Search results for: Retention
Page 1/3 29 items
This study aims to enhance the understanding of induction programs on beginning teacher turnover. The authors found that three induction activities are beneficial in significantly reducing turnover rates for beginning teachers: seminars, common planning time, and extra classroom assistance.
Updated: Oct. 21, 2018
This study examined the factors that influenced two novice and two experienced teachers’ decisions to remain in the teaching field. The findings reveal that both novice and experienced teachers mentioned administrative support and relationships as prominent influences of teachers to remain in the field. Furthermore, all the participants suggested the stress of the profession contributes to teachers leaving the field, such as behavioral issues, requirements of paperwork, and state-mandated tests.
Updated: May. 29, 2018
True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention Among Novice Teachers
This study examines whether teacher retention and effectiveness among novice teachers in their first and second year of teaching can be predicted by differences in grit. The findings indicate that grittier teachers were more likely to complete the school year and outperformed their less gritty colleagues. Furthermore, the findings demonstrate that consistent with the applicants in sample 1, applicants in sample 2 whose résumés revealed evidence of passion and perseverance for long-term goals became novice teachers whose students made more academic progress under their guidance. The authors argue that these findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession.
Updated: Feb. 18, 2018
Two facts should be considered by those concerned with the teaching workforce in Israel. The first is that the profession does not attract 'the best and the brightest' needed for education in the 21st century and that for many applicants it is a default option. The second is that rapid changes in the employment market force many workers to abandon one type of work for another. The challenge is to recruit them and then properly train them in both pre-service education and continuous professional development, while creating conditions to insure their retention in the system. In this context the accelerated programs have been found to make a positive contribution. In Israel alternative teacher training programs for retired army personnel are well-known as is the recommendation of the Dovrat committee (2005) to allow graduates with B.A. degrees to enter teaching before obtaining a teaching license.
Updated: Sep. 13, 2017
What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification
This article examines the use of two readily available measures of incoming teacher qualification—amount of teacher education coursework and the highly qualified teaching credential as methods for predicting the teaching confidence and retention of incoming and novice teachers in high poverty/high minority urban schools.tthe author concludes that there is clearly a problem regarding the measurement of quality of preparation for teachers entering high poverty/high minority urban schools that desperately need a quality teaching force. To retain teachers, it is important that high poverty/high minority schools hire teachers who can articulate a belief in the success of the students in that school.
Updated: Feb. 17, 2016
Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
This paper analyzes how Effectiveness Network (BTEN) schools supported new teacher development using a standard feedback process and improvement science methods. The findings reveal that BTEN participants almost universally reported the use of the feedback process as strengthening relationships between administrators and teachers by opening up communication and making new teachers more visible and vocal in the schools. In addition, administrators also described the consistency and inclusiveness of BTEN as important to improving relationships and developing teachers’ expertise.
Updated: Jan. 10, 2016
“Once Hired, Seldom Gone”: The Deliberation Process of Beginning Teachers in Taiwan in Deciding to Stay in Teaching
This study aims to investigate the perceptions held by new teachers in Taiwan concerning the factors conducive to or impeding their decisions to stay in teaching and the process of deliberation on intrinsic and extrinsic factors influencing their retentions. The authors have found that the decisions to stay of the participants were influenced by both intrinsic factors (and favorable extrinsic factors. Moreover, their perceptions of highly competitive entry into teaching tended to prevent them from easily giving up on teaching.
Updated: Jul. 27, 2015
Induction of Beginning Teachers in Urban Environments: An Exploration of the Support Structure and Culture for Beginning Teachers at Primary Schools Needed to Improve Retention of Primary School Teachers
The aim of this study was to gain insight into ways to improve the retention of beginning urban teachers. This study investigated the support structure and support culture of 11 urban primary schools. This article focused on characteristics of the support structure and support culture at schools where beginning teachers judged the support they received positively or negatively. The findings revealed that the principals of the schools were willing to invest in the professional development of the teachers. Although there were differences in the support structure of the schools, the main difference between the schools appeared to be their support culture. In conclusion, this study showed that in schools where teachers judged the support practice positively, support was focused on the specific urban challenges that the teachers experienced more than it was in the schools where teachers judged support negatively.
Updated: Jun. 28, 2015
From Attrition to Retention: A Narrative Inquiry of Why Beginning Teachers Leave and Then Rejoin the Profession
This article reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold.
Updated: Jun. 10, 2015
This research aimed to understand how today’s teachers, operating in an exploratory context, experience the teaching profession over time. The findings reveal that these three teachers' experiences highlight the ways in which they continue to use their instructional skills for the benefit of others. After leaving the classroom, all three of these former teachers found that a career transition out of education was not as seamless as anticipated. These teachers each found that their detours through the classroom had concrete professional, financial, and emotional costs in the form of delayed entry into new careers, tuition costs, and daily struggles. The author concludes that this study identifies concerns about the costs for the teachers themselves while also recognizing the transformative potential of former educators applying their skills throughout society in a myriad of ways.
Updated: Feb. 11, 2015