Search results for: Retention
Page 3/4 37 items
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers
The authors tested a framework developed in the organizational behavior literature known as affective events theory (AET). Specifically, the authors drew on research from education and organizational behavior to test whether mean levels of positive affect, negative affect, skill, and fatigue are associated with intentions to remain in teaching, commitment to one’s school, and levels of burnout. The results suggest that by taking account of teachers’ emotional reactions to their work, researchers, policymakers, and district administrators will be better positioned to support special and general educators during their early years of teaching.
Updated: May. 23, 2012
The current study is concerned with the recruitment of secondary teachers in Malawi. Trainee teachers’ dispositions are central to recruitment and retention within the teaching profession. The study shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers.
Updated: Dec. 06, 2011
The goal of this study was to examine the lived experiences of teachers newly appointed to rural or remote schools in Western Australia to understand their experiences and responses. Rural/remote teachers reported a high incidence of stress and coping strategies. Teachers demonstrate a diversity of direct-action, palliative and avoidant coping strategies focused on management of emotions, health and wellbeing.
Updated: Nov. 10, 2011
Test-Based Grade Retention: Does It Stand Up to Professional Standards for Fair and Appropriate Test Use?
This paper examines the extent to which test-based grade retention policies comply with standards for fair and appropriate test use based on norms established by the professional testing community. The results of the investigation indicate that test-based retention policies potentially violate several of the professional standards.
Updated: Oct. 19, 2010
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. The participants were 237 elementary and middle school teachers from 11 low-income schools in North Carolina. Researchers found that teachers with sensing-thinking and sensing-feeling learning style preferences had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences.
Updated: Jun. 13, 2010
In this article, the author concludes her work heading Obama’s education policy transition team. She describes President Obama’s commitment to making the education of every child a collective responsibility and reviews central elements of the new administration’s plans for education. She reflects on the importance of suggested policy changes, particularly focusing on the importance of legislation to improve teacher capacity and retention.
Updated: Sep. 07, 2009
A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem
This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The examination focused on teachers’ perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a large, suburban elementary school in the southeastern United States.The findings clustered around two primary dimensions: (a) congruency of teachers’ beliefs and practices with organizational norms and (b) teachers’ relational needs and administrators’ willingness and ability to meet such needs.
Updated: Mar. 26, 2009
A review of the literature demonstrates that grade retention often fails to improve the academic and socio-emotional outcomes of retained students. However, the literature suggests that retained students who act as peer tutors often experience improved school performance and self-concepts. This action research study aimed to identify and implement an intervention that would improve the academic and socio-emotional outcomes of a twice-retained third-grade student.
Updated: Mar. 17, 2009
Recruiting and Retaining Secondary Mathematics Teachers: Lessons Learned from an Innovative Four-year Undergraduate Program
The National Science Foundation has allocated funds, to support the recruitment, preparation, and retention of prospective teachers through a close-knit learning community in which participants experience an innovative and multifaceted program for their four years of undergraduate study. This article describes the innovative aspects of the program for preparing highly qualified mathematics teacher.
Updated: Nov. 16, 2008
Common sense suggests that good teachers matter and some teachers have more impact on student achievement than others. According to the legislative initiatives, teacher preparation institutions, particularly university based programs, are seen as part of the problem, and key players in shaping and funding initiatives in teacher education are often outside of universities. The authors contend that the solution to the enhancement of teacher quality lies in our ability to address the overlapping systems problem. Teacher educators must understand the framing of research underpinning the teacher quality movement and how it pertains to local contexts, and be able to respond by examining our pedagogy and programs from a systemic perspective
Updated: Oct. 28, 2008