AN EXAMINATION OF THE IMPACT OF TEACHER TURNOVER ON THE SCHOOLS AND STUDENTS IN THE COLUMBUS COUNTY SCHOOL DISTRICT: A BEST PRACTICE MODEL TO PROMOTE TEACHER RETENTION. PDF Download
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Author: William Norris
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Languages : en
Pages : 227
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ABSTRACT William Dale Norris, AN EXAMINATION OF THE IMPACT OF TEACHER TURNOVER ON THE SCHOOLS AND STUDENTS IN THE COLUMBUS COUNTY SCHOOL DISTRICT: A BEST PRACTICE MODEL TO PROMOTE TEACHER RETENTION (Under the direction of Dr. Harold Holloman). Department of Educational Leadership, March 2019. This study examines the causes of increased teacher turnover rates and how these rates detrimentally affect schools and student performance. In addition, this study provides recommendations for best practices in retaining teachers, especially new teachers, in the Columbus County School District. The study uses both quantitative and qualitative techniques and improvement science methodology. Current system-wide teacher turnover data, as well as surveys from principals, teachers, beginning teachers, and mentors are utilized. The scope of the study focuses on elementary, middle, and high schools in Columbus County, North Carolina. Columbus County is located in a rural region and has an increasing teacher turnover rate. Based on this study, best practices for retaining teachers are presented as a comprehensive teacher retention plan. The specific best practices include strong mentorship programs, meaningful professional development opportunities, targeted school leadership recruiting, modified teacher assignments, and critical self-reflection programs.
Author: William Norris
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ISBN:
Category :
Languages : en
Pages : 227
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ABSTRACT William Dale Norris, AN EXAMINATION OF THE IMPACT OF TEACHER TURNOVER ON THE SCHOOLS AND STUDENTS IN THE COLUMBUS COUNTY SCHOOL DISTRICT: A BEST PRACTICE MODEL TO PROMOTE TEACHER RETENTION (Under the direction of Dr. Harold Holloman). Department of Educational Leadership, March 2019. This study examines the causes of increased teacher turnover rates and how these rates detrimentally affect schools and student performance. In addition, this study provides recommendations for best practices in retaining teachers, especially new teachers, in the Columbus County School District. The study uses both quantitative and qualitative techniques and improvement science methodology. Current system-wide teacher turnover data, as well as surveys from principals, teachers, beginning teachers, and mentors are utilized. The scope of the study focuses on elementary, middle, and high schools in Columbus County, North Carolina. Columbus County is located in a rural region and has an increasing teacher turnover rate. Based on this study, best practices for retaining teachers are presented as a comprehensive teacher retention plan. The specific best practices include strong mentorship programs, meaningful professional development opportunities, targeted school leadership recruiting, modified teacher assignments, and critical self-reflection programs.
Author: Joshua H. Barnett
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ISBN:
Category :
Languages : en
Pages : 27
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Each year teacher turnover presents instructional, organizational, and financial burdens that impact students, teachers, schools, and communities. High levels of teacher turnover drain valuable resources and make it difficult to build a high performing, stable teaching faculty. This is particularly true in high need schools where teacher attrition levels are higher than average. Efforts to understand why teachers leave and the associated impacts with such turnover are important and ongoing. This paper examines the impact of one model affecting hundreds of schools nationwide and the associated impacts on retention. TAP": The System for Teacher and Student Advancement was launched in 1999 as a comprehensive educator effectiveness model that offers career advancement and leadership opportunities for educators, as well as an evaluation process that is linked to job-embedded professional development and performance-based compensation. The TAP System focuses on developing human capital at each school through improving teacher instructional practices and student achievement. One additional impact often reported from educators in the field within the TAP System is the influence on teacher retention, which results from the culmination of various support structures for educators. The current study examined teacher retention rates in schools that implemented the TAP System during the 2010-11, 2011-12, and 2012-13 school years for which data were available. Specifically, retention rates were examined across three types of teacher groups, those who: (1) taught continuously at the same TAP school ("TAP school stayers"); (2) transferred from one TAP school to another TAP school ("TAP school movers"); and (3) left TAP schools altogether ("TAP school leavers"). Additionally, the current study examined characteristics of these three categories of teachers. Findings demonstrate the average TAP school retained more teachers than the average non-TAP school. Also, findings show that teachers who taught at TAP schools continuously, regardless of whether it was the same TAP school or a different TAP school, increased in their effectiveness from one school year to the next. Furthermore, the net value of the increased retention is equal to approximately the value of an additional teacher in the school.
Author: Larry C. Gajewskey (Jr.)
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ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 125
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Teacher turnover rates continue to grow since the release of A Nation at Risk in 1983 and is an increasingly serious issue for schools. Schools that experience heightened turnover never fully capitalize on the benefits of strong organizational efficacy which negatively affects student growth. Three major external factors contribute to teacher turnover: 1) the growing challenges of teaching low socio-economic, at-risk students; 2) inequities in school finance; and 3) tightening accountability measures. The purpose of this study is to investigate: 1) the relationship between teacher turnover and student academic growth in Texas schools; and 2) the impact of instructional expenditures per student and number of students identified as at-risk on a Texas district's teacher turnover rate. The study analysis used a linear and multiple regression to investigate if a predictable relationship existed among the targeted variables using accountability data from 1,203 Texas Public and Charter Schools from the 2016/2017 school year. Both models proved statistically significant with a small effect size. Results from the study will support district leaders seeking to understand and address factors that promote teacher retention and student academic growth.
Author: Venessa Ann Keesler
Publisher:
ISBN:
Category : Teacher morale
Languages : en
Pages : 596
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Author: SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.
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Category :
Languages : en
Pages : 3
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In 2004-2005, North Carolina's average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina's use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers by 12 percent; (2) Responses to the program were concentrated among experienced teachers; and (3) In 2003-04, 17 percent of principals in schools with the program did not know their schools had ever been eligible and 13 percent of teachers receiving the program that year did not know they were eligible. Implications of the study indicate that: (1) Supplemental pay may be a promising approach to retaining teachers in hard to staff subjects and schools; and (2) Greater efforts must be made to promote such programs. A second study examined 272 hard-to-staff schools and found that: (1) Minority, disadvantaged, and academically struggling students are more likely to be in hard-to-staff schools and less likely to have experienced, effective teachers; (2) In 2000-01, in hard-to-staff schools, 71 percent of students performed at grade level on End of Grade or End of Course tests, compared with 80 percent of students in other schools; (3) In hard-to-staff schools, 62 percent of the students are ethnic minorities, compared to 39 percent of the students in other schools; (4) In hard-to-staff schools, 47 percent of students were eligible for free/reduced price lunch compared to 35 percent of those in other schools; (5) Forty-two percent of hard-to-staff schools are middle schools, while only 18 percent of other schools are middle schools; and (6) Teachers in hard-to-staff schools are less satisfied with every aspect of the school environment than their peers. These findings indicate that: (1) Addressing working conditions will be essential to reducing teacher turnover; and (2) Efforts to reduce teacher turnover should target conditions in hard-to-staff schools. A literature review of teacher retention, including both quantitative and qualitative studies found: (1) The issue of retaining teachers is one of retaining quality teachers who positively influence student learning, not just retaining all teachers; (2) Teachers who feel effective with their students are more likely to stay; (3) Teachers in collaborative, collegial environments are more likely to stay; (4) Increased pay is positively associated with retention; (5) Turnover is highest among high poverty, high minority schools; (6) Teachers entering the classroom through Alternative Certification Programs are more likely to leave the classroom; (7) Teachers teaching out-of-field and teaching courses requiring many different preps have lower job satisfaction; (8) Late hiring and lack of information in the hiring process can negatively influence retention; and (9) Poor facilities are associated with increased turnover. The review concludes that many factors contribute to increasing teacher retention, so single-pronged approaches will have much less chance of success. [This report was produced by SERVE Center at the University of North Carolina at Greensboro and the North Carolina Education Research Data Center at the Center for Child and Family Policy.].
Author: Sharif Shakrani
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ISBN:
Category :
Languages : en
Pages : 4
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Research studies have documented a strong link between perennial high rates of beginning teacher attrition and teacher shortages that impact teaching, especially in the major urban areas of the United States. It is widely concluded that one of the pivotal causes of inadequate school academic performance is a teacher shortage and the resulting inability of schools to adequately staff classrooms with qualified teachers. Analysis of national databases on school staffing reveals that many teachers leave teaching or transfer to more affluent schools. The students in the impacted classrooms lose the benefit of being taught by experienced teachers, and schools and districts must commit time and money to recruit and train replacements. Student achievement suffers in schools with high teacher turnover. Trapped in a cycle of teacher hiring and replacement, low-performing disadvantaged schools drain their districts of precious resources that could be better spent to improve teaching quality and student achievement. Improving beginning teachers' work environments, providing more professional development in areas that new teachers find most challenging and increasing support such as induction and mentoring are advocated as having a positive effect on new teacher retention rates. (Contains 2 figures.).
Author: Matthew S. Tossman
Publisher:
ISBN:
Category :
Languages : en
Pages : 200
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Author: National Commission on Teaching & America's Future, New York, NY.
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ISBN:
Category :
Languages : en
Pages : 16
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In 2007, the National Commission on Teaching and America's Future (NCTAF) completed an 18-month study of the costs of teacher turnover in five school districts. The selected districts varied in size, location, and demographics enabling exploration of how these variations affected costs. Costs of recruiting, hiring, processing, and training teachers at both the school and district levels were examined. Findings indicate that the cost of turnover varies from district to district, largely dependent upon the size of the district and the types of induction programs the district implements, but that in all cases, the cost of teacher turnover is substantial. One of the most important steps identified that school districts can take is to recognize that supply side solutions focused on recruiting more teachers will not reduce the high cost of teacher turnover. School districts must first recognize the importance of teacher retention and then develop a comprehensive and coherent human resource strategy to reduce teacher turnover. Citing the high cost of teacher turnover, the document recommends action at both federal and state levels, including: (1) Making retention of highly effective teachers a focus of No Child Left Behind (NCLB); (2) Amending NCLB to hold school leaders accountable for teacher turnover and its costs; (3) Supporting development of coherent school district human resource data systems; (4) Supporting up-front investment in well-designed teacher induction. At the district level, the document recommends: (1) Measuring teacher turnover and its costs; (2) Investing in coherent data-based management of the teacher workforce; (3) Hiring well-prepared teachers; and (4) Targeting implementation of high quality induction programs to at-risk schools. An appendix presents: Calculating the National Cost of Teacher Attrition.(Contains 20 footnotes.) [For associated pilot study, see ED497176.].
Author: Kathryn Newmark
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Category :
Languages : en
Pages :
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Achievement gaps by race and income have drawn attention to the higher rates of teacher attrition at schools serving disadvantaged students. There might be a vicious cycle: teachers are more likely to leave schools where the students are more difficult to work with, and the continual churn of teachers adversely affects school climate and student performance, making it even harder to retain teachers. Some evidence supports this hypothesis that school working conditions influence teacher turnover, but a better understanding of how different factors affect turnover, particularly as they interact with each other, would help policymakers looking for ways to increase teacher retention. In this study, I explore four categories of factors that might affect teacher turnover: teacher characteristics, including salary; demographic and behavioral characteristics of the school's student body; principal characteristics, such as teaching and administrative experience; and school administration characteristics that describe how the school is run, namely teachers' opinion of the school's administrators, the degree of teacher autonomy, and the strength of teacher influence over school policy. Using nationally-representative data about teacher transitions from the 1999-2000 school year to the 2000-2001 school year, I find that job satisfaction and many teacher characteristics are the factors most strongly associated with teacher turnover. School behavior problems and all three administration characteristics indirectly influence turnover via their effect on job satisfaction. Principal characteristics matter little, as do student race and poverty after controlling for teacher and administration variables.
Author: Elvi Benitez-Mackintosh
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
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For at least six decades teacher turnover has been a major educational problem. Further, teacher turnover has been shown to have a negative effect on student academic achievement. This study was conducted to better understand the impact of teacher turnover on the academic achievement of students at the individual school level. Specifically, this study examined state mandated performance data, district Measures of Academic Progress (MAP) assessments, and teacher assignment data for a Southern California elementary school over six years. The study sought to determine if there was a negative relationship between the number of new teachers assigned to fifth-grade students who had been enrolled at a Turnaround school for the 2010 through 2015 academic years and their academic achievement in reading and mathematics as measured by the Measures of Academic Progress (MAP) assessments and the California Standardized Testing and Reporting (STAR) or California Assessment of Students Performance and Progress (CAASPP) assessments. The researcher obtained MAP language arts and mathematics scores for 85 fifth graders who had attended the school for at least five years. In addition, the researcher collected students' enrollment data to determine the number of first and second year teachers they had from Kindergarten through fifth grade. Analysis for the MAP data revealed that the group of students who had three or more new teachers experienced noticeable (i.e., a few points) but not statistically significant lower mean performance scores in both language arts and math. However, for the STAR and CAASP data, there was a statistically significant negative correlation between the number of new teachers and students' performance. Implications of these findings for this and other schools experiencing high teacher turnover are discussed and suggestions for teacher support are provided.
