Search results for: Teacher persistence
Page 4/4 34 items
In this study, the researchers investigated the possible relationship between mentoring and intentionality with respect to beginning teachers' intentions to remain in the profession. Beginning teachers who were matched by grade level, who received assistance with the supports investigated, and who met with mentors at least once monthly for the specified activities were more likely to commit to remaining in the profession than their peers who had received less support.
Updated: Feb. 21, 2010
In recent years, it has been reported that an alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsored supports as positive factors necessary for them to grow into the profession.
Updated: Dec. 09, 2009
“In It for the Long Haul” - How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools
In this article, the authors examine a group of beginning secondary English teachers who form a cohort in an MA/credential program organized to teach them how to teach in high-poverty, urban settings. The authors follow a cohort of 26 novice teachers through their 5th year after receiving their credential. The authors reconsider the categories traditionally used to determine whether teachers stay or leave and offer ways to track those who stay or leave high-poverty, urban schools. The authors conclude with a discussion of factors that seem to contribute to teachers staying in high-poverty, urban schools and educational settings.
Updated: Oct. 01, 2009
This paper examines the commitment of Hong Kong teachers in the decade after the political transition in 1997, when large-scale education reforms were launched. The life history method was employed to explore teachers’ self-appraisal of their commitment levels in their career course and factors contributing to such trends.
Updated: Jun. 10, 2009