Effects of School Climate and Accountability on Teacher Retention PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Effects of School Climate and Accountability on Teacher Retention PDF full book. Access full book title Effects of School Climate and Accountability on Teacher Retention by Madeline Latham Wilson. Download full books in PDF and EPUB format.
Author: Madeline Latham Wilson
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 171
Get Book Here
Book Description
This study examines the effects of school climate and accountability pressure on teacher retention using the combined data of the national School and Staffing Survey (SASS) and the California Longitudinal Education Data Systems (CALEDS). The results of logistic regression show that school climate is significantly predictive of teachers' intent to leave the teaching profession, provide new empirical evidence that accountability pressure or low student achievement has negative effects on teacher retention, especially in high schools, and indicate some differences among teachers at elementary and middle school levels.
Author: Madeline Latham Wilson
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 171
Get Book Here
Book Description
This study examines the effects of school climate and accountability pressure on teacher retention using the combined data of the national School and Staffing Survey (SASS) and the California Longitudinal Education Data Systems (CALEDS). The results of logistic regression show that school climate is significantly predictive of teachers' intent to leave the teaching profession, provide new empirical evidence that accountability pressure or low student achievement has negative effects on teacher retention, especially in high schools, and indicate some differences among teachers at elementary and middle school levels.
Author: Richard M. Ingersoll
Publisher: Harvard University Press
ISBN: 9780674038950
Category : Education
Languages : en
Pages : 370
Get Book Here
Book Description
Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make? Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.
Author: Nicholas A. Diaz
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 0
Get Book Here
Book Description
This study examined the effect of school culture on teacher retention by looking at various aspects of a school's climate. The goal of this study was to provide the educational community with data and current strategies to enhance teacher job satisfaction and to increase teacher retention rates. Teachers in Northwest New Jersey public schools within a rural setting were explored in this study. The study was designed as a quantitative research project that collected data via a survey. Anecdotal data was also collected by reviewing teacher resignation and retirements among schools in Northwest New Jersey. The survey was distributed to all teachers in Northwest New Jersey. The survey focused on various aspects of school climate and asked participants to self-report their perception of their school climate. The data collected from the survey was analyzed through an independent sample t-test to test for a significant correlation between the reported views of school climate and one of three demographic subgroups. Study results indicated that there is not a significant statistical relationship between teachers' perceptions and particular demographic subgroups. However, among the demographic subgroup of novice and veteran teachers, there were several items on the survey tool that approached statistical significance. (ProQuest abstract).
Author: Jeremy Rashard Davis
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 342
Get Book Here
Book Description
ABSTRACT: This quantitative study was conducted to determine if there is a correlation between teacher retention beliefs and teacher perceptions of the school climate. The researcher (1) acquired knowledge from teachers regarding their perception of the elements safe and supportive school climate, specifically (a) positive staff relationships, (b) accountability and consequence, (c) clear expectations and parameters, and (d) active monitoring: and (2)determined which elements have the most significant impact on teacher retention beliefs. Data were collected from 377 certified teachers across Tennessee. Data indicated that a positive correlation existed between teacher perceptions of the school climate and teacher beliefs. Furthermore, findings reveled that there was a positive correlation between teacher perceptions of individual elements associated with school climate and teacher retention beliefs. Lastly, the findings indicated that perceptions regarding positive staff relationships involving administrators and teachers had the most significant impact on teachers retentions beliefs.
Author: Matthew S. Tossman
Publisher:
ISBN:
Category :
Languages : en
Pages : 200
Get Book Here
Book Description
Author: Amy Lynn Chestnut
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 94
Get Book Here
Book Description
Providing quality education for students in disadvantaged communities has been at the forefront of educational research for decades. These schools struggle each year with budgets that fail to meet the needs of the school, low teacher and student morale, and low teacher retention. Success for All has been identified as an effective program to increase literacy skills and standardized test scores for disadvantaged children. The purpose of this quasi-experimental static-group comparison study was to investigate the impact of Success for All on teacher satisfaction and school climate in low performing schools. Teacher satisfaction and school climate have an instrumental, positive effect on a student’s capability to learn and perform at school. This study sought to determine if Success for All has had an impact on these characteristics within a Kentucky school district. The researcher collected data though the use of a job satisfaction survey and the school district’s climate survey. An independent samples t test was utilized to determine whether there were statistically significant differences. In the research question regarding teacher satisfaction, it was found that there were significant differences between a school that utilizes Success for All and one that does not in the areas of supervision, contingent rewards, operating conditions, coworkers, communication, and total satisfaction. In the research question regarding school climate, it was found that there were significant differences in the areas of time, facilities and resources, managing student conduct, teacher leadership, school leadership, and professional learning. It was concluded that the school that utilized Success for All had lower scores in all categories and the most negative impact. Future tests should be administered to determine what factors of the program caused the negative impacts.
Author: Dale N. Carlson
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
Get Book Here
Book Description
Author: Christine Lynn Whitt
Publisher:
ISBN:
Category : Elementary school environment
Languages : en
Pages : 116
Get Book Here
Book Description
This quantitative correlational study examined the strength of the correlations between school climate and teacher retention in rural, low-income elementary schools in North Carolina. In addition to identifying the overall relationship of school climate to teacher retention, this study examined the relationships between the overall climate factors (autonomy, community, induction, shared leadership, responsibility, and recognition) and teacher retention. Utilizing data from the North Carolina Teacher Working Conditions Survey (NC TWCS), 150 teachers were surveyed. Teachers included in the data collection were identified as working in low-income and rural schools, serving pre-kindergarten to fifth grade. Existing data was requested from school districts and placed in a Microsoft Excel spreadsheet. Data was then uploaded to SPSS software for correlation and regression analysis. This study found a relationship between the overall school climate and teacher retention. It also indicated the mediating factors of leadership, autonomy, and recognition as having a relationship with retention, while factors of responsibility, community, and induction had little to no relationship. The findings of this study serve an important role in solving the teacher retention problem in North Carolina schools and provide information for school leaders in creating positive climates that promote retention.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 190
Get Book Here
Book Description
Author: Caroline Curtiss
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
Get Book Here
Book Description
The current study examined the impact of teacher stress related to high-stakes testing and educational policy changes on teacher turnover. Predictors of teacher turnover such as demographics, stress, educational policy changes, commitment to organization, and school climate were examined in this online survey study. Job satisfaction was examined as a mediator of teacher turnover intent. The theory guiding this study was the Theory of Planned Behavior (Ajzen, 1991), which states that turnover intent is the closest action to actual turnover. A total of 5,000 teachers from North Carolina were invited to participate in an online survey. Five hundred and thirteen teachers completed the survey. Correlational, regression, and structural equation modeling analyses revealed a significant relationship between teacher stress and teacher turnover as well as significant relationships between educational policy changes and teacher turnover. Commitment to organization also revealed a significant relationship, while school climate yielded a significant relationship in regression analysis only. This study is limited to North Carolina and future research should examine longitudinal studies across multiple states. Implications for educational policy are discussed.
