Download or read book An Exploration of the Correlation Between Teacher Retention Beliefs and Teacher Perception of School Climate written by Jeremy Rashard Davis and published by . This book was released on 2020 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This quantitative study was conducted to determine if there is a correlation between teacher retention beliefs and teacher perceptions of the school climate. The researcher (1) acquired knowledge from teachers regarding their perception of the elements safe and supportive school climate, specifically (a) positive staff relationships, (b) accountability and consequence, (c) clear expectations and parameters, and (d) active monitoring: and (2)determined which elements have the most significant impact on teacher retention beliefs. Data were collected from 377 certified teachers across Tennessee. Data indicated that a positive correlation existed between teacher perceptions of the school climate and teacher beliefs. Furthermore, findings reveled that there was a positive correlation between teacher perceptions of individual elements associated with school climate and teacher retention beliefs. Lastly, the findings indicated that perceptions regarding positive staff relationships involving administrators and teachers had the most significant impact on teachers retentions beliefs.
Download or read book An Exploration on Perceptions Influencing Teacher Retention in Urban School Settings as Gauged by Kouzes and Posner s Leadership Model on the Principal s Leadership Style and the School Climate written by Tamika Singletary-Johnson and published by . This book was released on 2017 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout this study, the researcher sought to find the key strategies needed to have positive teacher attrition. These findings were measured by the Kouzes and Posner (2002) Leadership Practice Inventory data, as well as staff focus group dialogue with selected school. The participant groups consisted of six elementary schools in a Southwest Virginia school system. -- Throughout the study, efforts have been made by division leaders to obtain and attract great teachers. Efforts were also made to keep great teachers. Neason (2014) estimated that “over 1 million teachers will move in and out of schools annually and between 40 and 50 percent quit within five years” (p. 1). As stated by Bernardo (2015), there were many factors that should be considered when investigating teacher retentions such as school climate, leadership practices, compensation, academic environment, teacher empowerment, and teacher turnover. -- The researcher used a mixed method approach to review quantitative data from the Leadership Practice Inventory, as well as to collect qualitative perceptions, strategies, and best practices from school staffs in their educational settings. -- The data from the Leadership Practice Inventory and the informal focus group dialogue with teachers were developed, analyzed, and summarized in order to obtain knowledge as to the skill sets and strategies these leaders used to create positive teacher attrition. The data from the study indicated that the teacher’s perceptions of the leadership style of the principal affects teacher retention.
Download or read book The Effect of School Culture on Teacher Retention written by Nicholas A. Diaz and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effect of school culture on teacher retention by looking at various aspects of a school's climate. The goal of this study was to provide the educational community with data and current strategies to enhance teacher job satisfaction and to increase teacher retention rates. Teachers in Northwest New Jersey public schools within a rural setting were explored in this study. The study was designed as a quantitative research project that collected data via a survey. Anecdotal data was also collected by reviewing teacher resignation and retirements among schools in Northwest New Jersey. The survey was distributed to all teachers in Northwest New Jersey. The survey focused on various aspects of school climate and asked participants to self-report their perception of their school climate. The data collected from the survey was analyzed through an independent sample t-test to test for a significant correlation between the reported views of school climate and one of three demographic subgroups. Study results indicated that there is not a significant statistical relationship between teachers' perceptions and particular demographic subgroups. However, among the demographic subgroup of novice and veteran teachers, there were several items on the survey tool that approached statistical significance. (ProQuest abstract).
Download or read book A Missing Link written by Christine Lynn Whitt and published by . This book was released on 2022 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative correlational study examined the strength of the correlations between school climate and teacher retention in rural, low-income elementary schools in North Carolina. In addition to identifying the overall relationship of school climate to teacher retention, this study examined the relationships between the overall climate factors (autonomy, community, induction, shared leadership, responsibility, and recognition) and teacher retention. Utilizing data from the North Carolina Teacher Working Conditions Survey (NC TWCS), 150 teachers were surveyed. Teachers included in the data collection were identified as working in low-income and rural schools, serving pre-kindergarten to fifth grade. Existing data was requested from school districts and placed in a Microsoft Excel spreadsheet. Data was then uploaded to SPSS software for correlation and regression analysis. This study found a relationship between the overall school climate and teacher retention. It also indicated the mediating factors of leadership, autonomy, and recognition as having a relationship with retention, while factors of responsibility, community, and induction had little to no relationship. The findings of this study serve an important role in solving the teacher retention problem in North Carolina schools and provide information for school leaders in creating positive climates that promote retention.
Download or read book THE RELATIONSHIP BETWEEN TEACHERS PERCEPTIONS OF SCHOOL CLIMATE AND TEACHER JOB SATISFACTION written by Yuting Li and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The high rate of teacher attrition has been an enduring problem that needs to be resolved for educational policymakers. Studies have demonstrated that teacher job satisfaction is associated with teachers decisions on whether to leave their profession. The purpose of this research is to examine the relationship between teachers perceptions of school climate and teacher job satisfaction. This study used data from Teaching and Learning International Survey (TALIS) 2013 database. Multilevel modeling results indicated that teachers perceptions of school climate have a significantly positive relationship with teacher job satisfaction. Older teachers are more satisfied than younger teachers. Teachers with more working experience have higher levels of job satisfaction than those with less experience. No significant relationship was found between school characteristics (i.e., school location, school type and school socioeconomic status) and teacher job satisfaction. The findings highlighted the importance of building a positive and sustained school climate for all teachers in order to improve teacher job satisfaction.
Download or read book Change Leadership written by Tony Wagner and published by John Wiley & Sons. This book was released on 2012-06-28 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. It exemplifies a new and powerful approach to leadership in schools.
Download or read book Influences on Teacher Retention in Title I Schools written by Shenika Gregory and published by . This book was released on 2018 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: This correlational and mixed method study was conducted to explore the relationship between teachers' perception of a principal's leadership practices, teacher morale, and school climate among teachers, staff members, and problems surrounding a teacher's retention a Title I school. Thirty-eight Likert scale questions and eight interview questions were distributed online in the Spring 2018 to educators employed at Title 1 schools in a Middle Tennessee public school district. The data was analyzed using Pearson r, chi square, and Spearman r tests. Perceived leadership practices, the school climate, and teacher morale all revealed a very strong, positive significance on teacher retention. Schools are likely to retain educators when led by a principal who is supportive, promote a cohesive school climate, and value educators.
Download or read book The Relationships Between School Climate Teacher Efficacy and Teacher Beliefs written by Paige Lacks and published by . This book was released on 2016 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the relationship between school climate, teacher self-efficacy, and teacher beliefs. Teachers at two middle schools in rural southern Virginia participated in the study. Middle school teachers were surveyed using the School Climate Index to collect information about teacher-perceived views on their school’s climate and the Teacher Sense of Efficacy Scale to gather information about teacher self-efficacy. Pearson Product-Moment Correlations were used to measure the relationship between school climate and teacher self-efficacy as well as teacher self-efficacy and four teacher-perceived climate factors, including collegial leadership, teacher professionalism, academic press, and community engagement. Data analysis did not provide evidence of a significant relationship between school climate and teacher self-efficacy. A positive correlation, however, was found in the relationship between teacher self-efficacy and community engagement. Recommendations for future research include replicating this study in elementary and high schools as well as in schools with different demographics, populations, and accreditation statuses to determine generalizations about school climate and teacher self-efficacy.
Download or read book Teachers Perceptions of Campus Leadership Team Behaviors and Teacher Retention Rates by Campus written by Jennifer Dollar Stoecker and published by . This book was released on 2017 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between teachers’ perceptions of campus leadership team behaviors and teacher retention by campus. The researcher focused on one Texas school district and analyzed its campus teacher retention rates in relation to teacher survey responses in the Leadership Dynamics domain of the National Center for School Leadership’s (NCSL, 2017) School Climate and Culture Survey. The researcher conducted multiple regression analysis to determine the relationship between the predictors and criterion variable. Results indicated 42.30% of the variance in teacher retention could be explained by the teachers’ perceptions of leadership team behaviors taken together. Interpretation of the beta weights and squared structure coefficients for individual predictors demonstrated that administrative accessibility accounted for the greatest amount of the relationship, accounting for approximately 93.90% of the variance explained. Listening to teachers’ concerns and ideas explained 88.1% of the variance, followed by encouragement of teachers to share ideas and opinions, 85.5%; trust in administration, 75%; administrator effectiveness, 74.2%; consistency of administrator behavior, 64.7%; and keeping teachers informed, 64%. The study concluded with implications of findings and recommendations for future research.
Download or read book Exploring the Relationship Between Teacher Retention and Selected Educational Variables in Title 1 High Schools written by Brandon Garza and published by . This book was released on 2011 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher retention is the ability of schools to retain teachers on a yearly basis. Research is available addressing the importance of schools retaining teachers. Teachers leave schools for a variety of reasons, some of which can be affected by educational variables. While studies have provided data that indicate the number of teachers who leave, research is limited on how educational variables such as student demographics, school finance, teacher experience, and student achievement, affect teacher retention. Furthermore, research is also limited on how these variables relate to each other. With a focus on teacher retention this study includes data from 30 Title I high schools. Bivariate correlations were conducted using the Pearson product-moment correlation coefficient to determine if relationships exist between teacher retention and the aforementioned educational variables. Additionally, multiple data sets are presented to explain relationships among the educational variables themselves.
Download or read book An Exploration of Teachers Perceptions of School Environment and School Leadership Relative to Collective Efficacy written by Karen Mae Ball and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Rigorous school accountability efforts in education have increased interest in factors that may contribute to positive learning environments for all participants in the educational process. The primary concept of interest of this study was that of collective efficacy, a mechanism of personal agency, espoused by Albert Bandura through Social Cognitive Theory. Collective efficacy, is defined as "a group's shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainments" (Bandura, 1997, p. 477). Teacher's perceptions of school environments and school leadership were explored relative to collective efficacy. Bandura (1997) has suggested that each of these factors (school environments, school leadership, and collective efficacy) may have a positive impact upon the educational process, yet empirical relationships among the three factors are not evidenced in the literature. This study was conducted with K-12 elementary school teachers at 17 school sites, utilizing three instruments measuring each factor: collective efficacy, leadership, and school environment. Instruments were disseminated electronically. A significant relationship was found among the factors in combined analysis, although multiple regression analysis of independent influence was significant only with environment in relationship to collective efficacy
Download or read book Exploring Teacher Recruitment and Retention written by Tanya Ovenden-Hope and published by Routledge. This book was released on 2020-10-01 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thought-provoking collection examines the challenge of teacher shortages that is of international concern. It presents multiple perspectives, and explores the commonalities and differences in approaches from around the world to understand possible solutions for the current teacher workforce crisis. Acknowledging that solutions to attract and retain teachers vary by country, region and in some cases locality, the contributors scrutinise a range of workforce planning interventions at local and government level, including financial incentives and early career support. The book draws on different perspectives to understand a range of problems that negatively affect teacher recruitment and retention, unpicking key challenges, including links between the disadvantages of location and access to teachers for coastal and rural schools, rising pupil numbers, declining school budgets and the role of professional learning in raising teacher status. Abundant in critiques, research-informed positions and context-specific discussions about the impact of teacher workforce supply and shortages, this book will be valuable reading for teacher educators, educational leaders, education policy makers and academics in the field.
Download or read book Opportunities and Challenges in Teacher Recruitment and Retention written by Carol R. Rinke and published by IAP. This book was released on 2019-05-01 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Opportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers’ careers across the professional lifespan. Grounded in the notion that teachers’ voices are essential for understanding teachers’ lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers’ lives. Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers’ lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.
Download or read book Relationship Between School Climate and Student Achievement written by Keri Brown Hampton and published by . This book was released on 2008 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative research study was designed to investigate the relationship between school climate and student achievement. Using survey methods, data were collected using the Organizational Climate Descriptive Questionnaire Revised for Elementary Schools (OCDQ-RE) from 599 teachers in 33 schools located within the Region VII Education Service Center area. Quantitative data were analyzed using the Pearson r correlational analysis method and descriptive statistics to determine the relationship between teachers' perceptions of school climate and student achievement. Findings revealed a moderate relationship between teachers' perceptions of teacher openness when compared to standardized test scores and a small association among teachers' perceptions of principal openness and standardized test scores. By examining the overall campus climate evidence was found that campuses having an open or engaged climate typically had a higher percent of students meeting the TAKS standard when compared to campuses with a closed or disengaged climate.
Download or read book Teachers Perceptions on the Elements that Most Impact Teacher Retention written by Jennifer Delano-Gemzik and published by . This book was released on 2017 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study captured and obtained a deeper understanding of teachers' perceptions regarding the elements that most impact their decision to remain in the profession. This study used the InQuiry process to investigate the perceptions of current teachers in northeastern North Carolina. The InQuiry methodology allowed for the collection of both qualitative and quantitative data to gain a deeper understanding of the values, beliefs, and experiences that shaped these teachers' perceptions. The InQuiry began with a Q sort and subsequent focus group interviews were conducted with participants from each viewpoint to gain deeper insights. An analysis of the data collected revealed three distinct viewpoints: (1) Leadership Matters, (2) Students Matter, and (3) Education Matters. Findings from the study emphasized the role of administration, creating a student-centered work environment, and a deep belief in the value of education in society combined with the desire to work with children. The findings also generated implications for policy, practice, and further research.
Download or read book School Climate written by H. Jerome Freiberg and published by Routledge. This book was released on 2005-08-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Download or read book How Perceived School Context Shapes Teachers Beliefs Motivation and Turnover Intentions written by Christine Calderon Vriesema and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic. Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status. Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors. Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions. Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.
