Search results for: Attrition
Page 2/2 19 items
This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master’s degree, and selectivity of undergraduate institution. The results indicate that across the nation, districts hire a large portion of teachers during the second half of summer or once school has already begun. Results indicate no association between the proportion of teachers hired at various time points and the teacher qualifications, including selectivity of teachers’ undergraduate institutions and whether teachers are certified or have master’s degrees.
Updated: Jun. 23, 2014
This article describes a study which explored the effectiveness's development of teachers in North Carolina public schools during their first five years in the classroom. The authors contrasted the beginning teachers' effectiveness with the effectiveness of teachers who stayed with that of those who left.
Updated: Dec. 25, 2012
Teacher attrition threatens validity in research studies. In this article, the authors examine the threat of participant attrition as an example of the types of problems researchers face. The authors found that teachers left because of changes in teaching assignments, institutional challenges, and personal challenges.
Updated: Sep. 27, 2012
This study examines English teachers’ risk for attrition. Specifically, the purpose of this study was to identify variables representing teacher characteristics, teaching conditions, self-efficacy, perceived support, and salary that most influence English teachers’ risk for attrition when all other known factors are taken into consideration. The findings reveal that 5 variables emerged as statically significant predictors of secondary English teachers’ likelihood of being classified as either a low or high attrition risk: (1) Status as a Minority Teacher, (2) Teaching Experience, (3) Teacher Apathy, (4) Perceived Peer Support, and (5) Administrative Support
Updated: Sep. 25, 2011
Pre-service and Beginning Teachers’ Professional Identity and its relation to Dropping Out of the Profession
The current study examines different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. The findings revealed that pre-service teachers tended to have naïve and idealistic perceptions of teaching. Furthermore, dropout teachers showed most emotional burnout.
Updated: Apr. 14, 2011
An Investigation of the Effects of Variations in Mentor-Based Induction on the Performance of Students in California
Policy makers are concerned about teacher shortages and the high rate of attrition among new teachers. Mentor-based induction has been shown to reduce the numbers of new teachers leaving schools or the profession. However, staying in the profession does not mean that new teachers are effective in helping students learn. The purpose of the project was to study how variations in new teacher support programs are related to changes in student achievement.
Updated: Dec. 22, 2008
This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers and the attributes of teachers' schools are key moderators. The evidence suggests that attrition from teaching is (a) not necessarily 'healthy' turnover, (b) influenced by various personal and professional factors that change across teachers' career paths, (c) more strongly moderated by characteristics of teachers' work conditions than previously noted in the literature, and (d) a problem that can be addressed through policies and initiatives.
Updated: Dec. 14, 2008
A study was conducted to examine the changing demography of teachers. The study examined secondary teachers' initial notions of careers, and through third and fourth year of professional experience. Results suggest a typology of teachers: the 'career' teacher, the 'classroom' teacher and the 'portfolio' teacher, whose commitment to teaching may be temporary. In addition, the commercialization of the education and intensification of teachers' work challenge teachers' 'moral purpose' and professional identity and adversely affect not only their retention but also new teachers' intentions to remain in teaching.
Updated: Mar. 14, 2008
'Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers
A qualitative case study was conducted to examine the use of computer mediated communication (CMC) for psychological support of preservice teachers. The study utilized online discussions of 15 preservice teachers, and explored the subjects of discussion as well as how they communicated with each other. Results reveal the special ways the teachers demonstrated their emotional engagement, responsiveness to each other and meaning-making through storytelling.
Updated: Feb. 12, 2008