Browsing by Subject "Teacher retention"
Now showing 1 - 7 of 7
Results Per Page
Sort Options
Item A case study of teacher retention at one urban school district(Texas A&M University, 2006-08-16) Blanson, Archie LTeacher attrition is a major topic of discussion and concern in this country. With the growth in the school-age population, the need to attract and retain quality teachers will become even greater. The purpose of this narrative inquiry was to explore factors that influenced teachers?? decisions to remain in an urban school. A qualitative research design was used by conducting one interview with 13 teachers in an intermediate school (5th & 6th grades) in an urban school district near Houston, Texas. The participants?? years of experience in this study ranged from 5-33 years. They presented a diverse range of age, career experiences, and cultural/ethnic backgrounds. Data were collected through audio-taped interviews that lasted 45-90 minutes conducted in their classrooms before or after school. Additional follow-up questions and clarification statements were obtained from the participants where it was warranted. The transcribed interviews and the follow-up questions were analyzed using the Labov method of structuring narratives into stories. This method was used in order to compare participants?? narratives to identify emergentthemes among the rich stories that the participants shared with me. The findings are presented as three emerging themes on why teachers choose to remain in an urban school. These themes were recurrent and dominant throughout the narratives. Participants generally felt that there were three main reasons why they remained to teach in this urban school. Those three reasons manifested themselves in the form of themes. Those three dominant themes were: (a) making a difference in the lives of young people, (b) having no reason to leave, and (c) having administrative support, which was the leading factor that influenced teachers to remain in an urban school. Each theme had several supporting themes that were explored also. Implications for practice and recommendations for further study were also discussed.Item A comparative case study of the principal's role in new teacher induction(2005-12) Wischkaemper, Kay L.; Klinker, JoAnn F.; Price, Margaret A.; Hannel, DubThe purpose of this study was to examine the role of the principal in new teacher induction programs and how moral leadership and socio-economic status impact that role. The role of the principal was examined from the perspectives of principals, beginning teachers, and the local new teacher induction program. This study was guided by two primary research questions: What is the role of the principal in new teacher induction? How does this role differ, if in any way, in low versus high socio-economic schools? Moral leadership served as the theoretical foundation of the study. A review of the literature focused on components of new teacher induction and how the role of the principal in new teacher induction is impacted by moral leadership and socio-economic status of the school. Interviews with principals and beginning teachers served as primary data sources, while the local new teacher induction program provided an additional perspective. Participants consisted of one principal from an upper-income elementary school, one principal from a low-income elementary school, and three beginning teachers with one to three years of experience. The data was structured by using the constant comparison method. Categories were coded and compared to determine emerging themes in the data. The data revealed that the principal from the low-income school took on a professional role in new teacher induction while the principal from the upper-income school took on a personal role in new teacher induction. Moral leadership did not represent a significant impact on their leadership style, particularly with beginning teachers. The significance of this study to the field of educational leadership lies in the deeper understanding of the principal’s role in new teacher induction at schools regardless of socio-economic status.Item A comparative case study of the principal's role in new teacher induction(Texas Tech University, 2005-12) Wischkaemper, Kay L.; Klinker, JoAnn F.; Price, Margaret A.; Hannel, DubThe purpose of this study was to examine the role of the principal in new teacher induction programs and how moral leadership and socio-economic status impact that role. The role of the principal was examined from the perspectives of principals, beginning teachers, and the local new teacher induction program. This study was guided by two primary research questions: What is the role of the principal in new teacher induction? How does this role differ, if in any way, in low versus high socio-economic schools? Moral leadership served as the theoretical foundation of the study. A review of the literature focused on components of new teacher induction and how the role of the principal in new teacher induction is impacted by moral leadership and socio-economic status of the school. Interviews with principals and beginning teachers served as primary data sources, while the local new teacher induction program provided an additional perspective. Participants consisted of one principal from an upper-income elementary school, one principal from a low-income elementary school, and three beginning teachers with one to three years of experience. The data was structured by using the constant comparison method. Categories were coded and compared to determine emerging themes in the data. The data revealed that the principal from the low-income school took on a professional role in new teacher induction while the principal from the upper-income school took on a personal role in new teacher induction. Moral leadership did not represent a significant impact on their leadership style, particularly with beginning teachers. The significance of this study to the field of educational leadership lies in the deeper understanding of the principal’s role in new teacher induction at schools regardless of socio-economic status.Item The effects of a mathematics and science, innovative teacher induction program on novice teacher retention(2006-05) Cid, Christina Ramsey; Petrosino, Anthony J. (Anthony Joseph), 1961-According to the No Child Left Behind Act, all teachers have to be highly qualified by the end of the 2005-2006 school year. High rates of mathematics and science teacher attrition makes reaching the goal of having highly-qualified teachers in each classroom quite challenging. High teacher attrition rates negatively impact students, teachers, schools, and school districts. The purpose of this study is to analyze the effects of The Center for New Teacher Success (the Center), a math and science teacher induction program, on novice mathematics and science teacher retention in a large, urban school district. Independent sample t-test were conducted to determine if there was a difference in retention rates between novice teachers served by the Center and retention rates for the District. Results indicate that Center participants remained teaching in the District at significantly higher levels than non-participants (p=.05). Multivariate logistic regression was used to determine if there was a difference in factors of novice teachers served by the Center that returned after their first year of teaching and those that left during and after their first year. Results indicate the largest increase in likelihood that a teacher would return for their second year of teaching was meeting with a Master Teacher at least nine times throughout the course of the year. Survey analysis was used to assess which aspects of the Center that participants felt were beneficial to their teaching practices. Center participants reported beneficial aspects of the Center include receiving individualized support from Master Teachers, participating in professional development opportunities, and the availability of teaching resources. Through the implementation of thorough induction programs, new teachers will remain in the profession longer, allowing them to further develop the skills and knowledge needed to reach proficiency and maximize student performance.Item An exploratory study of teacher retention using data mining(2014-05) Krause, Gladys Helena; Marshall, Jill Ann; Carmona Domínguez, Guadalupe de la PazThe object of this investigation is to report a study of mathematics teacher retention in the Texas Education System by generating a model that allows the identification of crucial factors that are associated with teacher retention in their profession. This study answers the research question: given a new mathematics teacher with little or no service in the Texas Education System, how long might one expect her to remain in the system? The basic categories, used in this study to describe teacher retention are: long term (10 and more years of service), medium term (5 to 9 years of service), and short term (1 to 4 years of service). The research question is addressed by generating a model through data mining techniques and using teacher data and variables from the Texas Public Education Information Management System (PEIMS) that allows a descriptive identification of those factors that are crucial in teacher retention. Research on mathematics teacher turnover in Texas has not yet focused on teacher characteristics. The literature review presented in this investigation shows that teacher characteristics are important in studying factors that may influence teachers' decisions to stay or to leave the system. This study presents the field of education, and the state of Texas, with an opportunity to isolate those crucial factors that keep mathematics teachers from leaving the teaching profession, which has the potential to inform policy makers and other educators when making decisions that could have an impact on teacher retention. Also, the methodology applied, data mining, allows this study to take full advantage of a collection of valuable resources provided by the Texas Education Agency (TEA) through the Public Education Information Management System (PEIMS), which has not yet been used to study the phenomenon of teacher retention.Item Rethinking teacher retention in New York City middle schools : a focus on retaining the highest-performing teachers through effective school leadership(2013-05) Bucciero, Marie-Elena; Von Hippel, Paul T.This report gives an in-depth study of the relationship between effective school leadership and teacher retention. It reviews existing literature that establishes the connection between effective school leadership and lower rates of teacher turnover. The report then attempts to find the relationship among effective school leadership, teacher retention, and student achievement in New York City middle schools. The report also highlights the important processes and strategies that the New York City Department of Education employs in an effort to increase teacher retention. A closer look at The New Teacher Project’s 2012 Report, “The Irreplaceables,” redirects the report to recommend retention efforts that focus on retaining the city’s highest-performing teachers instead of using “blind” retention strategies. In the end, the report summarizes the political climate in New York City between the teachers’ union and the district and recommends four strategies that keep this relationship in mind.Item Staying in the profession: A study of five public school orchestra teachers(2012-12) Neal, Kimberly B.; Dye, Keith; Killian, Janice; Martens, PeterThe purpose of this study is to identify reasons why five Texas public school orchestra directors have decided to stay in the teaching profession. Extant research indicates that approximately half of all orchestra teachers nationwide leave the profession within five years. Furthermore, research has primarily focused on why teachers leave, rather than why others stay. This study is designed to be a proactive approach in finding out why certain orchestra teachers not only remain in the field, but seem to thrive. Using a qualitative approach of data gathering and analysis, participants with seven to fifteen years of experience were both interviewed and observed in class. Interview questions were developed based on historic issues in teacher retention, including administrative support, compensation, student behavior, school facilities and resources, and pre-service teacher training. Participant responses were examined for positive factors that aided in their decisions to remain in the profession. While there were responses that shed light on the challenges orchestra teachers face, participants also shared multiple factors that motivate them to continue in their chosen profession. These include setting and achieving goals, experiencing the intrinsic rewards of music, rich connections with students, and enjoying solid community and administrative support. In addition, certain teacher characteristics emerged among the participants, such as individual determination and perseverance, optimism, creativity, and a desire to improve as educators. This less common look at reasons why orchestra teachers stay in the field may serve to aid teachers as they decide whether or not to continue in the profession, as well as helping teacher educators and administrators retain public school orchestra teachers.