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Factors Impacting Teacher Retention And Attrition Rates In A Diverse Suburban High School In Texas
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Book Synopsis Factors Impacting Teacher Retention and Attrition Rates in a Diverse Suburban High School in Texas by : Ronisha D. Stevenson
Download or read book Factors Impacting Teacher Retention and Attrition Rates in a Diverse Suburban High School in Texas written by Ronisha D. Stevenson and published by . This book was released on 2012 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: "At a local metropolitan high school in Southeast Texas, retaining teachers has become a major concern. To explore this issue, I employed a phenomenological case study design to examine the factors that produce a low retention rate and facilitate a high attrition rate in this ethnically and economically diverse suburban school." -- (viii)
Book Synopsis Teacher Perspectives on Factors that Affect Teacher Attrition and Retention in Rural High Schools which are Located Contiguous to Large Metropolitan Areas by : Christine Ngei
Download or read book Teacher Perspectives on Factors that Affect Teacher Attrition and Retention in Rural High Schools which are Located Contiguous to Large Metropolitan Areas written by Christine Ngei and published by . This book was released on 2014 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retaining quality teachers is a global challenge for schools, particularly those in rural districts. Trapped in a revolving door of teacher hiring and replacement, these schools drain their districts of funds that could be better spent to improve teaching quality and student achievement. These high attrition rates result in inexperienced teachers, high economic costs as teachers must be continually hired and trained, and a lack of continuity that makes institutional development and planning difficult. The purpose of this quantitative study was to determine factors that influence rural high school teachers' intent to leave teaching at their current school and to determine the factors influencing retention in their current rural high school. The study sites were five rural districts located near a big metropolitan city in Southeast Texas. An electronic survey was sent to 260 rural high school teachers in grades 9-12, who were purposively selected. All teachers had a minimum of six months teaching experience. Teacher perceptions were analyzed as possible indicators of teacher attrition in order to improve retention rate. The results from 176 respondents suggest that teacher job satisfaction significantly predicted teacher retention. Further analysis showed that teachers perceived administrator support as the most important factor in determining their decisions to stay followed by school climate and workplace conditions. Analysis based on percentages also indicated several factors that teachers perceived as reasons that caused their colleagues to leave. The top three reasons were better salary, accepting a teaching position in another school, and dissatisfaction with their jobs.
Book Synopsis Teacher Turnover in Texas and Its Impact on Student Academic Growth by : Larry C. Gajewskey (Jr.)
Download or read book Teacher Turnover in Texas and Its Impact on Student Academic Growth written by Larry C. Gajewskey (Jr.) and published by . This book was released on 2019 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher turnover rates continue to grow since the release of A Nation at Risk in 1983 and is an increasingly serious issue for schools. Schools that experience heightened turnover never fully capitalize on the benefits of strong organizational efficacy which negatively affects student growth. Three major external factors contribute to teacher turnover: 1) the growing challenges of teaching low socio-economic, at-risk students; 2) inequities in school finance; and 3) tightening accountability measures. The purpose of this study is to investigate: 1) the relationship between teacher turnover and student academic growth in Texas schools; and 2) the impact of instructional expenditures per student and number of students identified as at-risk on a Texas district's teacher turnover rate. The study analysis used a linear and multiple regression to investigate if a predictable relationship existed among the targeted variables using accountability data from 1,203 Texas Public and Charter Schools from the 2016/2017 school year. Both models proved statistically significant with a small effect size. Results from the study will support district leaders seeking to understand and address factors that promote teacher retention and student academic growth.
Book Synopsis Factors that Contribute to Attrition of Teachers in Texas' Public Schools by : Jaime Chambers
Download or read book Factors that Contribute to Attrition of Teachers in Texas' Public Schools written by Jaime Chambers and published by . This book was released on 2015 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to systematically evaluate the occupational, health and demographic factors most associated with attrition within the Texas public school system. High attrition rates of teachers are detrimental and costly for schools. 2,588 teachers from 46 public school districts in Texas participated in an occupational health survey. Attrition was assessed by the intent to leave the profession for reasons not related to retirement. Individuals who indicated they were 100% likely to leave teaching profession within a year were compared to individuals that had zero intention to leave the profession. The variables analyzed for contribution towards intention to quit the teaching profession were basic teacher/classroom/school specific demographics, occupational indicators (organizational commitment, job involvement, job support, job control, climate and school problems) and health factors (stress, physical and mental quality of life and Axis I Psychopathology (Depression, Anxiety, Panic, Somatization). A multivariate logistic regression was used to examine which variables are key predictors of attrition within the Texas public school system. The results of this study suggest a combination of various predictors, organizational commitment, job control, depression and male gender, contribute to overall intention to leave the teaching profession.
Book Synopsis Examination of the Factors Associated with Teacher Retention in Small Rural High Schools by : Ronald Manuel Salazar Sojo
Download or read book Examination of the Factors Associated with Teacher Retention in Small Rural High Schools written by Ronald Manuel Salazar Sojo and published by . This book was released on 2003 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of School Facilities on Student Achievement, Attendance, Behavior, Completion Rate and Teacher Turnover Rate in Selected Texas High Schools by : Robert Scott McGowen
Download or read book The Impact of School Facilities on Student Achievement, Attendance, Behavior, Completion Rate and Teacher Turnover Rate in Selected Texas High Schools written by Robert Scott McGowen and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the possible relationship between school facility conditions and school outcomes such as student academic achievement, attendance, discipline, completion rate and teacher turnover rate. School facility condition for the participating schools was determined by the Total Learning Environment Assessment (TLEA) as completed by the principal or principal0́9s designee on high school campuses in Texas with enrollments between 1,000 and 2000 and economically disadvantaged enrollments less than 40%. Each school in the study population was organized by grades nine through twelve. Data for achievement, attendance, discipline, completion rate and teacher turnover rate were collected through the Public Education Information Management System (PEIMS) managed by the Texas Education Agency. Student achievement, attendance, discipline, completion rate and teacher turnover rate and their relation to school facilities were investigated using multiple regression models to compare sections and subsections of the TLEA with each of the five dependent variables. Major research findings of this study included the following: first, student achievement, attendance and completion rate measures were not found to be statistically significant in relation to school facility conditions as measured by the TLEA at the 0.05 level; second, discipline, or behavior, was found to be significantly related to the TLEA. This indicates that the subsections of the TLEA could be used to predict discipline factors for schools in the study population; third, teacher turnover rate was found to be related to the TLEA subsections of Specialized Learning Space and Support Space, with the correlation to Support Space being indirect. Literature from prior studies infers that relationships do exist between all five of the study0́9s dependent variables. However, this study only yielded significant findings in the areas of student discipline and teacher turnover. The researchers recommendations based upon this study include the following: administrators and designers should take into account factors such as interior environment and academic learning space when planning schools to positively impact student discipline; school design and construction should focus on specialized learning spaces and other academic areas more than administrative support spaces when striving to increase teacher satisfaction with physical working conditions.
Book Synopsis Staffing At-risk School Districts in Texas by : Sheila Nataraj Kirby
Download or read book Staffing At-risk School Districts in Texas written by Sheila Nataraj Kirby and published by RAND Corporation. This book was released on 1999 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines demand and supply of minority teachers in Texas. Researchers investigated what defined at-risk districts; how those districts differed from those not at risk; and what was known about the likely future demand and supply of minority teachers. Information came from a longitudinal data file on public school teachers in Texas from 1979-1996 obtained from the Texas Education Agency. Results indicate that three-quarters of all Texas full-time teachers are non-Hispanic White, whereas the student body is over half minority. Texas has done well in attracting minorities to teaching using many sources. Recently, minorities have accounted for 26 percent of new teacher cohorts. Alternative teacher certification programs are a rich source of minority teachers. Future supply looks less promising, with decreasing numbers of teachers in the pipeline and the mandated teacher entry and certification tests proving a bigger hurdle for minority than white candidates. Results suggest that minority teachers display a greater sensitivity to pay and working conditions. This report's five chapters are: (1) "Introduction"; (2) "Students and Teachers in At-Risk Settings"; (3) "Components of Teacher Supply"; (4) "Components of Teacher Demand"; and (5) "Conclusions and Policy Implications." The two appendixes present resources and working conditions in low-, medium-, and high-risk districts and results of multivariate models based on teacher characteristics, 1980-81 to 1995-96. (Contains approximately 90 references.) (SM)
Book Synopsis Retention and Mobility Patterns for Teachers of Color in Texas by : Wesley Logan Edwards
Download or read book Retention and Mobility Patterns for Teachers of Color in Texas written by Wesley Logan Edwards and published by . This book was released on 2020 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing the racial and ethnic diversity of the teacher workforce is vital to the success of all students nationally. Calls to prepare, recruit, and retain more teachers of color come from a variety of stakeholders, including policymakers, state and district leaders, as well as school community members. Yet, a growing body of evidence demonstrates the persistent lack of racial and ethnic diversity across teacher labor markets nationally. Researchers and policymakers now point to efforts at increasing retention rates for teachers of color as one important solution towards expanding teacher racial and ethnic representation. Meanwhile, there is a well-identified gap in the research when it comes to studies investigating systematic patterns of retention and mobility for teachers of color. There is also a distinct need for research that can separate out results for Black and Latinx teachers. In this study I investigate the extent to which key school work environment and personal background characteristics are associated with retention and mobility outcomes for teachers of color in Texas. My results indicate that relative to White teachers, Black and Latinx teachers in the state’s largest urban and suburban districts were less likely to leave their campus teaching position at the end of the school year, less likely to find a position in a new district, and more likely to move into a school leadership position. I also find that principal retention, principal-teacher race match, teacher salary, and a traditional preparation background predict increases in retention for all teachers—but especially for Black and Latinx teachers. Yet, as a cause for concern, my results suggest stark differences in exposure to hard-to-staff work environments for Black teachers relative to the work environments of both Latinx and White teachers. This group of teachers were consistently more likely to teach in a school experiencing year over year accountability pressures related to student test scores, chronically high teacher turnover rates, and lower rates of principal retention. The results from this investigation underline the need for a better collective understanding of the variation in career trajectory outcomes for teachers within large district contexts. The evidence of career persistence for Black and Latinx teachers in such contexts suggests that researchers, policymakers, and school leaders learn from and build on the current school-level practices in place to support the most underrepresented groups of teachers. As many of my results were related to features of leadership or the characteristics of school leaders, it is important that district policy makers and leadership preparation programs place a renewed focus on efforts to better prepare, recruit, support, and retain school leaders of color. Methodologically, this study adds to prior work in important ways. First, I analyze over a decade of administrative data at the individual teacher level from the largest school districts in one of the most demographically diverse states in the nation. This allowed me to report results for multiple racially/ethnically underrepresented groups of teachers in each iteration of my retention and mobility estimates, thus providing more nuance in terms of the career trajectory outcomes for each group. Furthermore, the longitudinal nature of the data I worked with allowed for results pertaining to multiple teacher career outcomes, rather than the binary stay versus leave framework used in most existing teacher labor market research. As a result of this approach, my results add to what we know about the dynamic nature of teacher’s careers, and suggest that future research continue to explore such longitudinal outcomes in a variety of school and district contexts when possible. Additional implications for policy, practice, and future research are discussed
Book Synopsis An Exploration of Factors that Impact Teacher Retention in a Northeast Texas School District by : Darwin Prater Spiller
Download or read book An Exploration of Factors that Impact Teacher Retention in a Northeast Texas School District written by Darwin Prater Spiller and published by . This book was released on 2018 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: See ProQuest for summary.
Book Synopsis State-of-the-state of Texas Retention of High School Science Teachers by : Sara Elizabeth Spikes
Download or read book State-of-the-state of Texas Retention of High School Science Teachers written by Sara Elizabeth Spikes and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Concerns about turnover of highly qualified science teachers have pervaded education stakeholder discussions for several years. Yet little is known about where are we in retaining high science teachers in Texas public schools. The three empirical studies included in this dissertation used mixed research methods to explore data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2010 school years. The first study examined mobility patterns and hiring patterns of high school science teachers after two school years. I used descriptive statistical analyses to investigate relationships between teacher-level variables (i.e., teacher type, age, ethnicity, and gender) and school-level variables (i.e., school size and minority student enrollment proportion) with respect to movement out and into Texas schools. Findings revealed variations in mobility patterns of science teachers, based on size and minority student enrollment proportion of the schools in which they worked. Hiring patterns revealed that schools typically hired young, novice White female teachers regardless of school size or minority student enrollment proportion. The second study explored the relationships between schools' retention strategies and retention challenges with schools' science teacher retention rates, respectively. I used multiple regression and descriptive statistical analyses to investigate the relationships between study variables. While regression models predicting science teacher retention were not remarkable, descriptive statistical analyses revealed notable relationships between several school-level variables and school retention status. The third study investigated relationships among three variables: school retention strategies, science teacher job satisfaction, and science teacher mobility. Multilevel analyses were used to investigate relationships between two-level variables. Findings revealed no relationships of significance between school retention strategies or teacher job satisfaction with teacher mobility. However, interactions between predictor variables indicated that satisfied science teachers were more likely to remain at schools that expressed and showed appreciation for teachers than to leave the profession. Findings from these studies were used to make state-, district-, and school-level policy recommendations for high school science teachers that included: (a) tailoring recruitment and retention supports to meet the needs of underrepresented teacher populations leading science classrooms, (b) recognizing schools that successfully retain science teachers, and (c) providing professional development for high school principals to assist with the design of strategic plans to improve job satisfaction and retention of teachers.
Book Synopsis A Collective Case Study of Teachers' Perceptions of Factors that Impact Teacher Retention at a Title I High School in a Southern U. S. State by : Laronica Deniece Gilmore
Download or read book A Collective Case Study of Teachers' Perceptions of Factors that Impact Teacher Retention at a Title I High School in a Southern U. S. State written by Laronica Deniece Gilmore and published by . This book was released on 2021 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this collective case study was to understand secondary teachers' perceptions of the factors that influenced teacher retention at a Title I high school in a southern U.S. state. Although researchers have investigated the problem of teacher retention, few have studied factors that have influenced teacher retention in Title 1 high schools. The theories that guided this study included job demands-resources theory which analyzes employee well-being. This collective case study captured the insights of 10-15 current and former teachers at a Title I high school in a southern U.S. state. Data were collected through interviews, focus groups, and administrative documents and records. The researcher completed an analysis by organizing and coding the data in order to identify emerging themes and patterns. Understanding secondary teachers' perceptions of factors that impact teacher retention may help school leaders to plan and implement initiatives that reduce teacher attrition.
Book Synopsis Staffing At-Risk School Districts in Texas: Problems and Prospects by :
Download or read book Staffing At-Risk School Districts in Texas: Problems and Prospects written by and published by . This book was released on 1999 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research reported here was supported by Grant No. R3O6F6O175 from the U.S. Department of Education, Office of Educational Research and Improvement's Field Initiated Studies Grant Program. Teacher supply and demand issues are of critical importance as our society enters the 21st century. Over the next decade, we will need about two million new teachers, largely because of a dramatic increase in enrollments and high attrition rates as an aging teacher workforce becomes eligible for retirement. It is important to understand where these teachers will come from and where they will teach as our society faces increasing racial, ethnic, and linguistic diversity. Amidst this diversity is a continuing concern that some racial/ethnic groups are disproportionately placed at risk. The larger project focuses on teachers of at-risk children, with special emphasis on the supply and demand patterns of minority teachers, who tend to be the ones primarily teaching in high-risk districts. This report analyzes longitudinal data on teachers from Texas between 1979 and 1996 to address this issue. Our results show that although Texas has been successful in attracting minority teachers, it has a long way to go in attaining the goal of the Texas State Board of Education: to have a teacher workforce that reflects the racial/ethnic composition of the state. These results should be of interest to researchers and policymakers dealing with issues of teacher supply and demand, particularly with respect to minority teachers.
Book Synopsis A Case Study of Teacher Retention at One Urban School District by : Archie L Blanson
Download or read book A Case Study of Teacher Retention at One Urban School District written by Archie L Blanson and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher attrition is a major topic of discussion and concern in this country. With the growth in the school-age population, the need to attract and retain quality teachers will become even greater. The purpose of this narrative inquiry was to explore factors that influenced teachers' decisions to remain in an urban school. A qualitative research design was used by conducting one interview with 13 teachers in an intermediate school (5th & 6th grades) in an urban school district near Houston, Texas. The participants' years of experience in this study ranged from 5-33 years. They presented a diverse range of age, career experiences, and cultural/ethnic backgrounds. Data were collected through audio-taped interviews that lasted 45-90 minutes conducted in their classrooms before or after school. Additional follow-up questions and clarification statements were obtained from the participants where it was warranted. The transcribed interviews and the follow-up questions were analyzed using the Labov method of structuring narratives into stories. This method was used in order to compare participants' narratives to identify emergent themes among the rich stories that the participants shared with me. The findings are presented as three emerging themes on why teachers choose to remain in an urban school. These themes were recurrent and dominant throughout the narratives. Participants generally felt that there were three main reasons why they remained to teach in this urban school. Those three reasons manifested themselves in the form of themes. Those three dominant themes were: (a) making a difference in the lives of young people, (b) having no reason to leave, and (c) having administrative support, which was the leading factor that influenced teachers to remain in an urban school. Each theme had several supporting themes that were explored also. Implications for practice and recommendations for further study were also discussed.
Book Synopsis Factors Associated with Teacher Attrition and Retention in South Texas by : Kathleen Rhea Vinger
Download or read book Factors Associated with Teacher Attrition and Retention in South Texas written by Kathleen Rhea Vinger and published by . This book was released on 2004 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Related to Teacher Retention by : Chris Julian
Download or read book Factors Related to Teacher Retention written by Chris Julian and published by . This book was released on 2013 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Bucking the Turnover Trend by : Matthew S. Tossman
Download or read book Bucking the Turnover Trend written by Matthew S. Tossman and published by . This book was released on 2013 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The NEW Team Habits by : Anthony Kim
Download or read book The NEW Team Habits written by Anthony Kim and published by Corwin Press. This book was released on 2019-09-20 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading teams in a rapidly changing world To achieve their ambitious goals, it is essential that education leaders build effective teams. Many leaders want to shift the way their teams collaborate, make decisions, and learn together, but struggle to make lasting change. Written for leaders who want to improve their teams, this guide is a follow-up to the best-seller, The NEW School Rules, a framework for transitioning to a more responsive, innovative organization. The NEW Team Habits goes further, providing battle-tested practices the authors have used with hundreds of leadership teams to build better team habits. Readers will find • a five step learning cycle for building team habits • videos, readings, and other resources to build knowledge • engaging team activities to drive learning With tools leaders and teams can use right away, this guide provides the inspiration, steps, tools, and activities you need to improving your team habits for learning, meetings, and projects.
