Download or read book Factors Influencing Teacher Retention in an Urban Secondary School District written by Joel Christopher Boutelle and published by . This book was released on 2009 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Download or read book What is the X Factor Teacher Longevity in Urban Districts written by and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the persistent achievement gap in our country, teacher recruitment and retention are pressing issues for urban school districts. There is a large amount of research around why teachers LEAVE urban schools; there is a relative gap in the literature as to why teachers REMAIN in urban schools. Research shows that exiting teachers cite situational factors (such as student demographics, working conditions, preparation programs, and salary) as reasons for leaving during their first three years of teaching. However, there are some urban teachers who choose to remain in urban settings despite these challenges. To better understand and determine what sets these individuals apart, we must look closer at internal factors (such as predispositions, perseverance, motivation, and resiliency) and how they influence a teacher's decision to remain. To help identify and understand how personal factors influence urban teacher retention, the following research question is posed: Which personal characteristics rise above as "X Factor(s)" and influence a teacher's decision to remain in an urban setting? In this qualitative research, a narrative life story approach was used. Semi-structured interviews with "effective" teachers who have been in urban settings for more than five years were conducted. Responses were coded and analyzed around factors influencing a teacher's decision to remain in an urban setting. Findings and data analysis from interviews found that teachers who remain in urban districts demonstrate motivation from contact with returning students and a commitment to equity. Teachers interviewed also demonstrated perseverance through their positive affiliation towards challenging tasks, the ability to analyze situations, and comfort with frequently changing tasks. If school officials become better at identifying these factors, schools may be able to improve their efforts toward attracting, recruiting, and retaining the best teachers for students in our urban schools.
Download or read book Black Female Teachers written by Abiola Farinde-Wu and published by Emerald Group Publishing. This book was released on 2017-07-26 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.
Download or read book Why Half of Teachers Leave the Classroom written by Carol R. Rinke and published by R&L Education. This book was released on 2014-02-02 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The statistics are familiar: almost 50% of new teachers leave the profession within their first five years in the classroom. The challenge of recruiting and retaining teachers carries high costs for today’s schools and students. This book uncovers some of the reasons behind the elevated attrition rates in the field of education through a long-term study of beginning teachers in one urban school district. Drawing upon research conducted over a seven-year period, this book sheds light upon the role that teachers’ intentions play in shaping their later career paths. It also shares the deeply personal and professional journeys of teachers who stayed, teachers who shifted into education-related positions, and teachers who left the field altogether. Through eight in-depth case studies, this book clarifies the factors influencing teachers’ career paths and depicts the toll that teacher attrition takes on the teachers themselves. Finally, it makes an argument for placing teachers’ voices clearly at their center of their own career development as a way to enhance autonomy, satisfaction, and ultimately career longevity.
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.
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.
Download or read book Factors Affecting the Retention of First career and Second career Science Teachers in Urban High Schools written by Rosemary C. Rak and published by . This book was released on 2013 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. - Abstract.
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 370 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 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.
Download or read book Applied Critical Leadership in Education written by Lorri J. Santamaría and published by Routledge. This book was released on 2013-06-17 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores an exciting new critical leadership model arising from critical theory and critical pedagogy traditions, and provides examples of applied critical leadership, ultimately expanding ways to think about current leadership models.
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.
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 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:
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.
Download or read book No Dream Denied written by National Commission on Teaching & America's Future (U.S.) and published by . This book was released on 2003 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides an analysis of conditions that contribute to chronic teacher shortages across school districts and states and calls for a national effort to improve teacher retention by fifty percent by 2006. Proposes strategies to meet this goal.
Download or read book The Motivation to Stay written by Keisha Lashun Gabriel and published by . This book was released on 2020 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a qualitative study of teachers in high-poverty elementary schools in an urban school district. Participants who have been employed for at least 5 years in a high-needs school responded to surveys tracking their perceptions of their school environment. Follow-up interviews were conducted to provide a more in-depth study to gain further insight into why these teachers chose to work in Title I schools, despite the numerous challenges. Teachers reflected on how the following factors encouraged them to remain employed in the high-needs school setting: intrinsic motivation, extrinsic motivation, professional development, and commitment. The results of this study indicate that teachers choose to continue working in their Title I school setting primarily because of the intrinsic rewards and their high levels of commitment towards serving high-need students. Teachers who participated in this study were highly motivated by their feelings of self-gratification, self-satisfaction, and their ability to effectively support at-risk students. The participants also showed high levels of commitment to their school, despite the challenges that come from working in a Title I school. Extrinsic benefits included positive collegial relationships, support, and cultural diversity. This study’s findings can inform school leaders’ decisions on how to best support high-quality teachers in the schools that need them the most. Investing energy and resources into supporting teachers’ intrinsic needs will motivate teachers to continue working in high need school settings. Teachers also need to continue being exposed to positive and productive professional development opportunities and positive school relationships to improve teacher retention outcomes.
