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An Exploration On Perceptions Influencing Teacher Retention In Urban School Settings As Gauged By Kouzes And Posners Leadership Model On The Principals Leadership Style And The School Climate
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Book Synopsis An Exploration on Perceptions Influencing Teacher Retention in Urban School Settings as Gauged by Kouzes and Posner's Leadership Model on the Principal's Leadership Style and the School Climate by : Tamika Singletary-Johnson
Download or read book An Exploration on Perceptions Influencing Teacher Retention in Urban School Settings as Gauged by Kouzes and Posner's Leadership Model on the Principal's Leadership Style and the School Climate written by Tamika Singletary-Johnson and published by . This book was released on 2017 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout this study, the researcher sought to find the key strategies needed to have positive teacher attrition. These findings were measured by the Kouzes and Posner (2002) Leadership Practice Inventory data, as well as staff focus group dialogue with selected school. The participant groups consisted of six elementary schools in a Southwest Virginia school system. -- Throughout the study, efforts have been made by division leaders to obtain and attract great teachers. Efforts were also made to keep great teachers. Neason (2014) estimated that “over 1 million teachers will move in and out of schools annually and between 40 and 50 percent quit within five years” (p. 1). As stated by Bernardo (2015), there were many factors that should be considered when investigating teacher retentions such as school climate, leadership practices, compensation, academic environment, teacher empowerment, and teacher turnover. -- The researcher used a mixed method approach to review quantitative data from the Leadership Practice Inventory, as well as to collect qualitative perceptions, strategies, and best practices from school staffs in their educational settings. -- The data from the Leadership Practice Inventory and the informal focus group dialogue with teachers were developed, analyzed, and summarized in order to obtain knowledge as to the skill sets and strategies these leaders used to create positive teacher attrition. The data from the study indicated that the teacher’s perceptions of the leadership style of the principal affects teacher retention.
Book Synopsis The Influence of Principal Gender, Teachers' Years of Experience, and Retention on Teacher Perceptions of Principal Leadership Style, Qualities, and Job Satisfaction by : Gregg M. Eddins
Download or read book The Influence of Principal Gender, Teachers' Years of Experience, and Retention on Teacher Perceptions of Principal Leadership Style, Qualities, and Job Satisfaction written by Gregg M. Eddins and published by . This book was released on 2012 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the process this researcher used up until data collection is included to be helpful for others in analyzing this study and replicating it. This quantitative analysis explored perceptions teachers have about their principals leadership styles, transformational qualities, and job satisfaction as may be influenced by gender, years of experience and retention. Surveys were given from an online survey website to participating schools. Data was then collected and analyzed. Seven research questions attempted to answer questions from the actual surveys using three researcher-added independent variables and subscale breakdown scores. The intent of this meta-analysis was to help clarify and add to the existing depth of knowledge. A variety of statistical analyses were used to determine if differences existed between the independent variables relating to summary statistics, significances, and subs-scale breakdown. The three independent variables, added by this researcher, in many cases show differences in perceptions and subscale breakdown information. The main findings of this study indicate: 1. Gender of principal influences teacher perceptions. 2. Teacher Years of Experience influences their perceptions. 3. Retention of teachers is important for school districts regarding cost.
Book Synopsis Invitational Education by : John M. Novak
Download or read book Invitational Education written by John M. Novak and published by . This book was released on 2001 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focuses on means of communication used in the classroom by which teachers inform students of their progress and achievement.
Book Synopsis The Significance of Supportive Leadership for Retaining Beginning Elementary Teachers in Urban Schools by : Steve M. Ortiz
Download or read book The Significance of Supportive Leadership for Retaining Beginning Elementary Teachers in Urban Schools written by Steve M. Ortiz and published by . This book was released on 2014 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Teacher turnover is a perennial problem in K-12 education, and is particularly salient for urban schools. An estimated 45% of teachers leave the teaching profession during their first five years of teaching. This quantitative study set out to examine the role of the school principal in buffering teacher turnover intentions directly and indirectly through the teachers' perception of influence and challenging student behavior. Specifically, the purpose of this study was to examine the direct and indirect effects of elementary school principals' supportive leadership on urban, elementary school beginning teachers' intent to leave. A conceptual model was developed utilizing aspects of two main theories: the theory of planned behavior and the 2-factor theory of motivation. Ajzen's theory of planned behavior describes the processes that influence intent and Herzberg, Mausner, and Snyderman's 2-factor theory of motivation describes intrinsic and extrinsic factors that contribute to satisfaction or to dissatisfaction, respectively. These theories informed the placement of both intrinsic and extrinsic factors, which influence the outcome variable of beginning teacher intent to leave. Supportive leadership is grounded in Kouzes and Posner's transformational leadership dimension of encouraging the heart. Restricted-use data were obtained from the National Center for Education Statistics (NCES). The sample of interest in this study consists of 430 teachers in urban elementary schools across the United States, including 80 males and 350 females with up to 5 years of teaching experience. A confirmatory factor analysis was conducted on selected 2011-2012 Schools and Staffing Survey items and the results indicated they reflected valid and reliable latent factors. Structural equation modeling was used to test the direct and indirect effects among the latent factors, and the results revealed that supportive leadership had a negative and strong direct effect on urban elementary school beginning teachers' intent to leave. The results also revealed that perception of influence and challenging student behavior did not mediate the effects of supportive leadership on teachers' intent to leave. The findings underscore the significance of school principals' supportive leadership for beginning teachers in urban elementary schools. Based on the results of this study, recommendations were made for school principal practices, development of separate leadership standards that focus attention on the support of beginning teachers, and future research.
Book Synopsis Teachers' Perceptions, School Climate and Principals' Self-reported Leadership Styles Based on Three Empirical Measures of Perceived Leadership by : Augustus J. Massaro
Download or read book Teachers' Perceptions, School Climate and Principals' Self-reported Leadership Styles Based on Three Empirical Measures of Perceived Leadership written by Augustus J. Massaro and published by . This book was released on 2000 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Transformational Leadership in Urban Educational Settings by : Chauncey Granger
Download or read book Transformational Leadership in Urban Educational Settings written by Chauncey Granger and published by . This book was released on 2017 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Urban education has both internal and external challenges that place inner city students at an extreme disadvantage. They are at risk of educational equity and access to knowledge and skills necessary to compete in a constantly evolving global society (Oakes, Franke, Quartz, Rogers, 2002). Jean Anyon (2005), identifies failed, short-term educational policies such as urban family dynamics, and underprepared teachers and principals as secondary contributors of the ills of urban education. This challenge is compounded by the majority of students living in poverty not having their basic needs met before they begin school each day. One of the major challenges in urban education lies within school leadership. In many schools teachers feel isolated from colleagues, school leadership and the community. The role of the principal over time has drastically evolved from a managerial role to an instructional leader role (Dhuey [and] Smith, 2014). This requires principals to become change agents that will challenge teachers to explore new and innovative ways of approaching teaching. The purpose of this study is to examine leaders and faculty of secondary urban schools that provide a culture of commitment to high levels of collegiality, high expectations, and professional learning. This research will illustrate how leaders in urban, secondary schools transform the cultures of schools and raise the commitment levels of teachers while sustaining academic gains for students. This research will search for evidence of a school environment conducive to the real world challenges of the twenty first century urban education. The specific form of qualitative research that will be used is a collective case study. In this case study, maximum-variation sampling was chosen to enable the researcher to identify secondary schools with sustained cultures of high academic performance, located in urban areas as a means to study schools. Teacher leaders will be selected by implementing a maximum variation of sampling technique, identifying a group of teachers that have expertise in diversity to create a heterogeneous sampling group. The Multifactor Leadership Questionnaire (Appendix 1) will be used to evaluate the leadership styles of Principals. The tool will allow individuals to measure their perceptions of their leadership behaviors by utilizing a self-leadership form (Avolio [and] Bass, 2004). For the purpose of this research, focus groups will be grouped with teachers from improved secondary, urban schools, which are under corrective action status by the state department of education and Principals from similar schools, which utilize transformational leadership methods in their practice.
Book Synopsis The Principal's Role in Teacher Retention by : Karen Turner Matt
Download or read book The Principal's Role in Teacher Retention written by Karen Turner Matt and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: High rates of teacher attrition are costly – not only in dollars and cents, but in terms of student achievement and organizational health (Keigher, 2010). Years of research conducted by the National Center for Education Statistics from 1988 - 2013 indicate that teachers move to a different school or leave the profession for a number of reasons including retirement, family concerns, poor working conditions and overall job dissatisfaction. The most impactful of these working conditions is principal leadership. Principals must create ideal circumstances for teachers if they want to avoid replacing these professionals within a few short years. One critical way principals can support teachers is through quality instructional leadership. Communication, availability, teacher placement, empowerment, and leadership style are all essential to quality leadership. A second impactful step includes comprehensive new teacher induction which includes orientation, continued professional development and a well-chosen, appropriately trained mentor. This study is a mixed-methods reflective analysis guided by Schön’s model of reflective practice (1983) and Kolb’s model of experiential learning (1984). Numerous studies conducted through organizations such as the CALDER Institute, MetLife and the National Center for Education Statistics have explored reasons for high rates of teacher attrition. Some of these studies have also explored the principal’s role in teacher retention. These results, however, are often difficult for principals to make specific to their work. School leaders may feel the data simply do not translate to their schools, or they may have inaccurate ideas of how they are perceived by the teachers they supervise. Data sources for this study include (1) descriptive statistics from the School and Staffing Teacher Follow-up Survey, which is available in the public domain, (2) summaries from an individual school district’s exit interviews, which is archival data from the school district, (3) case studies from teachers no longer in the profession, which are published works in the public domain, and (4) personal reflections regarding my own history and practices. Exploration of the perceived discrepancy between my intent and accomplishment followed by an investigation of alternate ways of thinking and acting provided the knowledge I need to transform the way I support teachers as a means of encouraging them to continue in the profession. Ideally, this study will not only change my personal practices and impact the school I lead, but it will also influence others who are currently leading schools or plan to do so in the future.
Book Synopsis Teachers' Perceptions of the Role of the Principal Regarding Teacher Retention in an Urban School District by : Bernnell Marie Peltier-Glaze
Download or read book Teachers' Perceptions of the Role of the Principal Regarding Teacher Retention in an Urban School District written by Bernnell Marie Peltier-Glaze and published by . This book was released on 2005 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Missing Link by : Christine Lynn Whitt
Download or read book A Missing Link written by Christine Lynn Whitt and published by . This book was released on 2022 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative correlational study examined the strength of the correlations between school climate and teacher retention in rural, low-income elementary schools in North Carolina. In addition to identifying the overall relationship of school climate to teacher retention, this study examined the relationships between the overall climate factors (autonomy, community, induction, shared leadership, responsibility, and recognition) and teacher retention. Utilizing data from the North Carolina Teacher Working Conditions Survey (NC TWCS), 150 teachers were surveyed. Teachers included in the data collection were identified as working in low-income and rural schools, serving pre-kindergarten to fifth grade. Existing data was requested from school districts and placed in a Microsoft Excel spreadsheet. Data was then uploaded to SPSS software for correlation and regression analysis. This study found a relationship between the overall school climate and teacher retention. It also indicated the mediating factors of leadership, autonomy, and recognition as having a relationship with retention, while factors of responsibility, community, and induction had little to no relationship. The findings of this study serve an important role in solving the teacher retention problem in North Carolina schools and provide information for school leaders in creating positive climates that promote retention.
Book Synopsis Handbook of Urban Educational Leadership by : Rene O. Guillaume
Download or read book Handbook of Urban Educational Leadership written by Rene O. Guillaume and published by Rowman & Littlefield. This book was released on 2021-10-15 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the second edition of the highly successful Handbook of Urban Educational Leadership. This book examines the uniqueness of the urban school and those in leadership roles that affect urban students and schools. It examines community, district, school, and teacher leadership influencing urban schools. This edition examines conceptualizations of urban ecologies as well as other critical geographies and how these shape understandings in educational contexts. Contributions for this edition focused on areas that examined social, technological, international and other processes with intersections of issues of race, class, and gender, power, politics, and capital and how they influence urban educational leadership. We also included place and space-based theories and discourses that influence urban realities, which include (but were not limited to): networks, assemblages, safe/brave space, placemaking, flow, thirdspace, homeplace, and urbanormativity.
Book Synopsis The Challenge Continues, Participant Workbook by : James M. Kouzes
Download or read book The Challenge Continues, Participant Workbook written by James M. Kouzes and published by John Wiley & Sons. This book was released on 2010-07-06 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Continue Your Leadership Journey With a Deep Dive Into Model the Way Over the last twenty-five years, The Leadership Challenge established a reputation as a research-driven, evidence-based leadership development model with a simple, yet profound, principle at its core: leadership is a measurable and learnable set of behaviors. The Challenge Continues program offers you the opportunity to take a deeper dive into the Model the Way leadership practice. Designed for leaders familiar with The Leadership Challenge principles and its Five Practices of Exemplary Leadership foundational model, this new program addresses the important question: "What's Next?" The first of bestselling authors Jim Kouzes and Barry Posner's Five Practices, Model the Way is about: Clarifying values by finding your voice and affirming shared ideals Setting the example by aligning actions with shared values Your Participant Workbook is a hands-on tool, designed to accompany you on the next phase of your personal leadership development journey. Beginning with a focus on what you have already accomplished and what has gone well with this Practice, the pages then guide you through several interactive exercises and a practical process for expanding and refining your Model the Way skills. You will also explore ways in which can develop your team members and influence the broader spheres of you work unit or organization. Finishing up the module with a detailed action plan, you will leave the session with a detailed map for continuing your journey toward exceptional leadership.
Book Synopsis Cultivating a Nurturing School Culture by : Charlie E. Butler
Download or read book Cultivating a Nurturing School Culture written by Charlie E. Butler and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Center for Education Statistics (2008) research found that teacher turnover costs school districts approximately seven billion dollars annually across the nation. According to the National Commission on Teaching and America's Future (NCTAF) (2014), the national average leaving the teaching profession is 16.5%. The Texas Education Agency (2012) noted that the state of Texas alone lost nearly 36,500 teachers in 2010-2011. Historically, the Texas teacher-turnover rate hovers between 14% and 16%, which amounts to an enormous loss of between $329 million and $2.1 billion per year according to the industry cost model (SBEC, 2000). A review of selected literature revealed frequently cited reasons for teacher retention as leadership support, beginning teacher support, compensation, shared decision-making, professional development, career advancement opportunities, support for working with students, safe facilities, school culture, and teacher workload. Hirsh & Emerick (2007) indicated that "teachers with positive perceptions about their working conditions are much more likely to stay at their current school than educators who are more negative about their conditions of work, particularly in the areas of leadership and empowerment" (p. 14). This mixed-method study identified factors from teachers" and principals" perspectives of school culture and principal leadership practices that may encourage teachers to stay at their schools. The purpose of this study identified awareness factors that may assist school leaders in implementing practices related to cultivating a nurturing school culture that promotes teacher retention. The study indicated that positive teacher-leader relationships, supportive school leadership, collegial support, campus mentorship, positive work conditions, compensation, training, and shared decision-making best promoted teacher retention. Implications for school leaders to consider are teachers input regarding leadership practices and regard for factors that assist in cultivating a school culture conducive to teacher retention.
Book Synopsis The Principal's Role in Retaining Teachers by : Dale N. Carlson
Download or read book The Principal's Role in Retaining Teachers written by Dale N. Carlson and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Companion Guide to Handbook of Urban Educational Leadership by : Rene O. Guillaume
Download or read book A Companion Guide to Handbook of Urban Educational Leadership written by Rene O. Guillaume and published by Rowman & Littlefield. This book was released on 2022-01-31 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Companion Guide to Handbook of Urban Educational Leadership: Theory to Practice provides the reader with activities linked to the theoretical chapters, which no handbook has included to date. The overarching goal is the development of scholarly leaders who can lead change and improve the practice. The Companion Guide creates an important bridge to connecting the theoretical concepts with practical applications. The Companion Guide activities will help illuminate salient theoretical concepts related to urban education and leadership. This deliberate intertwining of theoretical bases with practical implications, allows the reader to gain understanding into the praxis of urban educational leadership. By bringing together philosophical and educational insights, we bridge theoretical gaps in the scholarship of the urban educational leadership in society, and offer tools for critically analyzing the undergirding concepts.
Book Synopsis Exploring the Relationship Between Perceived Principal Leadership Styles and Perceived School Climate by : Raul Cantu
Download or read book Exploring the Relationship Between Perceived Principal Leadership Styles and Perceived School Climate written by Raul Cantu and published by . This book was released on 2012 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leadership, Collaboration and Teacher Retention in High Poverty Schools by : Andrea Velez
Download or read book Leadership, Collaboration and Teacher Retention in High Poverty Schools written by Andrea Velez and published by . This book was released on 2020 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to explore the extent to which teachers’ collaboration and administrative leadership contribute to teacher retention in high poverty New York City schools. This case study used a grounded theory design of inquiry to examine the perceptions of twelve New York City teachers and three New York City principals about leadership actions intended to support new teachers in high poverty schools and investigated collaboration among teachers, support of school administration, as well as professional development opportunities available for teachers in schools with high poverty and high retention rates. Findings in this study indicated that study participants identified (1) various opportunities for professional development, (2) appointed teacher teams and scheduled times to meet, (3) pedagogical support from administration and teacher leaders, (4) positive relationships with staff that contributed to collaboration, (5) being provided with a mentor during their first year, and (6) receiving targeted support from instructional coaches contributed to their decision to remain at their school. Themes that emerged from the findings from teachers who participated in this study were pedagogical support, teacher collaboration and instructional leadership. Themes that emerged from the findings from the school leaders were professional development, teacher collaboration and hiring. This study concluded that school leaders who act as instructional leaders positively influence teacher retention. Another conclusion of the study is that school leaders felt it was important to provide opportunities for teachers to engage in collaborative work. Also, a school’s ability to provide professional development to teachers can contribute to a teachers’ decision to remain at their school. Another conclusion from this study is that a school’s ability to foster positive professional relationships can be instrumental in a teacher’s decision to remain at the school. Lastly, having processes and procedures in place for hiring new teachers was perceived to contribute to lower turnover rates in schools.
Book Synopsis Perceptions of African-American Principals' Leadership in Successful Urban Schools by Teachers of Color and European-American Teachers by : Alvis Cornel Jones
Download or read book Perceptions of African-American Principals' Leadership in Successful Urban Schools by Teachers of Color and European-American Teachers written by Alvis Cornel Jones and published by . This book was released on 2001 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
