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.

Download or read book Principals Perceived Influence Over New Teacher Retention written by Meredith Bertrand Coates and published by . This book was released on 2015 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies report that nearly a third of novice teachers leave the field before their third year of service (Ingersoll, 2002), and almost half of novice teachers leave the field before completing their fifth year of service (Ingersoll & Smith, 2003; Johnson, 2004). These rates of turnover have remained steady (NCES, 2011). Schools are workplaces where teachers face a multitude of factors that collectively contribute to job satisfaction/dissatisfaction. Generally, research has indicated that administrative support has a profound effect on the experiences of new teachers (Ingersoll & Kralik, 2004). The purpose of this phenomenological study is to examine 6 principals' perceptions of the main factors behind teacher retention statistics and their personal perceptions of their role as a factor in the career decisions of new teachers. In-depth interviewing will investigate the following research questions: To what extent do the principals identify with the new teacher experience? What do principals perceive to be the main factors behind high attrition rates for new teachers, and to what extent do principals believe that new teacher retention is important? What do the principals do to support new teachers in schools, and how is this effort affected by their perceptions of the research on new teacher retention or contextual variables? Results indicated that the participating principals believed that new teacher retention was a crucial component of school functioning, and they generally perceived themselves to have a great deal of influence over new teacher job satisfaction and eventual retention. More specifically, it was evident that the participants do intentionally try to retain good teachers on both direct and indirect levels.

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.

Download or read book Secondary School Principals Perceptions of Their Role in Decision Making as Perceived by Secondary School Principals in Northern Illinois written by Christopher J. Ward and published by . This book was released on 1981 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

Download or read book Small Town Secondary Principals written by Mary Elaine Kazmark Stephen and published by . This book was released on 2002 with total page 730 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principal Retention written by Coletha Tucker Johnson and published by . This book was released on 2022 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of school principals has changed from being managers to instructional leaders. As a result, many principals do not feel prepared to lead under these conditions, in which some leave their campuses within the first five-years of service. Despite school districts implementing educational reforms to attract and retain principals, turnover persists and is more pervasive in secondary settings when compared to elementary campuses. This study explored the perceptions of six veteran secondary principals (five-years or more at their campus) from two Texas school districts and whether self-confidence in their abilities or self-efficacy impacted their effectiveness as instructional leaders, thus influencing their retention. Efficacy was explored through Bandura's (1977) four sources of information (i.e., mastery experiences, vicarious experiences, verbal and social persuasion, and physiological states). Findings suggested that self-efficacy was significant to the participants' success as instructional leaders and their decision to remain principals. While mastery and vicarious experiences were the most prevalent in building efficacy, verbal and social persuasion and physiological states were implicitly connected to their confidence. This research adds insight to the limited literature regarding principal retention.

Download or read book Organizing Schools for Improvement written by Anthony S. Bryk and published by University of Chicago Press. This book was released on 2010-03-15 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

Download or read book Examining the Role of Principals in the Retention of New Teachers written by Katherine Cross and published by . This book was released on 2011 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: "One of the most influential factors in determining new teacher retention is the level of support from the principal and school administration. The purpose of this study is to examine the role principals play in the retention--or turnover--of first-time teachers, and to learn what cost-effective methods principals can utilize to provide support for their new teachers. This study follows a qualitative design using interviews as the format. The participants included new teachers with three years or less teaching experience and an experienced education professional and writer. Results indicated that much can be done at the school level to retain new teachers, however much of the power to make this happen lies in the hands of the principal." -- from the abstract, p.4.

Download or read book The Perceptions of Teachers on the Role of High School Principals as Instructional Leaders written by Vellayanchettiar Rajendra and published by . This book was released on 1999 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Connecting Leadership and Learning written by John MacBeath and published by Routledge. This book was released on 2008-07-25 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading schools is becoming almost daily a more complex and demanding job. Connecting Leadership and Learning reassesses the purpose of schools, the nature of learning and the qualities of leadership that make schools authentic places of learning. Starting with a review of what we can claim to know – and not know – about learning, leadership and their inter-relationship, this book explores what it means to lead schools that place learning at the centre. Drawing on research from seven different country projects - including the United States, Australia and five European countries – the authors offer five key principles for practice: a focus of learning an environment for learning a learning dialogue shared leadership accountability; internal and external. These key principles have been tested by teachers, senior leaders and school students and found to be applicable across cultural and linguistic boundaries. The challenges faced by in inner city schools, whether in London or New Jersey, prove a stern test for the five principles yet, as these schools testify, they bring a new sense of hope and resolve that learning is for everyone. Based on rigorous research yet thoroughly grounded in practice, this book aims to challenge the reader with big ideas about learning and leadership, and to break new ground in thinking about where leadership and learning meet so that practitioners can see how it works in school and classroom practice. It should be of interest to all school leaders and those aspiring to the role.

Download or read book Teachers Perceptions of how Leadership Styles and Practices of Principals Influence Their Job Satisfaction and Retention written by Eric Matthew Denton and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses the challenge principals face in retaining highly qualified and effective teachers in their schools. Although efforts to recruit new teachers have proven successful, teachers are leaving education at alarming rates, especially in the first four years of their careers. The purpose of this study was to identify what school principals can do to increase teachers' job satisfaction and retention. To do so, 12 veteran teachers from four schools were interviewed from February to April 2009. The participants answered questions concerning their levels of job satisfaction, their perceptions of their principals' leadership styles, and their reasons for continuing to teach. The data revealed that principals can increase teachers' job satisfaction and retention rates by encouraging positive and respectful relationships among teachers and their students and among the faculty, staff, and administration; treating teachers as professionals and providing them with opportunities for professional growth; providing teachers with positive feedback; being accessible and listening to teachers; establishing high expectations for student achievement and teacher performance; and supporting the efforts of teachers. This data will increase principals' awareness about what leadership styles and practices can increase the job satisfaction of their teachers and help them retain highly qualified and effective teachers in their schools.

Download or read book New Zealand Secondary School Principals Perceptions of Their Role written by Denis Allan Slowley and published by . This book was released on 2012 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Urban Education written by H. Richard Milner IV and published by Routledge. This book was released on 2013-11-20 with total page 599 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Teachers and Principals Perceptions of the Secondary Principal s Instructional Leadership written by Samuel Henry Campbell and published by . This book was released on 1977 with total page 988 pages. Available in PDF, EPUB and Kindle. Book excerpt: