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Factors Contributing To Teacher Retention In Georgia
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Book Synopsis Factors Contributing to Teacher Retention in Georgia by : Tina M. Locklear
Download or read book Factors Contributing to Teacher Retention in Georgia written by Tina M. Locklear and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed method, survey-based inquiry was to determine how Georgia public high school faculty members perceive various pressures and experiences associated with a career in education. These perceptions were then analyzed as possible indicators of teacher attrition in order to improve retention rates. The independent demographic variables selected to analyze these perceptions included level of education attained, years of teaching experience, and school size based on student enrollment numbers. Qualitative data examined the role of an educator, why one would choose to remain in or leave the field of education, and the future plans of the current educators. The faculty survey incorporated 30 items based on a Likert-type scaled response section with five qualitative open-ended questions. This mixed method analysis was chosen to provide more of a holistic examination of the state's teacher retention problem. A total of 545 surveys were analyzed from both the northern and southern counties of the state of Georgia. The implication of this study was to serve as guidance for future improvements of teacher retention rates throughout the state. The quantitative data reveals that most teachers in the state of Georgia have obtained their master's degrees, are within the first 5 years of their educational career, and view administrative support and working conditions as positive aspects of their teaching experience. From the qualitative analysis, it was evident that teachers view their role as important due to preparing students for future careers or simply as a preparation for high-stakes testing. The majority of teachers feel that the role of an educator has changed over the years and most have considered leaving their chosen careers due to low morale, low pay, and/or the amount of time required for the paperwork involved. Teachers stated that the reason they have chosen to remain in education is due to the intrinsic rewards such as making a difference in the life of a young person and the love or enjoyment that education provides. When asked about their future plans, almost half of the current teaching force was uncertain, and another one-third plan to leave the classroom.
Book Synopsis An Analysis of Some Factors Related to Teacher Turnover in Georgia Since the Seven Month School Law ... by : Otis Elmo Hendley
Download or read book An Analysis of Some Factors Related to Teacher Turnover in Georgia Since the Seven Month School Law ... written by Otis Elmo Hendley and published by . This book was released on 1941 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Special Education Teacher Retention by : Angela Horrison-Collier
Download or read book Special Education Teacher Retention written by Angela Horrison-Collier and published by . This book was released on 2013 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The causes of the teacher shortage are complex; however, the retention of special education teachers is a significant contributor to this shortage. Some research has indicated that up to 9.3 % of special education teachers leave the field at the end of their first year of teaching and 7.4 % move to general education yearly. Therefore, school districts face a continuous cycle of recruitment, hiring, and induction. Because of the pivotal value of retention, school districts and site level education leaders must take proactive steps to reduce the retention rate. The research on teacher retention indicates factors such as salary, support; mentoring, responsive induction programs, deliberate role design, positive work conditions, and professional development positively affect retention. This mixed methods was an examination of data from the 2007-Georgia Teacher Survey (Department of Research and Evaluation at the Georgia Professional Standards Commission) to establish a link between mentoring, job satisfaction, and the retention of special education teachers. Logistic regression analysis was used to evaluate the influence of mentoring and job satisfaction on the outcome variable of interest, teacher retention. A sociocultural frame work was used draw the following conclusions: mentoring is most effective when it provides opportunities in the learning community for mentors and mentees to meet and share ideas with colleagues in a similar content area; relationships and support is the ultimate determining factor regarding intent; mentoring and job satisfaction can impact the intent to remain in the profession based on race, gender, and number of years teaching, for special education teachers.
Book Synopsis Examining Teacher Retention at Title I Schools in South Georgia by :
Download or read book Examining Teacher Retention at Title I Schools in South Georgia written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the lived experiences of teachers currently serving in Title I schools in South Georgia and how the challenges from these experiences influenced them to remain in the role for five or more years. The purpose of the study was to capture the voices of ten veteran middle school teachers currently serving at schools classified as Title I, as they describe their experiences and challenges to identify the specific factors that influence teacher retention. The study used a phenomenological design to answer three research questions that focused on the perceptions and lived experiences of veteran middle school teachers at schools classified as Title I. Data was collected and analyzed using teacher interviews and field notes. Eight themes developed from the data analysis: 1) The Unpredictability of Daily Activities; 2) Lack of Resources; 3) Helping Students; 4) The Lack of Parental Involvement; 5) Being an Advocate for Students; 6) A Calling to Serve; 7) A Passion for Teaching; 8) Changing Student’s Lives. Data show veteran middle school teachers at schools classified as Title I, are motivated and committed to remaining in the role of a teacher because they care and believed they were called to do so.
Book Synopsis An Analysis of Retention Factors that Influence Georgia's Secondary Career and Technical Education Teachers to Remain in the Teaching Profession by : Hope Jackson Morris
Download or read book An Analysis of Retention Factors that Influence Georgia's Secondary Career and Technical Education Teachers to Remain in the Teaching Profession written by Hope Jackson Morris and published by . This book was released on 2006 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The research study on the retention influences of Georgia's secondary career and technical education teachers was conducted to determine why the teachers chose to remain in the teaching profession. Participants included all program areas of career and technical education in the state of Georgia. Data were gathered to analyze the demographics, personal retention influences, and professional retention influences of the career and technical education teachers. The quantitative study was conducted by an on-line survey. Approximately 700 e-mails were sent, and 154 participants responded. Demographic results suggested that the typical career and technical education teacher respondents had 21 plus years of experience, were age 51 to 60, white, non-Hispanic, had a current salary of $46,000, and taught in the business program area. Professional retention influences such as support from administrators, adequate time to complete job responsibilities, pleasant working conditions, students' intellectual growth, resources, salary increases, parental support, professional development, and mentoring were some of the retention influences noted on the survey. Results indicated that support from administrators ranked as the most important retention influence for Georgia's secondary career and technical education teachers. ANOVAs were conducted to determine if there were any relationships between the demographics and professional retention influences. Significant differences were found between years of experience and potential for salary increases, age and watching students grow intellectually, ethnicity and support by peers, and salary and professional associations. Personal retention influences such as inner sense of knowing the teacher is doing a good job, positive interaction with students, and parental support were some of the retention influences noted on the survey. Results indicated that inner sense of knowing the teacher was doing a good job ranked as the most important personal retention influence. ANOVAs were conducted to determine if there were any relationships between the demographics and personal retention influences. A significant difference was found between the program area demographic group and positive interatcion with students and parental support.
Book Synopsis Factors Related to Retention of Beginning Teachers in Georgia by : Joe Raymond Trull
Download or read book Factors Related to Retention of Beginning Teachers in Georgia written by Joe Raymond Trull and published by . This book was released on 1967 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Retention Through the Perceptions of Teachers in a Middle Georgia School District by : Mark Antley
Download or read book An Analysis of Retention Through the Perceptions of Teachers in a Middle Georgia School District written by Mark Antley and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the initiatives and incentives preferred by certified teachers employed by a Middle Georgia school district with the goal of formulating a plan to retain teachers. This quantitative study looked at factors such as race, gender, age, and grade level of teachers and the statistical significance to initiatives and incentives and the effect on teacher retention. The data from the study was obtained using a survey administered to teachers in the district with various levels of experience.
Book Synopsis Teachers’ Perceptions of Motivational Factors that Influence Elementary Teacher Retention in Urban Title I Schools by : Patrice Y. Graham
Download or read book Teachers’ Perceptions of Motivational Factors that Influence Elementary Teacher Retention in Urban Title I Schools written by Patrice Y. Graham and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: National teacher shortages have received attention in the last few years, and researchers have projected turnover rates will grow in the upcoming years. As a result, districts and administrators were challenged to hire highly qualified teachers. There needed to be more educational research regarding why teachers remained in urban Title I schools. Due to the lack of research, further research was necessary to form a better understanding of increasing elementary school teacher retention. Elementary school teachers from one school district in Georgia responded to a questionnaire to explore the motivational factors influencing their retention in Title I schools. The 29 certified teachers indicated the following motivational factors influencing their retention in urban Title I schools aligned into eight themes: acceptance, altruism, educational systems, interpersonal skills, job satisfaction, leadership, resiliency, and work-related stress. In this study, I explored the teacher retention crisis, beginning with understanding the factors that influenced teacher retention. While there was abundant research data on teacher attrition, there needed to be more research on the factors affecting teacher retention. Identifying characteristics that support teacher retention was crucial for maintaining a skilled and satisfied staff. School districts and managers must learn how to establish systems that cater to the essential requirements of instructors working in high-poverty, low-performing schools.
Author :Florida. Office of Program Policy Analysis and Government Accountability Publisher : ISBN 13 : Total Pages :6 pages Book Rating :4.3/5 (126 download)
Book Synopsis Some Progress Achieved in Addressing Factors Contributing to Teacher Attrition by : Florida. Office of Program Policy Analysis and Government Accountability
Download or read book Some Progress Achieved in Addressing Factors Contributing to Teacher Attrition written by Florida. Office of Program Policy Analysis and Government Accountability and published by . This book was released on 2009 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Retention Beliefs and Knownledge of Primary, Elementary, and Middle School Teachers by : Brandi Deal Todd
Download or read book Retention Beliefs and Knownledge of Primary, Elementary, and Middle School Teachers written by Brandi Deal Todd and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to present, compare, and contrast data collected from rural Georgia educators concerning their beliefs and knowledge of the benefits of student retention. The researcher identified the most common areas of agreement and disagreement among educators concerning grade-level retention. Additionally, the researcher determined if primary teachers, elementary school teachers, and middle school teachers have similar beliefs about student retention. The researcher also attempted to determine if primary teachers, elementary teachers, and middle school teachers have similar or different knowledge of the benefits or problems caused of retention. This quantitative research study was conducted using survey research. The Teacher Retention Belief and Knowledge Questionnaire (TRBKQ) used in this project was used to gather the beliefs and knowledge of rural Georgia educators on retention. The beliefs of primary teachers, elementary teachers, and middle school teachers were compared and contrasted to determine how these educators were similar and different in their views of retention. According to the research gathered during this study, educators tend to support retention as an effective measure for underperforming students. Educators believe retention helps students close the educational gaps, as well aids students to catch up. Additionally, the educators do not always know the research associated with retention. Educators tend to have similar responses when considering factors for retention. However, when it came to beliefs and knowledge, the teacher groups did not always have the same thoughts and practices. Teachers most strongly believed that retention is an effective mean of preventing students from failure in the next grade level. They tended to believe that retention was an effective means of preventing students from facing daily failure in the next higher-grade level. They also tended to believe that retention in grade 6-8 could hurt a child's self-esteem, but also believed that students should be retained if they fail 2 of the 3 major subject areas. Teachers most strongly disagreed with the statement: Children should never be retained. They also disagreed with the statement that retention in K-5 permanently labels a child. As for the factors that influence retention decisions, the teachers ranked academic performance, ability, and social-emotional maturity as the three most important retention factors. All educators ranked home environment and transient student status as the least important factors in deciding to retain a student.
Book Synopsis Teacher Retention by : Valerie Cines
Download or read book Teacher Retention written by Valerie Cines and published by . This book was released on 2003 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Affecting Retention of Teachers in the Teaching Profession by : Arthurline Washington Taylor
Download or read book Factors Affecting Retention of Teachers in the Teaching Profession written by Arthurline Washington Taylor and published by . This book was released on 1997 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors that Contribute to Teacher Retention in a K-8 School District by : Christy Ann Orcholski
Download or read book Factors that Contribute to Teacher Retention in a K-8 School District written by Christy Ann Orcholski and published by . This book was released on 2004 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Two-year Study of Teacher Turnover in Cobb County, Georgia by : Robert Edward Lee
Download or read book A Two-year Study of Teacher Turnover in Cobb County, Georgia written by Robert Edward Lee and published by . This book was released on 1968 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Burnout by : Alfred S. Alschuler
Download or read book Teacher Burnout written by Alfred S. Alschuler and published by . This book was released on 1980 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)
Book Synopsis Teacher Retention at Low-Performing Schools. Using the Evidence by : SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.
Download or read book Teacher Retention at Low-Performing Schools. Using the Evidence written by SERVE: SouthEastern Regional Vision for Education, Greensboro, NC. and published by . This book was released on 2006 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2004-2005, North Carolina's average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina's use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers by 12 percent; (2) Responses to the program were concentrated among experienced teachers; and (3) In 2003-04, 17 percent of principals in schools with the program did not know their schools had ever been eligible and 13 percent of teachers receiving the program that year did not know they were eligible. Implications of the study indicate that: (1) Supplemental pay may be a promising approach to retaining teachers in hard to staff subjects and schools; and (2) Greater efforts must be made to promote such programs. A second study examined 272 hard-to-staff schools and found that: (1) Minority, disadvantaged, and academically struggling students are more likely to be in hard-to-staff schools and less likely to have experienced, effective teachers; (2) In 2000-01, in hard-to-staff schools, 71 percent of students performed at grade level on End of Grade or End of Course tests, compared with 80 percent of students in other schools; (3) In hard-to-staff schools, 62 percent of the students are ethnic minorities, compared to 39 percent of the students in other schools; (4) In hard-to-staff schools, 47 percent of students were eligible for free/reduced price lunch compared to 35 percent of those in other schools; (5) Forty-two percent of hard-to-staff schools are middle schools, while only 18 percent of other schools are middle schools; and (6) Teachers in hard-to-staff schools are less satisfied with every aspect of the school environment than their peers. These findings indicate that: (1) Addressing working conditions will be essential to reducing teacher turnover; and (2) Efforts to reduce teacher turnover should target conditions in hard-to-staff schools. A literature review of teacher retention, including both quantitative and qualitative studies found: (1) The issue of retaining teachers is one of retaining quality teachers who positively influence student learning, not just retaining all teachers; (2) Teachers who feel effective with their students are more likely to stay; (3) Teachers in collaborative, collegial environments are more likely to stay; (4) Increased pay is positively associated with retention; (5) Turnover is highest among high poverty, high minority schools; (6) Teachers entering the classroom through Alternative Certification Programs are more likely to leave the classroom; (7) Teachers teaching out-of-field and teaching courses requiring many different preps have lower job satisfaction; (8) Late hiring and lack of information in the hiring process can negatively influence retention; and (9) Poor facilities are associated with increased turnover. The review concludes that many factors contribute to increasing teacher retention, so single-pronged approaches will have much less chance of success. [This report was produced by SERVE Center at the University of North Carolina at Greensboro and the North Carolina Education Research Data Center at the Center for Child and Family Policy.].
Book Synopsis State Responsibility for the Support of Education in Georgia by : Gordon Grady Singleton
Download or read book State Responsibility for the Support of Education in Georgia written by Gordon Grady Singleton and published by . This book was released on 1925 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
