Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
New Teacher Retention In A Suburban School District A Study Of New Teachers Perceptions Of Their First Year Experiences And Their Reasons For Remaining With The School System
Download New Teacher Retention In A Suburban School District A Study Of New Teachers Perceptions Of Their First Year Experiences And Their Reasons For Remaining With The School System full books in PDF, epub, and Kindle. Read online New Teacher Retention In A Suburban School District A Study Of New Teachers Perceptions Of Their First Year Experiences And Their Reasons For Remaining With The School System ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis New Teacher Retention in a Suburban School District : A Study of New Teachers' Perceptions of Their First-year Experiences and Their Reasons for Remaining with the School System by : Monique W. Phillip
Download or read book New Teacher Retention in a Suburban School District : A Study of New Teachers' Perceptions of Their First-year Experiences and Their Reasons for Remaining with the School System written by Monique W. Phillip and published by . This book was released on 2013 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlational study was to determine if there was a significant discrimination between New Teachers' perceptions of yearlong experiences and their reasons for remaining. This study relied on secondary data from one mid-Atlantic school system that has enjoyed higher teacher retention rates than the national average. In this school system, New Teachers were given many experiences. The New Teachers' perceptions of the usefulness or helpfulness of these experiences or the degrees to which new teachers perceived that these experiences met their needs are included as independent variables: (a) perceived degree of helpfulness of observing veteran teachers, (b) perceived extent to which support from administrators (instructional facilitators) met teachers' needs, (c) perceived extent to which support from administrators (principals and content supervisors) met teachers' needs, (d) perceived extent to which teacher mentor support met teachers' needs, (e) the perceived degree of helpfulness of professional development related to instruction, (f) the perceived degree of helpfulness of professional development related to new teacher workshops, (g) the perceived degree of helpfulness of professional development related to policies and procedures, (h) the perceived degree of helpfulness of professional development related to classroom management, (i) the perceived degree to which working conditions needs were met, and (j) the perceived degree to which supportive climate needs were met. Reasons for remaining with the system served as the dependent variable. -- Abstract.
Book Synopsis The Impact of Induction on Teacher Retention by : Melissa J. Bonds
Download or read book The Impact of Induction on Teacher Retention written by Melissa J. Bonds and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention of beginning teachers continues to be the struggle for districts, including large urban districts, similar to Milwaukee Public Schools. The purpose of the study is to identify the aspects of induction which impact first year teacher retention within a large urban district. The study was conducted in a large urban school system and focused on beginning teachers and their perceptions of the support they received. Beginning teachers were defined as individuals in their first year of teaching. The study examined those beginning teachers new to teaching during the 2013-2014 school year. These beginning teachers could've been hired at any point in the year. The study was guided by two sub-questions: What are the new teachers' perceptions of the informational, emotional, instructional support received, resource allocation, and the overall support provided to them during their participation in the teacher induction program at the district level and school level? What activities of the induction program are identified as being most and least valued by the new teacher in the induction program at the school and at the district? This study employed a sequential mixed method exploratory study design and was gathered in phases in which both qualitative and quantitative procedures were used. The research implemented the use of a survey, interviews and focus groups sequentially. In the first phase of the study, beginning teachers were surveyed online using Survey Monkey. The data was then analyzed using Survey Monkey and SPSS. In both the second and third phase of the study, beginning teachers were randomly selected from the original list of new hires. In phase two, the participants were invited to participate in an interview and in the third phase to participate in a focus group. Due to the role of the researcher, the interviews and focus groups were conducted by a research assistant. The findings indicate that beginning teachers who participate in a comprehensive induction program, which includes, professional development, a mentor at the school and from the district, and peer support are more likely to be retained adding continuity and expertise to a school district.
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.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Teacher Induction and Mentoring by : Juanjo Mena
Download or read book Teacher Induction and Mentoring written by Juanjo Mena and published by Springer Nature. This book was released on 2022-01-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Book Synopsis Handbook of Research in Education Finance and Policy by : Helen F. Ladd
Download or read book Handbook of Research in Education Finance and Policy written by Helen F. Ladd and published by Routledge. This book was released on 2014-12-17 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
Book Synopsis A Study of the Problem of Teacher Retention in an Urban School Setting by : Lindsey R. Schoppe
Download or read book A Study of the Problem of Teacher Retention in an Urban School Setting written by Lindsey R. Schoppe and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Attrition rates in the teaching profession have increased from year to year. The critical issue of teacher retention influences instruction and student achievement. Many school leaders, having teacher attrition issues, have searched for solutions to retain and to attract new teachers. The purpose of the study was to determine the reasons why teachers are leaving an urban school district and what strategies could be implemented to reduce the attrition rate. Also examined in this investigation were conditions that contributed to teacher resignations and to conditions that would sustain teachers in their current roles. In this investigation, two focus groups, with 10 participants, were held. Of specific interest in this qualitative study were the reasons they provided for their resignations from one urban school district. Participants were teachers who resigned from one school district and accepted teaching positions in another local school district. In this study, only effective teachers were selected for the focus groups. Participant responses in the focus groups were analyzed by identifying common themes among participant responses. Data were generated through the focus group responses to 11 designated questions. Results showed the important role that school principals played, as well as their leadership in regard to teacher retention. Other themes that were present in the participant responses were: a negative culture and climate, ineffective communication, and lack of support for teachers. Based upon these themes, school district leaders are encouraged to examine ways in which school principals might influence teacher decisions to stay or to resign. The themes identified and discussed in this study provided information to school district leaders and to school principals regarding reasons that teachers do not remain at their current school campuses. Researchers are encouraged to conduct more in depth analyses of how principals influence teacher retention and teacher attrition in urban school districts.
Book Synopsis School and District Leader Perceptions on Beginning Teacher Support and Retention by : Elizabeth Hastings Payne Moran
Download or read book School and District Leader Perceptions on Beginning Teacher Support and Retention written by Elizabeth Hastings Payne Moran and published by . This book was released on 2017 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher shortage is a chronic problem across the United States today. As a result school districts struggle each year to appropriately staff their schools and provide students with highly-qualified teachers. Of those teachers leaving, the highest category was new teachers or those educators who are in their first five years of teaching. The purpose of this study is to gain an understanding of the perspectives of school and district leaders on beginning teacher support and retention. InQuiry methodology was used to collect and analyze quantitative and qualitative data. Findings generated three distinct viewpoints. An analysis and implications for these findings are discussed in order to highlight factors that can be implemented to improve teacher retention.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What Makes Them Want to Stay? A Qualitative Study of New Teachers and Their Intent to Persist in Education by : Nancy Wellenzohn
Download or read book What Makes Them Want to Stay? A Qualitative Study of New Teachers and Their Intent to Persist in Education written by Nancy Wellenzohn and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: New teacher turnover can be a costly problem for school districts. Almost half of new teachers leave the profession within the first five years. Costs can be financial (recruiting and training cost) or academic (lower academic performance of students). The impact is greatest for low performing urban schools. New teachers are typically young, first career teachers or older career change teachers. Analysis of data from the Schools and Staffing Survey conducted by the NCES indicated that these two groups of new teachers intend to persist in education at different rates. An intention to persist in education can be influenced by the individual's states of mind including individual sense of efficacy, collective sense of efficacy, job satisfaction, organizational commitment/professional engagement, and stress/burnout/morale.^Various professional and personal factors can influence these states of mind, and therefore, the intent to persist as a teacher in education. Twelve individual case studies (six from each group) were conducted followed by cross case analyses in order to narrate the perceptions of new teachers from the two research groups in terms of reported factors influencing their states of mind. In-depth interviews were conducted and five categories of influence emerged from the data. These were relationships (with students, colleagues, and administrators), professional support (from colleagues, administrators, and parents), a sense of competence (from preparation program or ongoing professional development), personal and professional circumstances, and emotional connections to teaching. The most significant influences came from the relationships and support and there were both similarities and differences between groups.^All identified relationships with administrators as having influence, but the impact was stronger for the young first career teachers. All looked to colleagues for support, but the young first career teachers wanted both instructional and classroom management support while the career change teachers were only interested in instructional support. The implications of these findings are discussed in terms of potential administrative mechanisms, such as induction, recruiting, setting job situations, and professional development that can help reduce new teacher turnover.
Book Synopsis Latinization of U.S. Schools by : Jason Irizarry
Download or read book Latinization of U.S. Schools written by Jason Irizarry and published by Routledge. This book was released on 2015-12-03 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fueled largely by significant increases in the Latino population, the racial, ethnic, and linguistic texture of the United States is changing rapidly. Nowhere is this 'Latinisation' of America more evident than in schools. The dramatic population growth among Latinos in the United States has not been accompanied by gains in academic achievement. Estimates suggest that approximately half of Latino students fail to complete high school, and few enroll in and complete college. The Latinization of U.S. Schools centres on the voices of Latino youth. It examines how the students themselves make meaning of the policies and practices within schools. The student voices expose an inequitable opportunity structure that results in depressed academic performance for many Latino youth. Each chapter concludes with empirically based recommendations for educators seeking to improve their practice with Latino youth, stemming from a multiyear participatory action research project conducted by Irizarry and the student contributors to the text.
Book Synopsis Teacher Retention Practice Effectiveness in Rural High-need Districts in New York State by : Valerie L. Lovelace
Download or read book Teacher Retention Practice Effectiveness in Rural High-need Districts in New York State written by Valerie L. Lovelace and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many rural high-need districts face persistent challenges in retaining a quality teaching force. The researcher designed this quantitative correlational study to explore superintendents' perceptions of the effectiveness of teacher retention practices used in rural high-need districts in New York State and aspects of the Deming Cycle Plan-Do-Study-Act (PDSA) model in their decision-making process. The researcher designed a survey instrument to collect data on superintendents' perceptions about teacher retention practice effectiveness and the type, number, and frequency of Deming Cycle PDSA behaviors they use. There were a total of 154 rural high-need district superintendents eligible to participate in the study. A total of 40 superintendents participated, yielding a 26% response rate. The results of the survey indicate teacher retention was a concern for more than half of participating superintendents. Teacher retention concern was most prevalent in the Special Education and STEM tenure areas and with new teachers. Most teacher retention practices were found to be effective. However, five teacher retention practices were found to be the most effective, including increasing pupil personnel, weekly joint planning time for teachers, providing district-based team learning such as PLCs, professional learning on social justice issues, and induction support for principals for two or more years. Additionally, superintendents reported the most Deming Cycle Plan and Study behaviors and the fewest Do and Act behaviors. The results of the study suggest superintendents should consider enhancing or expanding collaborative, professional learning, and participatory leadership opportunities for teachers, increasing pupil personnel and providing a two-year induction experience for their principals. Additionally, the results highlight an opportunity for the New York State Education Department to better support districts by adopting and facilitating a continuous improvement model that would help districts realize teacher retention practice improvements, and all improvements, more quickly and efficiently. Lastly, the results suggest that superintendents who are not yet employing a collaborative continuous improvement process should consider the potential benefits, particularly adding opportunities to analyze and act on process and outcome data collected during implementation.
Download or read book Staying Put written by LaKesia Y. Boone and published by . This book was released on 2018 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 An Investigation of the North Carolina Center for the Advancement of Teaching and Its Possible Influence on Beginning Teacher Retention by : Anna Lorraine Braverman Shook
Download or read book An Investigation of the North Carolina Center for the Advancement of Teaching and Its Possible Influence on Beginning Teacher Retention written by Anna Lorraine Braverman Shook and published by . This book was released on 2015 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Half of all teachers leave the profession within the first 5 years. Research indicates schools are losing beginning teachers before their crafts are refined. A major way through which teachers are supported in their growth is through professional learning and development programs. The North Carolina Center for the Advancement of Teaching (NCCAT) seeks to provide educators with professional development opportunities designed with adult learning and developmental theories in mind. The following research questions guided this study: (1) In what ways and to what degree has NCCAT discharged its mission as a program of professional development; (2) What are beginning teacher participants' perceptions of how the NCCAT experience differs from other forms of professional development; and (3) How does participation in an NCCAT experience possibly influence beginning teachers’ retention rates? Results from this study suggest that NCCAT has discharged its quest as a program of professional development. Interview transcripts and journal entries revealed that the majority of the participants cited NCCAT’s rich discussion and active learning opportunities as well as its strong program facilitators as characteristics that set it apart from other professional development models. The Center’s unique learning atmosphere, networking opportunities, and renewing experiences were also noted. Data collected in this study suggest that while NCCAT was not the reason why this study’s participants decided to remain in the profession, it provided "a major positive boost" (Lucy). A limitation of this study was its small sample size. Results are not meant to be generalized. Rather, this study’s findings provide descriptions and theories that may be helpful and applicable to similar professional development programs.
Book Synopsis Teacher Shortages by : Stephanie N. Stan
Download or read book Teacher Shortages written by Stephanie N. Stan and published by . This book was released on 2020 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over 95% of states in the nation experience teacher shortages in at least one subject or certification area (Espinoza et al., 2018). Specifically, special education is acknowledged as an area with a critical shortage of teachers (Florida Department of Education, 2018; U.S. Department of Education, 2018). The purpose of this study was to investigate teacher shortages through the analysis of the relationship among first-year teachers, teacher licensure, teaching assignment, professional learning, and teacher retention. This study examined the relationship between first-year teacher retention and whether a cohort of first-year teachers remained within the same school, moved to another school within the school-district, or left the school-district and/or the profession between 2015 and 2019. This study used descriptive statistics, chi-square of independence, and cross-tabulation tables to analyze first-year teacher retention as it related to type of licensure, teaching assignment, and professional learning. The results of this study indicate that there are statistically significant differences in retention based on type of licensure (p
