Addressing the Teacher Shortage: A Study of Factors Influencing Teacher Retention and Teacher Quality PDF Download
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Author: Diane S. M. Witt
Publisher:
ISBN: 9781109892659
Category : Teachers
Languages : en
Pages : 207
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Book Description
This study was conducted to better understand the teacher shortage and to identify ways to address it. The approach for this study supports the view that the shortage is rooted in poor teacher retention rather than an insufficient supply of teachers. Too many teachers leave the classroom for reasons other than retirement. This premature exodus has tipped the supply-and-demand scale, causing schools to hire under qualified teachers.
Author: Diane S. M. Witt
Publisher:
ISBN: 9781109892659
Category : Teachers
Languages : en
Pages : 207
Get Book Here
Book Description
This study was conducted to better understand the teacher shortage and to identify ways to address it. The approach for this study supports the view that the shortage is rooted in poor teacher retention rather than an insufficient supply of teachers. Too many teachers leave the classroom for reasons other than retirement. This premature exodus has tipped the supply-and-demand scale, causing schools to hire under qualified teachers.
Author: Janice Lea Tolliver
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 107
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Book Description
The public school systems in the United States are facing a major teacher shortage in the near future due to the fact that teachers are leaving the profession by the thousands each year. It is imperative that this trend is stopped and reversed to ensure that quality teachers remain in schools. The current study employed a causal-comparative design to determine if working conditions in Title I schools versus non-Title I schools were associated with teacher job satisfaction and teacher retention using the North Carolina Teacher Working Conditions (NC TWC) Survey. The qualifications of the selected participants were that they were employed in a specific district in North-Central North Carolina during the 2015-2016 school year, and taught in two specific Title I or two specific non-Title I elementary schools. Participants were drawn from a convenience sample of teachers (n= 110) in two Title I elementary schools and two non-Title I elementary schools and were randomly selected from that sample for job satisfaction, and fifty Title I elementary schools and fifty non-Title I elementary schools (n=100) for teacher turnover rate. The data were analyzed using a t-test for independent means to determine whether the means of the two groups were statistically significant from one another in job satisfaction and a chi-square test to determine whether teacher turnover rate was distributed differently between the Title I schools and non-Title I schools. No significant difference was found in any subcategory for job satisfaction and no significant difference was found in teacher retention. Recommendations for future research include utilizing a larger number of schools and districts in the sample and examining all subcategories of the NC TWC Survey. The results of this study may influence the steps that school systems can take to retain quality teachers.
Author: Tanya Ovenden-Hope
Publisher: Routledge
ISBN: 0429556950
Category : Education
Languages : en
Pages : 185
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Book Description
This thought-provoking collection examines the challenge of teacher shortages that is of international concern. It presents multiple perspectives, and explores the commonalities and differences in approaches from around the world to understand possible solutions for the current teacher workforce crisis. Acknowledging that solutions to attract and retain teachers vary by country, region and in some cases locality, the contributors scrutinise a range of workforce planning interventions at local and government level, including financial incentives and early career support. The book draws on different perspectives to understand a range of problems that negatively affect teacher recruitment and retention, unpicking key challenges, including links between the disadvantages of location and access to teachers for coastal and rural schools, rising pupil numbers, declining school budgets and the role of professional learning in raising teacher status. Abundant in critiques, research-informed positions and context-specific discussions about the impact of teacher workforce supply and shortages, this book will be valuable reading for teacher educators, educational leaders, education policy makers and academics in the field.
Author: Aaron Acosta
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The teaching population has experienced a significant decline as a result of many contributing factors such as student emotional issues, work overload, as well as societal devaluing of the teaching profession. This decrease in the teaching population is not only leading to an increased pressure on the educational system, but inequalities related to the quality of education students will receive. The purpose of this study is to determine the research question: To what extent do teachers identify factors leading to teacher retention, job satisfaction, sense of belonging, and value in the profession? The awareness an administrator has in understanding what makes a teacher satisfied and willing to stay in the profession can either make a school site successful or can lead to a decline of morale within the school. Previous research found correlation between teachers' voice within a school site, administrators as well as the level of appreciation a teacher feels within our society. But, with the addition of the recent pandemic, the researcher sought out to learn what changed in the recent present with teacher satisfaction. The researcher utilized a qualitative case study in order to gain a deeper understanding of the research question. First the researcher anonymously surveyed all willing teachers at a school in North San Diego County, then the researcher followed up with one on one interviews for a select number of teachers from the researched school. The researcher used in vivo coding in order to determine themes and descriptive codes related to the research question. The researcher then utilized intercoder reliability with a member of the Cal State University, San Marcos faculty in order to ensure validity and reliability. Research showed that the most significant factor that drives teacher satisfaction was related to the interaction between the teacher and the administrator. The teacher wants a strong, supportive administrator who is willing to involve themselves in the disciplinary process of the students. Within the research, the researcher identified the rise in behavioral and social emotional issues of the post pandemic student. This rise is a relatively new occurrence and has only been identified in post pandemic research. The recommendations related to the research involve the implementation of behavioral support systems for parents of students with behavioral issues, increased counseling services, community building activities, and behavioral expectations of the administrator. By utilizing the recommendations, especially related to the rise in behavioral/social emotional issues, the school system can begin to fight back against the rising cases of extreme behavior educators are seeing in students in these post pandemic times. The value and happiness of a teacher is related to the support systems as well as the behaviors the modern teacher experiences in their day to day lives. This study concluded that by creating a family like environment of teachers, having a strong supportive administrator and ensuring students have their emotional needs met, the decline of happiness in the teaching profession can possibly be reversed
Author: CeeGee Shanikua Richardson
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 210
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Book Description
Retaining qualified teachers in America’s schools is one of the nation’s challenges in education. Current research revealed teacher turnover had risen to 16.9% nationally, which equates to 2.7 million teachers, including 2.1 million who left the profession before retirement. In order to make a positive change in teacher retention, teacher perceptions of needs that lead to job satisfaction needed to be investigated. This mixed-method study investigated the identifiable or perceived factors that influence the retention of secondary teachers in a rural southeastern North Carolina district. The data for this study were collected during the spring semester of the 2016-2017 school year. All of the schools were asked to participate in a focus group interview that was recorded and transcribed. The lack of qualified education teachers threatens the quality of the education students will receive. Attrition plays a part in the teacher shortage problem, and efforts to improve retention must be informed by an understanding of the factors that contribute to attrition. The top four areas of dissatisfaction in this study were administrative support, salary, collegial support, and a sense or mission to teach. Other findings were that this study supported previous research that teacher values about satisfaction have changed a little in 30 years that they are largely independent of teacher demographics, and that satisfaction/dissatisfaction levels are directly related to teacher intent or wish to leave the teaching profession and their current positions. Overall, the study suggested that education administrators should be concerned about teacher dissatisfaction and its effects on retention of capable and motivated teachers and that teachers will reveal their issues if given a safe forum for doing so.
Author: Ronald Manuel Salazar Sojo
Publisher:
ISBN:
Category :
Languages : en
Pages : 266
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Book Description
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 1119369576
Category : Education
Languages : en
Pages : 304
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Book Description
Discover how high-performing systems shape teaching quality around the world Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done—how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice. Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more. Find out how quality teaching is developed and conducted across the globe Discover a common set of strategies for developing, supporting, and sustaining the ongoing learning and development of teachers and school leaders See how high-performing countries successfully recruit and train educators Understand why the sharing of expertise among teachers and administrators within and across schools is beneficial A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.
Author: Patrice Y. Graham
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
National teacher shortages have received attention in the last few years, and researchers have projected turnover rates will grow in the upcoming years. As a result, districts and administrators were challenged to hire highly qualified teachers. There needed to be more educational research regarding why teachers remained in urban Title I schools. Due to the lack of research, further research was necessary to form a better understanding of increasing elementary school teacher retention. Elementary school teachers from one school district in Georgia responded to a questionnaire to explore the motivational factors influencing their retention in Title I schools. The 29 certified teachers indicated the following motivational factors influencing their retention in urban Title I schools aligned into eight themes: acceptance, altruism, educational systems, interpersonal skills, job satisfaction, leadership, resiliency, and work-related stress. In this study, I explored the teacher retention crisis, beginning with understanding the factors that influenced teacher retention. While there was abundant research data on teacher attrition, there needed to be more research on the factors affecting teacher retention. Identifying characteristics that support teacher retention was crucial for maintaining a skilled and satisfied staff. School districts and managers must learn how to establish systems that cater to the essential requirements of instructors working in high-poverty, low-performing schools.
Author: Matthew B. Donovan
Publisher: ProQuest
ISBN: 9780549813903
Category : Employee retention
Languages : en
Pages :
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Book Description
The educational system is experiencing a teacher shortage problem. Retiring "baby boomers" are exiting the teaching profession at an alarming rate and there are many other factors draining the system. Researchers theorize poor salary, poor administrative support, student discipline problems, lack of faculty influence and autonomy, poor student motivation, no opportunity for professional advancement, inadequate time to prepare, intrusions on teaching time, and large class sizes are all factors contributing to poor retention rates. Researchers also predict nearly 2.7 million newly hired teachers will be required to keep pace with growing student populations in the next decade. In 2004, a Delaware study indicated over 60% of teachers vacated their current teaching positions. Delaware is feeling the effects of the global teacher shortage and it has become important for school districts to address this issue. Despite a state of the art facility, Superior ranking by the State of Delaware, and Middle States accreditation, Caesar Rodney High School has not been immune to the teacher retention problem. Over a three year period from 2002-2005, the school lost an average of 17.2% of its teachers. The cost of rehiring and retraining for these positions has become overwhelming, time consuming, and costly. In order for Caesar Rodney High School to become a "great" school, this executive position paper was designed to identify and understand the factors that cause teacher departures. The goal was to reduce the number of leavers to permit the reallocation of time, resources and money to other school priorities. To understand the issues affecting teacher retention, surveys of teacher leavers and current staff members were distributed. Focus groups and interviews helped elaborate on critical topics. At the conclusion of data collection and analysis, tangible factors were identified for consideration. Former and current teachers at Caesar Rodney High School held the administration liable and challenged the administration to improve conditions at Caesar Rodney High School. There was a request for improved teacher administrator relationships, more consistent discipline, more effective professional development, and an enhanced mentoring program. Because of the focus group success in developing these solutions, I suggested similar groups be formed to revisit, revise, and implement the strategies to the entire school. In doing so, Caesar Rodney High School would move to a more collaborative leadership approach incorporating a teacher and administrator partnership to address school issues.
Author: Elaine Weiss
Publisher: Harvard Education Press
ISBN: 1682533506
Category : Education
Languages : en
Pages : 329
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Book Description
In Broader, Bolder, Better, authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts secretary of education, make a compelling case for a fundamental change in the way we view education. The authors argue for a large-scale expansion of community-school partnerships in order to provide holistic, integrated student supports (ISS) from cradle to career, including traditional wraparound services like health, mental health, nutrition, and family supports, as well as expanded access to opportunities such as early childhood education, afterschool activities, and summer enrichment programs. The book builds on nearly a decade of research by the Broader, Bolder Approach to Education, a national initiative endorsed by more than sixty policy experts and leaders from across the country, and draws on the work of Harvard’s Education Redesign Lab. It pulls from case studies of effective ISS efforts in twelve diverse communities to illustrate the variety of strategies that can be adopted locally. A call to action that also provides examples of communities that are successfully leveling the playing field for poor children, this book offers a detailed vision for building—through field work, mobilization, and financing—comprehensive systems to prepare all children for success.
