. Frick, Kristen S. Kim, and Linda P. Fried. "Older Adults and Retired Teachers Address Teacher Retention in Urban Schools." Educational Gerontology 36, no. 4 (March 12, 2010): 263–80. http://dx.doi.org/10.1080/03601270903212302.
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Bettini, Elizabeth, and Yujeong Park. "Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review." Urban Education 56, no. 1 (January 8, 2017): 3–31. http://dx.doi.org/10.1177/0042085916685763.
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Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices’ experiences can help school leaders improve novices’ retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices’ experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices’ experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention.
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De Jong, David, and Ayana Campoli. "Curricular coaches’ impact on retention for early-career elementary teachers in the USA." International Journal of Mentoring and Coaching in Education 7, no. 2 (June 4, 2018): 191–200. http://dx.doi.org/10.1108/ijmce-09-2017-0064.
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Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach In this study, the authors analyzed the observational data from the 2007-2008 Schools and Staffing Survey (SASS). The SASS is a nationally representative cross-sectional survey that has been administered repeatedly to public and private kindergarten through 12th-grade teachers in the USA approximately every four years by the National Center for Education Statistics and the US Census Bureau. Findings The authors found that the presence of a curricular coach was associated with a substantial reduction in early-career teacher turnover. This finding suggests that curricular coaches could be a particular benefit to urban schools. Research limitations/implications This study was national in scope; therefore, it does not examine causes of attrition specific to local contexts. Practical implications Curricular coaches may indirectly save urban school districts thousands of dollars because of their impact on reducing early-career teacher attrition. Social implications In this study, the authors found a statistically significant and practically meaningful association between the presence of curricular coaches in schools and the retention of elementary teachers, especially in urban areas. Originality/value The model predicted that among early-career teachers, teachers in schools without curricular coaches are approximately twice as likely to leave the profession the next year compared to teachers in schools with curricular coaches.
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Tran, Henry, and Douglas A. Smith. "Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools." NASSP Bulletin 104, no. 2 (June 2020): 85–109. http://dx.doi.org/10.1177/0192636520927092.
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Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.
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Bastian, Kevin C., David M. McCord, Julie T. Marks, and Dale Carpenter. "A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention." AERA Open 3, no. 1 (January 2017): 233285841668476. http://dx.doi.org/10.1177/2332858416684764.
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The “greening” (i.e., inexperience) of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.
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Donaldson, Morgaen L. "Into—and Out of—City Schools: The Retention of Teachers Prepared for Urban Settings." Equity & Excellence in Education 42, no. 3 (August 25, 2009): 347–70. http://dx.doi.org/10.1080/10665680903034753.
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Wronowski, Meredith L. "Filling the Void: A Grounded Theory Approach to Addressing Teacher Recruitment and Retention in Urban Schools." Education and Urban Society 50, no. 6 (June 14, 2017): 548–74. http://dx.doi.org/10.1177/0013124517713608.
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This research addresses the problem of teacher shortages in urban, high-needs schools. A grounded theory methodology was used to expand insights related to teacher recruitment and retention by collecting and analyzing qualitative (interview and observational) data from nine successful urban teachers. A two-part model of recruitment and retention emerged from this analysis. The model recommends that recruitment practices should be directed at locating individuals who have specific personality traits, the ability to practice cultural awareness and acceptance, and who build effective relationships with students. Organizational retention practices should be focused on increasing teacher empowerment within an organizational learning framework.
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Prater, Mary Anne. "Ethnically Diverse Rural Special Educators who are Highly Qualified: Does NCLB Make this Impossible?" Rural Special Education Quarterly 24, no. 1 (March 2005): 23–26. http://dx.doi.org/10.1177/875687050502400105.
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Ethnically diverse special educators are in short supply not only in urban and suburban schools, but in rural areas as well. Finding teachers who meet the highly-qualified definition under the No Child Left Behind Act of 2001 worsen the shortage problem. This article addresses the impact of the definition of highly-qualified teachers on the recruitment and retention of ethnically diverse special educators and provides some suggested solutions for rural schools and districts to consider.
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Kohli, Rita. "Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color." Urban Education 53, no. 3 (March 11, 2016): 307–33. http://dx.doi.org/10.1177/0042085916636653.
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Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice–oriented, urban teachers of color, this article affirms that urban schools—despite serving majority students of Color—operate as hostile racial climates. Color blindness and racial microaggressions manifest as macro and micro forms of racism and take a toll on the professional growth and retention of teachers of Color. These findings suggest a need for institutionalized reform to better support a diverse K-12 teaching force.
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Farinde-Wu, Abiola, and Paul G. Fitchett. "Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction." Urban Education 53, no. 1 (May 25, 2016): 86–112. http://dx.doi.org/10.1177/0042085916648745.
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Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black female teachers’ have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders.
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Voltz, Deborah, Tondra L. Loder-Jackson, Michele Jean Sims, and Elizabeth Simmons. "Where Are They Now?" Journal of Urban Learning, Teaching, and Research 16, no. 1 (March 9, 2021): 89–117. http://dx.doi.org/10.51830/jultr.16.
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Available evidence suggests that inequities exist in the distribution of qualified teachers within high-poverty urban schools, and further, that such inequities adversely affect student achievement in these schools. This paper highlights the role of teacher education in addressing this challenge by describing the findings of a study of the graduates of University of Alabama at Birmingham’s Urban Teacher Enhancement Program. The career paths of program graduates who began teaching in urban schools were examined at the first-, fifth-, and tenth-year mark to investigate their longevity in urban schools, their perceptions of their greatest rewards and challenges, their perspectives regarding their reasons for entering and/or staying in urban teaching, and their thoughts about the role their teacher education program played in their career trajectory. Findings indicate that retention rates of study participants compare favorably with national averages, and that program participants felt that their teacher education program had a positive influence on their longevity in urban teaching.
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Hochbein, Craig, and Bradley Carpenter. "Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment." Education and Urban Society 49, no. 5 (April 26, 2016): 459–85. http://dx.doi.org/10.1177/0013124516644048.
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This article assesses the association between the Title I School Improvement Grant (SIG) program’s personnel replacement policy and teacher employment patterns within an urban school district. Hannan and Freeman’s population ecology model allowed the authors to consider schools within districts as individual organizations nested within a larger organization. The data are drawn from employment records of 2,470 teachers who worked in 19 high schools in a single school district from 2006 to 2011. The personnel replacement policy of the Title I SIG program appears to have reinforced, and in some cases intensified, existing patterns of teacher selection, retention, and migration.
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Pizarro, Marcos, and Rita Kohli. "“I Stopped Sleeping”: Teachers of Color and the Impact of Racial Battle Fatigue." Urban Education 55, no. 7 (October 23, 2018): 967–91. http://dx.doi.org/10.1177/0042085918805788.
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Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on teachers of Color who work within a predominantly White profession. We present counterstories of justice-oriented, urban, teachers of Color who demonstrate racism in their professional contexts as a cumulative and ongoing experience that has a detrimental impact on their well-being and retention in the field. We also share their strategies of resilience and resistance, as they rely on a critical community to persist and transform their schools.
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Ahmed, Umair, Waheed Ali Umrani, and Ajay A. Chauhan. "otivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (May 15, 2019): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.643.
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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School & College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Gehrke, Rebecca Swanson, and Kathleen Mccoy. "Considering the Context: Differences between the Environments of Beginning Special Educators who Stay and those who Leave." Rural Special Education Quarterly 26, no. 3 (September 2007): 32–40. http://dx.doi.org/10.1177/875687050702600305.
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Rural schools and other traditionally hard-to-staff schools continue to struggle with the recruitment and retention of qualified special education teachers. Beginning special educators are two and one half times more likely to leave their positions than their general education counterparts. The study reported here extends the literature base on teacher retention by exploring factors that contribute to the professional growth and job satisfaction of a particular group of beginning special educators in a variety of settings, including rural, urban, and suburban districts, both elementary and secondary school level settings, and resource or more self-contained settings. The study's findings hold implications for individuals responsible for teacher development and the administration of school funds and resources.
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Wallace, Denelle L., and Linda M. Gagen. "African American Males’ Decisions to Teach: Barriers, Motivations, and Supports Necessary for Completing a Teacher Preparation Program." Education and Urban Society 52, no. 3 (May 12, 2019): 415–32. http://dx.doi.org/10.1177/0013124519846294.
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The growing diversity of student populations within the public schools of the United States and the lack of diversity present in the current pool of certified teachers are of great interest to colleges and universities seeking to increase the diversity of teacher candidates. Researchers explored the factors that encouraged African American male teachers in a large southeastern public school division to complete an accredited teacher education program leading to state licensure. Completed questionnaires and structured interviews with 11 African American male educators from elementary and secondary classrooms provided data revealing the barriers, motivations, and supports related to the retention of African American males in college and university teacher preparation programs.
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Chauhan, Ajay A. "Motivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (December 31, 2018): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.699.
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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School & College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher<br />Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs<br />to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Ahmed, Umair, Waheed Ali Umrani, and Ajay A. Chauhan. "Motivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (December 31, 2018): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.700.
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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School & College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher<br />Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs<br />to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Robertson-Kraft, Claire, and Rosaline S. Zhang. "Keeping Great Teachers: A Case Study on the Impact and Implementation of a Pilot Teacher Evaluation System." Educational Policy 32, no. 3 (March 18, 2016): 363–94. http://dx.doi.org/10.1177/0895904816637685.
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A growing body of research examines the impact of recent teacher evaluation systems; however, we have limited knowledge on how these systems influence teacher retention. This study uses a mixed-methods design to examine teacher retention patterns during the pilot year of an evaluation system in an urban school district in Texas. We used difference-in-differences analysis to examine the impact of the new system on school-level teacher turnover and administered a teacher survey ( N = 1,301) to investigate individual and school-level factors influencing retention. This quantitative analysis was supplemented with interview data from two case study schools. Results suggest that, overall, the new evaluation system did not have a significant effect on teacher retention, but there was significant variation at the individual and school level. This study has important implications for policymakers developing new evaluation systems and researchers interested in evaluating their impact on retention.
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Rodriguez, Luis A., Walker A. Swain, and Matthew G. Springer. "Sorting Through Performance Evaluations: The Influence of Performance Evaluation Reform on Teacher Attrition and Mobility." American Educational Research Journal 57, no. 6 (March 20, 2020): 2339–77. http://dx.doi.org/10.3102/0002831220910989.
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The federal Race to the Top initiative signified a shift in American education policy whereby accountability efforts moved from the school to the teacher level. Using administrative data from Tennessee, we explore whether evaluation reforms differentially influenced mobility patterns for teachers of varying effectiveness. We find that the rollout of a statewide evaluation system, even without punitive consequences, was associated with increased turnover; however, there was comparably greater retention of more effective teachers, with larger differences in turnover between highly and minimally effective teachers confined to urban districts and low-performing schools. These results imply that states and districts can increase exit rates of low-performing instructors in the absence of automatic dismissals, which is a pattern that our analyses suggest may not generalize beyond urban school settings.
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Williams, Sheneka M., Walker A. Swain, and Jerome A. Graham. "Race, Climate, and Turnover: An Examination of the Teacher Labor Market in Rural Georgia." AERA Open 7 (January 2021): 233285842199551. http://dx.doi.org/10.1177/2332858421995514.
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Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlight two subsets of schools as struggling to attract and retain well-credentialed, effective educators—predominantly Black schools and rural schools. However, research has rarely explicitly examined the schools that meet both these criteria. We use administrative records and unique climate survey data from Georgia to examine how the intersecting roles of race, money, and school climate shape evolving teacher turnover patterns in rural schools. Findings suggest that while teacher mobility is generally less common in rural schools, considerable inequities exist within the rural space, with majority Black rural schools bearing far more of the brunt of rural teacher turnover. Among rural teachers, Black teachers have higher mobility rates—more likely to make interdistrict moves and to exit rural settings for teaching opportunities in urban and suburban contexts. However, in majority-Black rural schools, higher salaries and school climate factors, such as relational climate and parental involvement, were strong predictors of retention, even after controlling for a rich set of covariates.
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Ford, Timothy G., and Patrick B. Forsyth. "Teacher corps stability: articulating the social capital enabled when teachers stay." Journal of Educational Administration 59, no. 2 (February 17, 2021): 233–52. http://dx.doi.org/10.1108/jea-02-2020-0036.
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PurposeThe evidence is strong that the instability of teacher rosters in urban school settings has negative consequences for student learning, but our concern is with the opposite phenomenon: What is the value added to the organization when a school's teaching roster is stable over time? Our theory of teacher corps stability hinges on the claim that the stability of a teacher corps over time is a sine qua non that, under certain conditions, permits formation of the social capital needed to catalyze school effectiveness.Design/methodology/approachWe test this claim using longitudinal data from 72 schools in a large, urban southwestern US school district. We first identified a subset of 47 schools with either chronic teacher turnover (high, stable turnover) or a stable teacher roster (low, stable turnover) via school-level HLM growth modeling techniques. These classifications were then used as a covariate in a series of HLM growth models investigating its relationship to growth in structural, relational and cognitive social capital over time.FindingsOur findings sustain a claim of the importance of teacher corps stability. In our sample of urban schools, we found robust increases in the relational and cognitive dimensions of social capital over time in those schools with stable rosters. Furthermore, schools with chronic turnover were declining significantly in relational social capital, but no appreciable growth in structural social capital was found in either stable roster or chronic teacher turnover schools.Practical implicationsGiven the nature of teacher corps stability and its relationship to key organizational outcomes, school leaders play a central role in realizing teacher corps stability within their school. A certain amount of this effort must necessarily be focused on retaining a stable corps of quality, happy, committed teachers. However, building social capital concerns the active engagement of all actors; thus, school leaders need to think beyond retention to how the teachers that remain can play larger leadership roles in this process.Originality/valueFew studies have examined the positive benefits that can emerge in schools where the majority of teachers remain year after year. Collectively, the study findings suggest that teacher corps stability can provide fertile conditions for the development of social capital that has the potential to enhance school effectiveness and that its staff can leverage for school improvement.
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Carter Andrews, Dorinda J., and Morgaen L. Donaldson. "Commitment and Retention of Teachers in Urban Schools: Exploring the Role and Influence of Urban-Focused Preservice Programs: Introduction to This Special Issue." Equity & Excellence in Education 42, no. 3 (August 25, 2009): 249–54. http://dx.doi.org/10.1080/10665680903044190.
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Papay, John P., Martin R. West, Jon B. Fullerton, and Thomas J. Kane. "Does an Urban Teacher Residency Increase Student Achievement? Early Evidence From Boston." Educational Evaluation and Policy Analysis 34, no. 4 (December 2012): 413–34. http://dx.doi.org/10.3102/0162373712454328.
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Boston Teacher Residency (BTR) is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in the Boston Public Schools (BPS). The authors found that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through Year 5. Initially, BTR graduates for whom value-added performance data are available are no more effective at raising student test scores than other novice teachers in English language arts and less effective in math. The effectiveness of BTR graduates in math improves rapidly over time, however, such that by their 4th and 5th years they outperform veteran teachers. Simulations of the program’s overall effect through retention and effectiveness suggest that it is likely to improve student achievement in the district only modestly over the long run.
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Ling, Zhang, Jiang Na, Siaw Yan-Li, and Joko Sriyanto. "SCHOOL CULTURE AND PROFESSIONAL DEVELOPMENT OF SCHOOL TEACHERS FROM URBAN AND RURAL AREAS IN CHINA." Jurnal Cakrawala Pendidikan 39, no. 3 (October 20, 2020): 609–19. http://dx.doi.org/10.21831/cp.v39i3.31580.
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Rural teacher recruitment and retention has become a common concern globally including in China. In order to understand the underlying reasons that cause rural teachers’ attrition, this study aims to explore the school culture and professional development of the teachers from urban and rural areas of China provinces, by examining three study objectives: teaching location and socio-demographic factor; challenges faced by rural teachers; and strategies to develop teaching professionalism in rural schools. A mixed-method approach involving survey forms and interview sessions was used for data collection. Data were analyzed using SPSS and ATLAS.ti which included inferential and thematic analysis. A number of 1547 teachers under Compulsory Education in Jiangxi, China were involved as participants. Results indicated that teaching location is significantly related to the socio-demographic condition. Additionally, five challenges reported by rural school teachers include parental involvement, working environment, salary, personal growth, and family environment. Meanwhile, three main strategies used for professional development are educational beliefs, collaboration relationships, and teacher self-training. The outcome of this study would contribute towards effective and feasible measures to stabilize rural teachers, promote educational and social equity, and promote the integration of urban and rural teachers. Findings conclude the importance to explore further and propose the corresponding measures to improve the working and living status of rural teachers.
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Anderson, Lauren. "Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools." Harvard Educational Review 80, no. 4 (December 1, 2010): 541–73. http://dx.doi.org/10.17763/haer.80.4.f2v8251444581105.
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In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project,Anderson focuses on a multiyear case study of one early-career teacher and incorporates social network and ethnographic methods to investigate relationships among the teacher's support network, her participation in school change efforts, and her career decisionmaking. In doing so, Anderson addresses the potential for network diversity,particularly the presence of supportive school-based and beyond-school ties, to serve as resources for school change, teacher retention, and the construction of school-community social capital.
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Noonan, James, and Travis J. Bristol. "“Taking Care of Your Own”: Parochialism, Pride of Place, and the Drive to Diversify Teaching." AERA Open 6, no. 4 (July 2020): 233285842096443. http://dx.doi.org/10.1177/2332858420964433.
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As the student population in U.S. public schools becomes increasingly ethnoracially diverse, many school districts and hiring personnel have taken proactive approaches to recruiting teachers of color. The drive to diversify the teaching force is supported by a range of academic and nonacademic outcomes for students of color. Yet, many districts struggle with the recruitment and retention of teachers of color. One explanation for the slow pace of change, especially in districts with increasing diversity in its study body, is the presence of durable and parochial social networks in schools and districts that privilege the hiring of largely White alumni. Drawing on semistructured interviews with 65 participants in a small urban district and applying the analytic lens of bonding social capital, we examined these entrenched patterns of parochialism, and the extent to which parochial attitudes and behaviors intersect with race, to explain the incremental pace of change diversifying the teacher workforce.
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Vanover, Charles. "From Connection to Distance." Journal of Contemporary Ethnography 46, no. 1 (July 27, 2016): 51–80. http://dx.doi.org/10.1177/0891241615598201.
Full textAbstract:
This autoethnography describes the process of inquiry that led to the development of a series of ethnodramas that evoke teachers’ experience in the Chicago Public Schools (CPS). I discuss the methods I used to conduct a set of interviews with two groups of elementary school teachers in CPS: beginning teachers who had never worked a classroom as a full-time job and accomplished teachers who spent many years of their lives teaching students of color. I discuss the use of arts-based research methods to engage with these data, and I describe the interpretive journey I undertook as I wrote and produced ethnodramas about CPS teachers’ experience. A major dilemma for my analysis was communicating the structural inequalities that shaped the teachers’ narratives, particularly the Chicago system’s inability to create working conditions necessary to support the retention and professional development of teachers in the city’s high poverty schools. I describe how the conversation and inner dialogue generated by arts-based methods helped me recognize different patterns within the data, and inspired me to reframe my interpretation. In the conclusion, I discuss the limits of my approach as a researcher and an artist. Excerpts from two playscripts are woven throughout the article to convey the commitment that guided the teachers’ work and to evoke the social forces that shaped life in their classrooms.
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Gaikhorst, Lisa, Jos J. Beishuizen, Irene M. Korstjens, and Monique L. L. Volman. "Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers." Teaching and Teacher Education 42 (August 2014): 23–33. http://dx.doi.org/10.1016/j.tate.2014.04.006.
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Auletto, Kathryn C., and Mary-Kate Sableski. "Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District." International Journal of Educational Reform 27, no. 3 (July 2018): 234–52. http://dx.doi.org/10.1177/105678791802700301.
Full textAbstract:
Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?
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Sun, Min, Emily K. Penner, and Susanna Loeb. "Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants." American Educational Research Journal 54, no. 4 (March 28, 2017): 607–43. http://dx.doi.org/10.3102/0002831217695790.
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Hoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.
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Burns, Richard Andrew, and Michael Anthony Machin. "Employee and Workplace Well-being: A Multi-level Analysis of Teacher Personality and Organizational Climate in Norwegian Teachers from Rural, Urban and City Schools." Scandinavian Journal of Educational Research 57, no. 3 (June 2013): 309–24. http://dx.doi.org/10.1080/00313831.2012.656281.
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Fowler, R. Clarke. "Massachusetts Signing Bonus Program for New Teachers." education policy analysis archives 11 (April 22, 2003): 13. http://dx.doi.org/10.14507/epaa.v11n13.2003.
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This article examines the Massachusetts Signing Bonus Program for New Teachers, a nationally prominent program that has recruited and prepared $20,000 bonus recipients to teach after seven weeks' training at the Massachusetts Institute for New Teachers (MINT). Although state officials have trumpeted this initiative as a national model that other states are copying, they announced in November 2002 that they were radically changing it. The changes included halting the state's national recruitment efforts and replacing the seven-week, fast-track training program designed by the New Teacher Project with year-long programs to be designed by three of the state's education schools. Even though the state spent more than $50,000 recruiting individuals from states outside the Northeast over the first four program years, it garnered just seven bonus recipients from the non-Northeast states its recruiters visited, only four of whom were still teaching in Fall 2002. The state did, however, generate a substantial number of applicants in each program year (ranging from 783 to nearly 950), most of whom came from Massachusetts or nearby states. Contrary to state officials' claims, though, it appears that many of these individuals had substantial prior educational experience. Although officials stated that all bonus teachers would go to 13 designated high-need urban districts, the state has never met this commitment, sending fewer bonus teachers to these districts in each of the first three years of the program. The state has lost a high percentage of its bonus teachers to attrition particularly in state-designated, high-need districts. These attrition rates are substantially higher than comparable national rates. Although the state has portrayed the Bonus and MINT programs, combined, as highly successful, officials exaggerated many of the purported positive outcomes. On the positive side, independent survey data (Churchill et al., 2002) indicated that principals rated MINT graduates' performance favorably, when compared to traditionally-trained teachers. It is not clear, though, whether such ratings varied either by a) the extent of the teacher's prior educational experience or b) the nature of the teacher's placement (urban vs. suburban). The Bonus Program has produced relatively few urban teachers, relatively few minority teachers, and low rates of teacher retention, even though this effort was modeled after Teach for America and critical parts of it were designed and often managed by the New Teacher Project'two organizations that the Bush administration has praised for their ability to design and run programs of this type. Policy makers are urged to resist calls to embrace rapid certification, an approach that has produced, in Massachusetts, low numbers of urban teachers and high numbers of exiting teachers, all at a cost of more than four million dollars.
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Solman, Robert T. "A Survey of the Needs of an Urban High School's Community." Australian Journal of Education 31, no. 2 (August 1987): 145–60. http://dx.doi.org/10.1177/000494418703100203.
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This project examined the needs of the community of a multicultural urban high school. A survey instrument was designed to find out what the school community thought of the school, and it was intended that the results be used to guide the school's future progress and enable it to increase its rate of student retention in Years 11 and 12. The questionnaire elicited responses to questions concerned with the things the school should do for the students, sought opinions on how the school should develop, and recorded information specific to teachers, parents and members of the local community, and present and past students. The return rates were generally good. The results of the survey are discussed under the headings of ‘Background Information from Respondents’ and ‘Areas of Community Concern’. An interesting background response was that 70% of present students stated that they wanted to complete Year 12, but only 21% of the past students said that they had stayed on until the end of this final year. The areas of community concern were divided into two categories. For the first, which comprised questions concerned with the responsibilities the school had towards its students, all school community groups recorded very strong support for what was described as basic literacy and numeracy, and for a practical application of the former. Also considered a high priority school task was sex and drug education. The questions in this category on which the school community groups differed generally showed the teachers to be less positive than the parents and students. A striking and important example of this was the teachers’ response to the matter of the school encouraging its students to remain after Year 10. Only 20% of them thought that this was an important or very important job of the school, compared with 66% of the rest of the school community. Consideration of these responses indicated that there was strong demand for the introduction of both a comprehensive literacy and numeracy program, and a sex and drug education program. The low level of teacher support for students staying at school after Year 10 was in sharp contradiction to the stated aims of the Participation and Equity Program, and it indicated a need to change this negative attitude if these aims were to be realized in this and similar schools. For the second category ‘How should your high school develop?’, all school community groups gave relatively strong support for more school-based career relevant courses. This indicated widespread community demand for the introduction of these courses, and their introduction might be expected to reduce the large gap between strong desire of students to complete Year 12 and the reality of a very low rate of retention.
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Centeno Pérez, Vinnett Esther. "Calidad de la gestión administrativa del director y compromiso laboral de los docentes de algunos colegios privados salvadoreños." RIEE | Revista Internacional de Estudios en Educación 19, no. 1 (January 28, 2019): 35–46. http://dx.doi.org/10.37354/riee.2019.188.
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Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de El Salvador. Se encontró que los docentes tienen un compromiso laboral muy bueno. De igual manera, la percepción que tienen los docentes de la gestión administrativa del director es muy buena. Al observarse la correlación entre ambas variables, se determinó que es positiva y alta. Se observó que cuánto mejor perciben los docentes la gestión administrativa del director mayor es el compromiso con su trabajo. El liderazgo del director es importante para el compromiso laboral de los docentes, por lo cual su selección y nombramiento deben ser realizados con cuidadoso análisis.
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Bernardo Prata, Mª José, Sara Sofia De Jesús Ferreira, Mª Isabel Ferraz Festas, Mª Elena Damiao Da Silva, and Marisa Daniela Da Costa. "ENSINO DE ESTRATÉGIAS PARA A COMPOSIÇÃO ESCRITA DO TEXTO ARGUMENTATIVO - TEACHING STRATEGIES FOR THE WRITTEN COMPOSITION OF THE ARGUMENTATIVE TEXT." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (September 10, 2016): 201. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.363.
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Abstract:This paper aims to present a research project on teaching strategies to facilitate the written composition of the argumentative text by 9th grade students aged from 14 to 17 years. This project has a quasi-experimental methodological design with experimental (n = 140) and control (n= 130) groups, and pre, post and retention test. The written composition strategies, which were translated from the Self-Regulated Strategy Development (SRSD) (Harris et al., 2008), and adapted for the Portuguese school context, will be taught to all participating students (n=270). However, depending on experimental or control group, two distinct methods of study of texts aimed to foster the development of ideas, but external to the SRSD (Harris et al., 2008), were associated to their written strategies.Given the effectiveness of SRSD (Harris et al., 2008), which has been proved in over 30 years of research, we focused our research on these different methods for studying texts. Thus far, we aim to verify which of these methods promotes lexical development, and the quality and variety of arguments, to be reversed in argumentative texts produced later by the students both groups. For this, the experimental group will be taught to study texts explicitly and directly in the collaborative context of jigsaw. In turn, the students in the control group will perform individually the study of texts to create ideas. The instructional program is taught once a week in Portuguese classes, over twelve sessions by seven teachers, who participated in training sessions appropriate to each group, experimental or control group. This teaching program was initiated in October 2013 and is running parallel until mid-March 2014 in four basic public schools, three located in the periphery and one in the urban area of Coimbra. The three tests to evaluate the teaching program will be conducted by all participating students and they will be analysed using quantitative and qualitative criteria.Keywords: writing und self-regulated strategy; argumentative text; SRSD; jigsaw; teacher instruction; Portuguese lessons. Resumo:Esta comunicação tem por objetivo apresentar um projeto de investigação quase-experimental, com metodologia de pré, pós e teste de retenção, sobre o ensino de estratégias facilitadoras da composição escrita do texto argumentativo a alunos do 9.º ano do Ensino Básico português, com 14 a 17 anos de idade. As estratégias de composição escrita, que foram traduzidas do Self- Regulated Strategy Development (SRSD) (Harris et al., 2008) e adaptadas para o contexto escolar português, são ensinadas a todos os alunos participantes (n=270). Porém, consoante se trate do grupo experimental ou de controlo, foram-lhes associadas métodos distintos de exploração prévia de textos, alheios ao modelo do SRSD (Harris et al., 2008), com vista ao desenvolvimento lexical e de criação de ideias, o que reverterá nos textos argumentativos a serem redigidos posteriormente. Assumida a eficácia do SRSD (Harris et al., 2008), testado em mais de 30 anos de investigação, centramos o foco da nossa investigação nos dois métodos de exploração de textos como promotores da criação de ideias. Para isso, na fase prévia à composição textual, os alunos do grupo experimental (n=140) são instruídos, de forma explícita e direta, no contexto colaborativo do jigsaw, enquanto os alunos do grupo de controlo (n=130) realizam as tarefas de exploração de textos exclusivamente de forma individual.Este programa foi iniciado em outubro de 2013 e decorre até meados de março de 2014, paralelamente, em quatro escolas públicas do Ensino Básico, três localizadas na periferia e uma na área urbana de Coimbra. É aplicado uma vez por semana, ao longo de doze sessões por sete professoras de Português, que participaram em sessões de formação adequadas respetvamente a cada grupo, experimental e de controlo. As três medidas de avaliação do programa serão realizadas por todos os alunos participantes e analisadas segundo critérios quantitativos e qualitativos.Palavras-chave: estratégias de escrita; texto argumentativo; SRSD; jigsaw; formação de pro-fessores; ensino de Português.
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Tran, Henry, and Doug Smith. "Talent-Centered Education Leadership: Using the Employee Experience to Improve Teacher-School Relations." Journal of Cases in Educational Leadership, December 3, 2020, 155545892097672. http://dx.doi.org/10.1177/1555458920976724.
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Low teacher engagement and retention are challenges faced by many schools, especially in high poverty contexts. In this case study, readers will draw on feedback and reflections provided by teachers that reflect realistic concerns current and aspiring school and districts leaders are faced with today in an endeavor to respond to these challenges. To aid with this, authors introduce the employee experience approach, a new employee management process that originates out of design thinking and Talent-Centered Education Leadership. Readers are walked through the process of adopting the approach and presented with important considerations to make while doing so.
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Moses Azerimi Azewara, Okyere Korankye, Emmanuel Amankwah, and Matthew Takyi. "The Realities of Teacher Distribution in Primary and Junior High Schools in Ghana: Experiences of Rural Areas in Sekyere Central District." Social Education Research, July 24, 2021, 230–40. http://dx.doi.org/10.37256/ser.222021939.
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The study critically looked at teacher distribution in Ghana's Primary and Junior High Schools in Sekyere
Central District; in the Ashanti Region of Ghana. Data were gathered from Education Monitoring Information Systems (EMIS) from the District Education Office, Nsuta for the analysis. Evidence from the rural communities in teacher deployment for the 2021 academic year for 10 rural Primary Schools and 5 Junior High Schools depicted a gloomy picture because there was uneven teacher deployment to these areas where their services are needed. There was a huge teacher deficit in the rural communities so the question of quality and equitable education will not be achieved if policymakers fail to provide incentive packages to the rural teachers. The paper recommends that rural teachers' conditions of service should be different from those of their colleagues in the urban areas. When this is done, teacher manpower utilization and retention of teachers in rural communities would be improved.
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Limboro, Charity Mukiri. "Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums." Msingi Journal 1, no. 2 (July 18, 2019). http://dx.doi.org/10.33886/mj.v1i2.108.
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In order to achieve economic sustainability, every country must invest significantly in quality education for boys and girls from the basic levels. Key inputs of quality education include teachers, physical facilities and resources; and gender-sensitive environments that are healthy, safe, and protective. Quality education is an empowering tool through which individuals gain sufficient academic qualifications that can lead to gainful employment or self- employment at a later stage. Such education augments people’s understanding of themselves and the world improves the quality of their lives and leads to wide-ranging social benefits to individuals and society. While learning can take place anywhere, positive learning outcomes commonly pursued by educational systems happen in quality learning environments. In this paper, learning environments are contextualised in terms of physical and psychosocial essentials. The paper examines how learning environments facilitate or obstruct children’s learning thereby contributing to their empowerment or marginalisation. The paper is based on qualitative case studies of four selected primary schools in Nairobi urban slums. A sample of 220 informants including 189 children and 31 adults were interviewed individually or in groups. The study utilised observations, interviews, Focus Group Discussions (FGDs), and mapping methods to collect data. The findings revealed that only two schools had physical elements conducive for girls and boys to learn. Child abuse was rife in the schools; some of the school premises were not only insecure but a health hazard to the boys and girls. The paper also discusses how the home and community contexts were a threat to girls learning. The study concludes that learning environments, to a large extent, were an obstacle to girls’ access, retention and achievement of good learning outcomes that are critical for improving their life chances. The study recommends inclusion of gender responsive pedagogy in teacher coaching and alternative methods of instilling discipline.