Download or read book The Influence of Principals on Teacher Retention written by and published by . This book was released on 2008 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated the connection between the behaviors of principals and teacher job satisfaction and motivation, and how this connection results in increased teacher retention. Particularly, the researcher looked at what strategies principals use to motivate and encourage teachers to remain at a school. The researcher also examined teachers' primary reasons for staying at a particular school. Two urban high schools were the sites for this study. The researcher conducted both focus groups and interviews. Individual interviews were held with two principals; one principal had two years of experience and the other had seven years of experience. In addition, the researcher conducted individual interviews with three teachers from each school. One focus group at each school, each composed of three to four participants, also yielded data. The research showed that college education programs do not adequately prepare teachers to work with students and face the various challenges that often accompany them. Teachers need support in order to succeed as educators. The data revealed that the principal sets the tone and is the driving force of a school, thereby having a huge impact on the school environment. Though teachers were more likely to stay at schools where they felt a connection to their students, this study found that the principal is instrumental in teacher retention. The researcher found that though teachers believe they directly have control of many aspects of the school reality, the principal continues to orchestrate and facilitate school operations in an indirect, inclusive manner. The effective, invisible principal creates an environment where teachers are empowered and moved to the forefront, while the principal navigates from the background. The ability of the teacher to focus on teaching and learning is directly correlated with the principal's ability to maintain a safe and orderly environment, complete with the supports and recognition teacher need. These supports satisfy teachers' intrinsic needs, in turn resulting in increased job satisfaction and then increased teacher retention. The behaviors of the principal as they relate to teacher support, interest in the staff, and the principal's ability to motivate the staff all affect teachers' desire to stay.
Download or read book Exploring Principal Development and Teacher Outcomes written by Peter Youngs and published by Routledge. This book was released on 2020-12-29 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.
Download or read book The Leadership Effect of School Principals on Teacher Retention in Urban High Schools written by Antonio W. Abitabile and published by . This book was released on 2018 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Small City School Districts across New York State are becoming increasingly fearful of losing newly hired, highly talented teachers. In the United States, 8% of teachers leave the profession annually and greater than 50% quit teaching before reaching retirement age (Sutcher, 2016). A study done on teacher retention decisions in New York City revealed lack of administrative support as one of the top five reasons for teacher attrition (Boyd, Grossman, Ing, Lankford, Loeb & Wyckoff, 2011). The importance of a teacher's effect on student achievement cannot be overstated. Teachers have more influence on student achievement than any other factor (Carver-Thomas & Darling-Hammond, 2017). The purpose of this quantitative study was to investigate the effect that high school principals have on the retention of high school teachers in Small City School Districts in New York State. This research examined the responsibilities of high school principals who are important to teachers' decision to remain in their current role; determine which responsibilities exist in their schools; and analyze the correlation between the two. The leadership practices and principles that are defined in The 21 Responsibilities of the School Leader, as outlined by Marzano, Waters and McNulty's book (Marzano, McNulty, & Waters, 2005) School Leadership that Works, are the conceptual frame for this study. This study utilized anonymous survey results from 295 respondents currently employed in 13 Small City School Districts located within the Northeastern Regional Information Center of New York State. The findings from the research indicate that while all of the 21 Responsibilities used in this research are existent, respondents were neutral in their perception of whether any of them were important to supporting teacher retention. However, when separating the results by demographics, there were significant differences by gender and years of teaching experience. Responses by females and teachers with less than 10 years' experience demonstrated statistically significant differences, whereas they perceive a vast majority of the 21 Responsibilities used in this study to be more important than their male and veteran teacher counterparts. Also, the Responsibility of Involvement with Curriculum, Instruction, and Assessment ranked last amongst survey results as important to supporting teacher retention and perceived existence by the building principal. Finally, all leadership behaviors used in this study demonstrated a moderately positive correlation between what was perceived as important to supporting teacher retention and perceived existence of the behavior by the principal.
Download or read book The Principal s Role in Retaining Teachers written by Dale N. Carlson and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Teacher Evaluation Systems written by Jason A. Grissom and published by Teachers College Press. This book was released on 2016 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership.
Download or read book What to Expect Your First Year of Teaching written by Amy DePaul and published by . This book was released on 1998 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: This booklet discusses what teachers may encounter in their first year of teaching, presenting information from teachers themselves. Information comes mainly from a series of discussions held among winners of the First Class Teachers Award sponsored every year by Sallie Mae, a corporation dedicated to education. Focus group discussions with winning teachers addressed such issues as: what the first year was like; what the toughest challenges were; what principals and administrators can do to help; what colleges and universities should know in order to prepare preservice teachers for the real world of teaching; what the greatest rewards were; how the students influenced the experience; whether preparation was sufficient; and what insights experienced teachers had to offer new teachers. The booklet provides resources for further information, offers a checklist of tips from first-year and veteran teachers, and presents acknowledgments of teachers who helped make the book possible. (SM)
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 Keeping Good Teachers written by Marge Scherer and published by ASCD. This book was released on 2003-12 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers suggestions on how to retain good teachers, from strategies for welcoming new teachers to ideas for how to make veteran teachers feel valued.
Download or read book Principal Leadership written by Janet A. Cornella and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome. Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.
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 How Do Principals Create a Working Environment to Support Teacher Retention written by Ted M. Domers and published by . This book was released on 2015 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: The high rate of turnover for K-12 teachers, especially those working in urban schools, is well documented. Accompanying this research is a range of interventions to limit teacher movement and thus create more cohesive and effective schools. While the role of the principal is recognized as a critical element in teacher retention, few studies explore how principals see their roles in impacting teacher retention. To examine this question and propose practical solutions to better support teachers and principals, this study examines a range of structures in schools that principals might use to shape their school's culture and provide better supports for their teachers. Through a survey, case study, and interviews, the study assesses the working conditions in schools and its implications for teacher retention in a large urban school district. In doing so, the study uses a mixed-methods approach to analyze the intersection of the nature of the teaching occupation, working conditions of schools, causes of teacher turnover, and the principal's role. The findings that emerge from the data offers a fresh perspective to consider the ways in which principals can consider their influence, involvement, and position to support teachers and influence the working environment of a school. The recommendations from the study seek to honor the complexities inherent in a school organization, given the tremendous range of responsibilities bestowed upon teachers and principals. They are relevant to a range of stakeholders in K-12 educational communities, including researchers, policymakers, and practitioners.
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 Principal s Role in Teacher Retention written by Karen Turner Matt and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: High rates of teacher attrition are costly – not only in dollars and cents, but in terms of student achievement and organizational health (Keigher, 2010). Years of research conducted by the National Center for Education Statistics from 1988 - 2013 indicate that teachers move to a different school or leave the profession for a number of reasons including retirement, family concerns, poor working conditions and overall job dissatisfaction. The most impactful of these working conditions is principal leadership. Principals must create ideal circumstances for teachers if they want to avoid replacing these professionals within a few short years. One critical way principals can support teachers is through quality instructional leadership. Communication, availability, teacher placement, empowerment, and leadership style are all essential to quality leadership. A second impactful step includes comprehensive new teacher induction which includes orientation, continued professional development and a well-chosen, appropriately trained mentor. This study is a mixed-methods reflective analysis guided by Schön’s model of reflective practice (1983) and Kolb’s model of experiential learning (1984). Numerous studies conducted through organizations such as the CALDER Institute, MetLife and the National Center for Education Statistics have explored reasons for high rates of teacher attrition. Some of these studies have also explored the principal’s role in teacher retention. These results, however, are often difficult for principals to make specific to their work. School leaders may feel the data simply do not translate to their schools, or they may have inaccurate ideas of how they are perceived by the teachers they supervise. Data sources for this study include (1) descriptive statistics from the School and Staffing Teacher Follow-up Survey, which is available in the public domain, (2) summaries from an individual school district’s exit interviews, which is archival data from the school district, (3) case studies from teachers no longer in the profession, which are published works in the public domain, and (4) personal reflections regarding my own history and practices. Exploration of the perceived discrepancy between my intent and accomplishment followed by an investigation of alternate ways of thinking and acting provided the knowledge I need to transform the way I support teachers as a means of encouraging them to continue in the profession. Ideally, this study will not only change my personal practices and impact the school I lead, but it will also influence others who are currently leading schools or plan to do so in the future.
Download or read book A Study of Middle School Principal Behaviors and Their Impact on Teacher Retention written by Robert Todd Martin and published by . This book was released on 2011 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to investigate the causes behind teacher turnover and the connection between principal behavior, teacher working conditions, and rates of teacher turnover. In particular, this study examined behaviors that teachers in three North Carolina middle schools felt their principals displayed that helped encourage them to continue teaching in their current schools. Teachers in three middle schools, one from each geographical region of the state, completed an online survey. Also, the researcher visited each middle school and interviewed the three principals and their supervisors to collect additional data concerning positive teacher working conditions and reduced rates of turnover. The data generated from middle school teachers who participated in this study indicated there were specific behaviors that positively influenced teacher working conditions and encouraged them to continue teaching in their current schools. Based on the data analysis, several suggestions for principals are included to help them improve teacher working conditions and reduce turnover in their schools. Principals should try to establish meaningful relationships with their teachers. Principals should behave ethically and refrain from showing favoritism. Also, principals should show their support of teachers. Principals should also try to create an atmosphere of cooperation and collegiality within their schools.
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 The Relationship Between Principal Support and Teacher Retention in Hard to Staff Schools written by Amy Lee Hughes and published by . This book was released on 2012 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examines the relationship between principal support and retention of teachers in hard to staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between teachers and principals and how these perceptions affect teacher retention in hard to staff schools, and (c) to discover if there is a correlation between the principal's supports and teacher retention. Within these school environments, the participants were both administrators and teachers who are employed in the sample schools. Findings in this study verified information found within the literature review and were consistent with prior research and studies indicating that support of teachers have a large impact on teacher retention in hard to staff schools. Teachers that participated in this study provided insight as to which forms of support they valued most from their principals. The recommendations that are provided are intended to be a guide for administrators working in hard to staff schools to improve their programs so that they face less teacher attrition in hard to staff schools. The recommendations are also intended to encourage leaders to look more closely at their programs and their own styles of leadership and support as to improve their communication and support of their teachers in these hard to staff schools. Specific recommendations are made for administrators, institutions, teachers, working in hard to staff schools. As well as researchers interested in pursuing more information in this area of research.
Download or read book Principal Behaviors That Support First Year Teacher Retention written by Carolyn Marie Dumler and published by . This book was released on 2010 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession. Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied. This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers. Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.
