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School And District Leader Perceptions On Beginning Teacher Support And Retention
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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.
Book Synopsis A Multiple Case Study Investigating Utah School District Approaches to Beginning Teacher Retention by : Katie Melinda Kimber
Download or read book A Multiple Case Study Investigating Utah School District Approaches to Beginning Teacher Retention written by Katie Melinda Kimber and published by . This book was released on 2018 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multiple case study was to discover educator perceptions of Utah school district approaches to retaining beginning teachers. Throughout the study, the term “educator” collectively describes the study participants: district leaders, principals, mentors, and beginning teachers. The overarching concept that guided this study was Sher’s (1983) Three Cs of Education framework which categorizes the factors that impact teacher retention into the following three groups: Characteristics, Conditions, and Compensation. The central research question for this study was: How do educators describe Utah school districts’ approaches to retaining beginning teachers? The sub-questions for this study were: What are educator perceptions of the ways Utah school districts address teacher characteristics as an approach to retaining beginning teachers? What are educator perceptions of the ways Utah school districts address working conditions as an approach to retaining beginning teachers? What are educator perceptions of the ways Utah school districts address compensation as an approach to retaining beginning teachers? The methods used to collect the data included semi-structured individual interviews, a focus group interview, and documents from two school districts in the state of Utah. The data were analyzed using Yin’s (2014) case study analytical techniques. The cross-case analysis revealed school districts main approaches to teacher retention included raising salaries and implementing mentoring programs. However, the participants emphasized the importance of feeling valued and garnering community support in retaining teachers.
Book Synopsis Teacher Perceptions Regarding Teacher Retention in an Urban Middle School by : Marilyn Parker
Download or read book Teacher Perceptions Regarding Teacher Retention in an Urban Middle School written by Marilyn Parker and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The new terminology in public school districts is "urban education" which breeds an entirely new scope of needs for public urban school success. Teachers who work in urban schools with large numbers of low socio-economic minority students feel less satisfied and are more likely to turn over; meaning that turnover is high with low morale in the very schools that would benefit the most from a stable staff of experienced teachers (Grissom, 2011). The purpose of this qualitative research study was to identify teacher perceptions regarding teacher retention in a high need, low socio-economic public urban middle school, identifying reasons why teachers stay at that same school, transfer to another school within the district, or leave the profession in entirety. Urban schools are challenged to improve teacher retention and quality (Sachs, 2004). The participants in this study consisted of a sample population of 50 certified novice and veteran teachers who completed a confidential online survey that consisted of eight open-ended questions. Findings from this study are expected to show factors that can positively or adversely impact teacher retention according to teacher perceptions in a high need, low socio-economic public urban middle school. Some of the factors that are expected to be revealed are teacher preparation for urban education, teacher workload, and campus leadership support. Implications for school leaders are to consider teacher feedback regarding campus improvement, assist teachers with balancing workloads, and increase effective campus leadership support to retain high quality teachers for urban school long-term success.
Book Synopsis Novice Teachers’ Perspectives of what Leadership Can Do to Retain Teachers by : Pilar Leigh Westbrook
Download or read book Novice Teachers’ Perspectives of what Leadership Can Do to Retain Teachers written by Pilar Leigh Westbrook and published by . This book was released on 2017 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addressing teacher turnover is costly regarding recruitment, training, and student learning loss to schools and taxpayers. Given such high costs and importance in the growth and stability in society, understanding novice teachers’ perceptions about teacher attrition needs further investigation. The purpose of this qualitative study was to investigate what leadership methods and administrative supports are needed to retain novice teachers. There were three research questions: (a) What can principals/school leaders provide to support and retain teachers? (b) Do the leadership principles outlined by Marzano, Waters, and McNulty (2005) align with novice teacher job satisfaction enough to retain teachers? (c) What are the most important pillars of the leadership responsibility matrix as they pertain to perceptions of novice teachers about retention? The study was conducted through multiple focus groups and interviews with 13 novice teachers who had 0 to 3 years of experience working in a school district serving a high poverty, high minority student population of 12,000 students. Each research question was satisfied based on data collected and coded into themes that afforded a clear understanding of what novice teachers need to feel and be successful in teaching. The collective findings from the participants found the following themes as those most important to support and keep teachers: Coaching, Communication, Relationships, Cooperative Team Building, Resources, Professional Learning Communities (PLCs) of teachers, and Culture. The qualitative data suggest a loosely coupled relationship exists between needs of the novice teachers and the 21 responsibilities of school leaders. The predominant theme of coaching surfaced among the novice teacher participants. Findings from the study may be used by school districts to obtain a better understanding of modern leadership principles from the viewpoint of novice teachers. The findings suggest there are growth opportunities for school leaders to encourage, grow, and sustain teachers. The study concludes with recommendations for future research.
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 Keeping Good Teachers by : Marge Scherer
Download or read book Keeping Good Teachers written by Marge Scherer and published by ASCD. This book was released on 2003-12 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers suggestions on how to retain good teachers, from strategies for welcoming new teachers to ideas for how to make veteran teachers feel valued.
Book Synopsis THE IMPROVEMENT OF A BEGINNING TEACHER SUPPORT PROGRAM TO ENHANCE TEACHER RETENTION. by : Ervin D. Patrick
Download or read book THE IMPROVEMENT OF A BEGINNING TEACHER SUPPORT PROGRAM TO ENHANCE TEACHER RETENTION. written by Ervin D. Patrick and published by . This book was released on 2018 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to improve the current beginning teacher support program and address the problem of beginning or early career teachers leaving the district. Researchers have found that as many as 50% of teachers leave the profession within their first five years of teaching (Darling-Hammond & Sykes, 2003). This study proposed changes to the Beginning Teacher Support Program that would positively impact the turnover rate. The study focused on Craven County Schools, located in eastern North Carolina. The district has experienced three consecutive years of teacher turnover greater than 15%, causing a high degree of concern within the district. This improvement study was conducted following a small-scale proof of concept in an elementary school within the district. Supporting this study is the model of improvement offered by Langley et al. (2009), joined with the methodology of Improvement Science. There were five improvement strategies implemented in the school during the study including: (a) mentor beginning teachers through years four to six, (b) employ an experienced Exceptional Children's teacher as a beginning teacher mentor, (c) assign buddy teachers in the same subject as the beginning teacher, (d) employ additional beginning teacher mentors and (e) implement mentor and beginning teacher support meetings. The goal of this study and the implementation of these strategies was to reduce teacher turnover to 10% in the school. Although the goal was not reached during the current school year, at the conclusion of the study, the improvement strategies were deemed effective and comprehensive enough for a large-scale implementation across the district.
Book Synopsis The Relationship Between Principal Support and Teacher Retention in Hard to Staff Schools by : Amy Lee Hughes
Download or read book The Relationship Between Principal Support and Teacher Retention in Hard to Staff Schools written by Amy Lee Hughes and published by . This book was released on 2012 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examines the relationship between principal support and retention of teachers in hard to staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between teachers and principals and how these perceptions affect teacher retention in hard to staff schools, and (c) to discover if there is a correlation between the principal's supports and teacher retention. Within these school environments, the participants were both administrators and teachers who are employed in the sample schools. Findings in this study verified information found within the literature review and were consistent with prior research and studies indicating that support of teachers have a large impact on teacher retention in hard to staff schools. Teachers that participated in this study provided insight as to which forms of support they valued most from their principals. The recommendations that are provided are intended to be a guide for administrators working in hard to staff schools to improve their programs so that they face less teacher attrition in hard to staff schools. The recommendations are also intended to encourage leaders to look more closely at their programs and their own styles of leadership and support as to improve their communication and support of their teachers in these hard to staff schools. Specific recommendations are made for administrators, institutions, teachers, working in hard to staff schools. As well as researchers interested in pursuing more information in this area of research.
Book Synopsis Supporting Beginning Teachers by : Tina H Boogren
Download or read book Supporting Beginning Teachers written by Tina H Boogren and published by . This book was released on 2021-11-05 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Support and retain your best and brightest new teachers. The second edition of this acclaimed book retains much of what made the original a classic, but now offers the latest research along with new insights, strategies, and best practices. Whether you're a K-12 mentor, coach, or school leader, you will gain evidence-based actions you can take today to successfully guide educators during their initial years in the profession. Use this book to better support overwhelmed teachers during their first, critical years: Understand why good teachers quit, the causes of high turnover rates, and how to deal with burnout. Learn how to create a comprehensive mentoring program, designed to offer career guidance and build new teachers' expertise by targeting their unique needs. Review numerous strategies pertaining to four types of support: (1) physical, (2) institutional, (3) emotional, and (4) instructional. Discover how to foster positive mentor-mentee relationships for beginning teacher support and professional growth. Find reproducible tools, templates, and reflection questions to enhance your understanding. Contents: Introduction Chapter 1: Research and Theory Chapter 2: Designing an Effective Mentoring Program Chapter 3: Providing Physical Support Chapter 4: Providing Institutional Support Chapter 5: Providing Emotional Support Chapter 6: Providing Instructional Support Epilogue Appendix: Reflections of a Beginning Teacher References and Resources Index
Book Synopsis Secondary-school Principals' Perceptions of Their Role in the Retention of the Novice Teacher by : Theresa J. Coker
Download or read book Secondary-school Principals' Perceptions of Their Role in the Retention of the Novice Teacher written by Theresa J. Coker and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT SECONDARY-SCHOOL PRINCIPALS' PERCEPTIONS OF THEIR ROLE IN THE RETENTION OF NOVICE TEACHERS Theresa J. Coker Secondary schools in the U.S. face instructional challenges due in part to novice teacher turnover. Research indicates that new teachers remain in the profession due to: supportive principal leadership, an orderly school environment, classroom autonomy, and significant professional development (Grissom, 2008). The purpose of this study was to understand how secondary-school principals perceived their role in novice teachers' professional development and retention. Qualitative research using in-depth, semi-structured interviews included 15 secondary-school administrators from an urban district in the southeast United States. Data analysis used Eisner's (1998) four-part approach to educational criticism—description, interpretation, evaluation, and thematics—supported by Hatch's (2002) typological analysis. Four typologies organized description and interpretation: principals' early experiences as educators; principals' perceptions of the recruitment process; principals' view of the process of professional development; and life and duties of principals. The thematics dimension of educational criticism indicated that principals' lack of time led to their delegating leadership tasks to other staff regarding novice teachers' professional development. Their descriptions of their interactions with novice teachers reflected a transactional leadership style and an approach of "leading from the middle" (Bolman & Gallos, 2011) to respond to both demands from above and needs at the school level. Further, these principals perceived all teachers new to their schools as novice, whether experienced or inexperienced. Implications include considering transformational leadership when working with novice teachers and clarifying hiring and retention responsibilities regarding novice teachers. Such communication among all parties would support novice teachers' development and commitment to the profession. Further research might focus on observing the interactions of both administrators and faculty with novice teachers to understand the complexity of the process of their professional development.
Book Synopsis Schools and Society by : Jeanne H. Ballantine
Download or read book Schools and Society written by Jeanne H. Ballantine and published by SAGE Publications. This book was released on 2017-10-25 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors are proud sponsors of the 2020 SAGE Keith Roberts Teaching Innovations Award—enabling graduate students and early career faculty to attend the annual ASA pre-conference teaching and learning workshop. This comprehensive anthology features classical readings on the sociology of education, as well as current, original essays by notable contemporary scholars. Assigned as a main text or a supplement, this fully updated Sixth Edition uses the open systems approach to provide readers with a framework for understanding and analyzing the book’s range of topics. Jeanne H. Ballantine, Joan Z. Spade, and new co-editor Jenny M. Stuber, all experienced researchers and instructors in this subject, have chosen articles that are highly readable, and that represent the field’s major theoretical perspectives, methods, and issues. The Sixth Edition includes twenty new selections and five revisions of original readings and features new perspectives on some of the most contested issues in the field today, such as school funding, gender issues in schools, parent and neighborhood influences on learning, growing inequality in schools, and charter schools.
Book Synopsis JSL Vol 27-N5 by : JOURNAL OF SCHOOL LEADERSHIP
Download or read book JSL Vol 27-N5 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2018-01-26 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Book Synopsis An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas by : Roberto Martinez
Download or read book An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas written by Roberto Martinez and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest Texas. The evaluation provided district leaders with critical feedback from the new teachers on their background, perceptions of their first year of teaching and the teacher induction program. The study consisted of analysis and evaluation of the district-administered New Teacher Induction Survey that was sent via a unique survey link to 240 new teachers to the district during the 2013-2014 school year. The quantitative study involved descriptive statistical analysis of closed survey responses. The results of this quantitative study revealed information as to the various backgrounds of new teachers in a suburban school district in southwest Texas. It was found that the district had higher averages than the state of new teachers to the profession, along with alternatively certified teachers. The study also revealed new teacher perceptions during their induction period of mentoring and coaching, as well as perceptions about school culture and climate, administration support, teacher performance and evaluation, and professional learning. Descriptive statistics revealed that the new teachers to the district perceived their mentoring and coaching experiences to be marginal. Overall support provided by mentors was not perceived by new teachers to be at a high level, but new teachers felt positively about the accessibility of their mentors. The new teacher perceptions of their school's culture and climate were positive. An overwhelming majority felt a sense of belonging and that the whole school community was invested in their development. It was revealed that new teachers received marginal administration support during their first year of induction; particularly in the areas of individual face to face meetings, classroom observations, and the modeling of lessons and behavior management strategies. The study found that new teachers had a positive experience with the teacher performance and evaluation process. An overwhelming majority felt that information given to them by their administration was in line with the Professional Development and Appraisal System (PDAS) process, and that this information was clear and understandable. Also, it was revealed that new teachers had positive experiences with professional learning on classroom management and building relationships. New teachers did not perceive their professional learning opportunities on working with diverse parent and student groups to be effective. In particular, working with special education students and families was the highest reported need for additional professional learning. In addition to providing perspectives of why induction is necessary due to obvious benefits and teacher attrition rates, the study considered the unique recruitment and retention demands of a rapidly growing suburban school district in southwest Texas. The study provides a historical perspective of induction and describes the components of a successful induction program. Results from the study will allow stakeholders in the district to consider the new teacher perceptions on the success of each component and determine the overall effectiveness of the New Teacher Induction Program, which may influence future practice.
Book Synopsis Professionalism and Community by : Karen Seashore Louis
Download or read book Professionalism and Community written by Karen Seashore Louis and published by Corwin. This book was released on 1995-03-24 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Authors Louis and Kruse examine the question: Why do some school communities succeed and others fail? They take a look at five urban schools that have been attempting restructuring for several years - enough time to show results. They describe how the development of a professional community - or the lack thereof - impacts the implementation of change and how teachers' efforts at professionalism can positively affect the process. Focusing on the structural, social, and human conditions of schooling, the authors describe how to form a professional community. Using their extensive research on professionalism, they develop a framework for evaluating the elements of community and then use the framework to present a cross-case analysis of various schools in the study. Professionalism and Community is a potent source of information for all policymakers and school leaders who are committed to long-term, effective change. It reveals a significant reason why so many well-intentioned, well-planned reforms fail, in spite of individual commitment and the heroic efforts of the participants. By observing those who have gone before, readers can learn important lessons from this study and discover the keys to making their own reform efforts work.
Book Synopsis The Effect of Involvement in Decision Making on Teacher Retention by : Donna V. Lynch
Download or read book The Effect of Involvement in Decision Making on Teacher Retention written by Donna V. Lynch and published by . This book was released on 2010 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retaining teachers continues to be an ongoing challenge for administrators. For a school, when teachers migrate from one school to another to teach or leave the profession all together, the school looses a teacher. A review of selected literature revealed the most frequently cited working conditions that impact teacher retention include: (a) administrative support, (b) compensation, (c) shared decision making, (d) beginning teacher support, (e) school climate, and (f) work load and resources. While research addresses decision making and teachers leaving the profession, few studies address teachers known as movers in a district and their involvement in decision making. This study addresses the impact of the working condition decision making on movers. In addition the study examines the perceptions of movers and administrators in regards to teacher involvement in decision making. A series of Fisher's exact tests revealed there were significant associations between movers and administrators perceptions of teacher involvement in decision making. The results from this study provide administrators and educational leaders with valuable and usable information in regards to decision making and teacher retention.
Book Synopsis Organizational Learning in Schools by : Kenneth Leithwood
Download or read book Organizational Learning in Schools written by Kenneth Leithwood and published by Taylor & Francis. This book was released on 2000-01-01 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents the view that what matters most are learning processes in organizations and ways of enhancing the sophistication and power of these processes. Each contributor, therefore, explicitly addresses the meaning(s) of organizational learning which they have adopted themselves.
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.
