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 Teacher Perceptions of Pay for Performance written by Norbert L. Whitaker and published by . This book was released on 2017 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, I explored the different perceptions of teachers in a large urban school district in Texas towards a pay-for-performance program used on their respective campuses between 2011-2016. In total, 97 teachers from four different middle school campuses participated in this study. A descriptive analyst was conducted on teacher responses to an online survey to answer the research questions examined in this study: 1) What are teachers' perceptions of the pay-for-performance program's impact on teacher motivation?, 2) What are teachers' perceptions of the pay-for-performance program's impact on teacher retention?, and 3) What are the differences among teachers' perceptions of the pay-for-performance programs on the participating campuses? The results indicate 48.3% and 53.4% of the participants perceive pay-for-performance programs as having a positive impact on teacher motivation and teacher retention, respectively. Additionally, the results demonstrate 47.5% of participating teachers responded positively towards the pay-for-performance program on their respective campuses. This study has implications for policymakers and school district leaders who may consider implementing teacher pay-for-performance programs. Future research studies might explore school districts of different sizes throughout Texas and across the United States to gain a broader prospective of pay-for-performance programs.

Download or read book The Influence of the Elimination of Performance Pay on Teachers Perceptions on Retention and Student Performance at High needs Campuses written by Keeley Rene Simpson and published by . This book was released on 2018 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a need to identify how the elimination of a performance pay system influences effective teachers’ retention decisions at high-needs schools. Careful consideration should be given when implementing and eliminating performance-based pay programs because teacher behaviors change under monetary incentive-based programs. With student achievement as the primary goal of performance pay, an equally important issue that is not yet understood is how teachers perceive the influence of performance pay on student achievement. A qualitative phenomenology methodology was used to determine how teachers make sense of performance pay through their experiences with the elimination of an established performance-based pay system and how these experiences influence retention decisions and perceptions of student achievement in urban middle schools with high-poverty and high-minority student populations. As effective teachers within their schools, the participants were uniquely positioned to provide valuable insight on their perceptions of the elimination of a performance pay system. This study determined that teachers perceive the elimination of an established performance pay system to increase teacher attrition at high-needs schools and will result in a decline in student achievement at these same high-needs schools. This research study expands the literature on teacher perceptions of performance pay and encourages district leaders to work collaboratively with school leaders and teachers to develop incentive plans for retention and student achievement at high-needs schools.

Download or read book Engaging Teachers to Improve Administrator Support in an Urban Middle School written by Barbara R. Kimzey and published by . This book was released on 2019 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: High teacher turnover in urban schools, such as at the school in which this study was conducted, has persistently negatively impacted school reform efforts aimed at closing the achievement gap (Donaldson & Johnson, 2011; Ronfeldt, Loeb, & Wyckoff, 2013). Since effective teachers have the greatest direct impact upon improving student achievement, high teacher turnover rates in low-performing schools that serve large populations of minority and low-income students help perpetuate the low performance of those schools (Ingersoll, 2002; Ronfeldt et al., 2013; Stronge, 2010; Wright, Horn, & Sanders, 1997). Furthermore, research indicates that teachers tend to stay in schools where a positive, supportive, collaborative school culture exists and where teachers play a role in decision making (Ado, 2013; Boyd et al., 2011; Ingersoll, 2002; Johnson, 2011). The purpose of this mixed methods action research study was to identify and explore a potential systemic intervention that would improve teachers' perceptions of administrator support in order to eventually improve teacher retention in an urban middle school. By comparative analysis using a t-test of the pre- and post-survey results from the administration of the Principal Support Survey (DiPaola, 2012) that included the addition of three open-ended questions relating to teachers' experiences with and wishes for administrative support, the study results indicated that after four months, implementation of a weekly observation and coaching protocol yielded a statistically significant increase in teachers' perceptions of appraisal support. Recommendations included providing ongoing, individualized coaching support to teachers and to those coaching teachers, in addition to revising external accountability measures to ensure time for coaching and to reduce teacher stress.

Download or read book A Qualitative Case Study written by John Davis and published by . This book was released on 2020 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this single instrumental, qualitative case study was to explore teachers' and administrators' perceptions about teacher morale status at Urban Middle School to understand how morale may be affecting retention within the school. This study explored the experiences of 12 middle school teachers and three administrators/facilitators at an urban middle school in southeastern Pennsylvania to understand their perceptions of the sources of low teacher morale, identifying strategies to improve morale, and how low morale affects teacher retention. Data was gathered using in-depth, semi-structured interviews, including individual interviews and focus group interviews. Key findings include four categories explaining factors resulting in low teacher morale. These categories are poor communication skills by administrators, problems with colleagues, high levels of stress, and the lack of appreciation by administration. In addition, these four categories unveiled potential strategies to improve low teacher morale. These strategies included administrators saying thank you, building strong relationships within the building, administrators assisting the staff, and teachers utilizing self-care. Three categories emerged for understanding and explaining teacher retention at Urban Middle School: professional loyalty and commitment, love for students and the belief that things will improve Four guiding principles were developed through analyzing 36 themes and 11 categories based on codes generated during data analysis, and by consulting the relevant literature: 1) building principals must make a conscious effort to create a positive, upbeat atmosphere where students and staff feel welcome, 2) building principals must not exceed a reasonable workload for staff, 3) teachers need to do their part by taking care of themselves (e.g. self-care strategies), and 4) teachers should remember their love for students, and draw on their reservoirs of hope for the future of education, as reasons to remain in the classroom. After synthesizing the literature review with the key findings, the following can be concluded for each research question. Poor communication skills - by both teachers and administrators - are a critical reason for low teacher morale. Along with improving communication, the top potential strategy for improving low teacher morale is showing authentic appreciation. Finally, the overwhelming reason why teachers stay at Urban Middle School is for the students. Recommendations from this research include that central office needs to ensure all teachers and administrators are trained in professionalism and building relationships and, for administrators, to provide encouragement and authentic appreciation.

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 Urban Middle School Teacher Perceptions written by Jeannine M. Porter and published by . This book was released on 2015 with total page 1011 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principal s and Teachers Perceptions of Professional Development in an Urban Middle School written by Benita Contreras and published by . This book was released on 2007 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Several significant findings emerged from this study: (a) there was an inconsistency between the school's professional development goals and the actual professional development that teachers experienced---teachers noted the inconsistent quality of professional development from year to year, (b) teachers at different stages of adulthood and career stages sought different types of professional development, (c) both teacher and administrator participants perceived that the external qualities of the presenter and the presenter's knowledge of the subject matter were indicators of effective professional development and (d) collegiality was acknowledged by all participants as essential to the school's goals and effective adult learning. These findings have significant implications for future planning of professional development in urban middle schools in particular where unacceptable numbers of these students become dropout statistics in high school.

Download or read book Urban Middle School Teachers Perceptions of the Social Promotion of Minority Students written by Niesha Harris and published by . This book was released on 2012 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Retention of African American Male Teachers in Elementary and Middle Schools written by Marla West and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The representation of African American male teachers in elementary urban schools has decreased. The purpose of this basic qualitative study was to investigate administrators’ and African American male teachers’ perceptions of how administrators are challenged to support the retention of African American male teachers in elementary and middle schools in the focus urban school district. Social, cognitive, and transformational leadership theories were used as a framework to guide the study. Research questions addressed how administrators perceive the ways they support the retention of African American male teachers and how African American male teachers perceive that support. Purposeful sampling was used to recruit eleven African American male teachers and eight administrators to participate in this study. Data were collected using semi structured interviews and thematic analysis. The interview responses were transcribed and examined through thematic analysis, which identified codes and themes derived from the transcripts. The three key findings that emerged from the data were (a) climate and culture, (b) developing strong relationships and collaboration, and (c) support and professional development. The findings identified leadership practices that supported challenges influenced by student achievement, professional growth, and African American teacher retention. Further recommendations include the findings from this study may contribute to a positive social change of African American male teachers’ presence in school settings and improve effective leadership supports provided for African American male teachers in urban schools."--Abstract.

Download or read book Biuletyn Towarzystwa Polsko ukrai nskego written by and published by . This book was released on 1967 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Urban Middle School Teachers Perceptions of Selective Classroom Management Strategies written by Hope C. Luster and published by . This book was released on 2007 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Urban Middle School Teachers of the Relationship Between Cognitive Teaching Strategies and School Achievement Implications for Educational Leadership written by Izear III. Feagins and published by . This book was released on 2008 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Urban Elementary and Middle School Teachers Perceptions of Instructional Time Resources and Facilities and Their Relationship to Student Academic Achievement Reading and Mathematics written by Rosalind Renee Martin and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Federal and state laws rely on multiple indicators to measure and improve student performance. However, inadequate attention has been directed at school climate as a means to improve student academic achievement even through there is a diverse body of research linking school climate to student achievement and academic performance (Kober, 2001; Loukas & Robinson, 2005; Shindler, et al 2004). The specific purpose of this study is to examine elementary and middle school teachers' perceptions of school climate dimensions such as: use of instructional time, access to resources, and adequate facilities, in relationship to students academic achievement in an urban school district. The researcher used secondary data to analyze teachers' perceptions related of time, resources, and facilities and their relationship to student academic achievement. According to the data results, overall, elementary and middle school teachers believe there is: good use of their time during the school day, time to collaborate, time to meet the needs of students, and adequate non-instructional time. As with the second aspect regarding the level of access teachers have to instructional resources, teachers feel they have access to the resources needed. The third aspect addressed in the results is related to teachers' perceptions about the overall quality of the facilities in which they work. According to the data collected, teachers believe that the school facilities are clean and well maintained, and that their work space is sufficient and supportive for the teaching and learning process. The last set of data analyzed the relationship between the mean results from elementary and middle school teachers' perceptions about the related items concerning time, resources, and facilities and that of schools whose achieve results were proficient in reading and math on the 2010 Tennessee Comprehensive Achievement Program (TCAP) assessment. Teachers from schools that had proficient scores in reading and math, believed that there were too many interruptions during instructional time, class size matters when student achievement is considered, and there is a need to protect teachers from duties that interfere with their responsibility to educate students. Conclusion from this study indicated that there were no significant differences between elementary and middle school teachers' perceptions about use of instructional time, access to resources or facilities. However, there was a difference in teachers' perceptions that worked in schools with proficient reading and math scores on standardized test.

Download or read book Culturally Responsive Literacy Instruction written by Robert Algozzine and published by Corwin Press. This book was released on 2009 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher."-Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, AL"This text addresses the literacy needs of learners who have been 'left behind.'"-Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West GeorgiaGive students from culturally and linguistically diverse backgrounds the literacy skills to succeed! All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.Culturally Responsive Literacy Instruction connects students' backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:A range of interventions that support five critical areas of reading instruction-phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehensionLearning materials that take advantage of multicultural literature, themes, and topicsGuidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiencesMake a significant difference in all your students' reading success with effective, culturally responsive teaching practices!

Download or read book Urban Middle School Administrators and Teachers Perceptions of Black Student Behavior Suspension and Expulsion written by Garfield E. Adams and published by . This book was released on 2020 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black students are suspended and expelled more than any other subgroup in middle schools. It is imperative that we analyze what perceptions administrators’ and core content teachers’ have about Black students’ behavior along with school suspensions and expulsions for Black students to change current practices. This dissertation gives a better understanding of how administrators and teachers perceive behaviors exhibited by Black students and their perceptions of suspensions and expulsions related to those behaviors. From the population of potential participants, a total of 7 school administrators and 19 core content area teachers completed the questionnaires from 5 middle schools in one southeastern school district. My study reveals teacher bias and lack of teacher training, explicitly focused on Black students and Black student behavior, are contributors to the disproportionate number of suspensions and expulsions assigned to Black students.

Download or read book Handbook of Research in Education Finance and Policy written by Helen F. Ladd and published by Routledge. This book was released on 2014-12-17 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.