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Author: Tina M. Locklear
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 117
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Book Description
The purpose of this mixed method, survey-based inquiry was to determine how Georgia public high school faculty members perceive various pressures and experiences associated with a career in education. These perceptions were then analyzed as possible indicators of teacher attrition in order to improve retention rates. The independent demographic variables selected to analyze these perceptions included level of education attained, years of teaching experience, and school size based on student enrollment numbers. Qualitative data examined the role of an educator, why one would choose to remain in or leave the field of education, and the future plans of the current educators. The faculty survey incorporated 30 items based on a Likert-type scaled response section with five qualitative open-ended questions. This mixed method analysis was chosen to provide more of a holistic examination of the state's teacher retention problem. A total of 545 surveys were analyzed from both the northern and southern counties of the state of Georgia. The implication of this study was to serve as guidance for future improvements of teacher retention rates throughout the state. The quantitative data reveals that most teachers in the state of Georgia have obtained their master's degrees, are within the first 5 years of their educational career, and view administrative support and working conditions as positive aspects of their teaching experience. From the qualitative analysis, it was evident that teachers view their role as important due to preparing students for future careers or simply as a preparation for high-stakes testing. The majority of teachers feel that the role of an educator has changed over the years and most have considered leaving their chosen careers due to low morale, low pay, and/or the amount of time required for the paperwork involved. Teachers stated that the reason they have chosen to remain in education is due to the intrinsic rewards such as making a difference in the life of a young person and the love or enjoyment that education provides. When asked about their future plans, almost half of the current teaching force was uncertain, and another one-third plan to leave the classroom.
Author: Tina M. Locklear
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 117
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Book Description
The purpose of this mixed method, survey-based inquiry was to determine how Georgia public high school faculty members perceive various pressures and experiences associated with a career in education. These perceptions were then analyzed as possible indicators of teacher attrition in order to improve retention rates. The independent demographic variables selected to analyze these perceptions included level of education attained, years of teaching experience, and school size based on student enrollment numbers. Qualitative data examined the role of an educator, why one would choose to remain in or leave the field of education, and the future plans of the current educators. The faculty survey incorporated 30 items based on a Likert-type scaled response section with five qualitative open-ended questions. This mixed method analysis was chosen to provide more of a holistic examination of the state's teacher retention problem. A total of 545 surveys were analyzed from both the northern and southern counties of the state of Georgia. The implication of this study was to serve as guidance for future improvements of teacher retention rates throughout the state. The quantitative data reveals that most teachers in the state of Georgia have obtained their master's degrees, are within the first 5 years of their educational career, and view administrative support and working conditions as positive aspects of their teaching experience. From the qualitative analysis, it was evident that teachers view their role as important due to preparing students for future careers or simply as a preparation for high-stakes testing. The majority of teachers feel that the role of an educator has changed over the years and most have considered leaving their chosen careers due to low morale, low pay, and/or the amount of time required for the paperwork involved. Teachers stated that the reason they have chosen to remain in education is due to the intrinsic rewards such as making a difference in the life of a young person and the love or enjoyment that education provides. When asked about their future plans, almost half of the current teaching force was uncertain, and another one-third plan to leave the classroom.
Author: Otis Elmo Hendley
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Book Description
Author: Angela Horrison-Collier
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 168
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Author's abstract: The causes of the teacher shortage are complex; however, the retention of special education teachers is a significant contributor to this shortage. Some research has indicated that up to 9.3 % of special education teachers leave the field at the end of their first year of teaching and 7.4 % move to general education yearly. Therefore, school districts face a continuous cycle of recruitment, hiring, and induction. Because of the pivotal value of retention, school districts and site level education leaders must take proactive steps to reduce the retention rate. The research on teacher retention indicates factors such as salary, support; mentoring, responsive induction programs, deliberate role design, positive work conditions, and professional development positively affect retention. This mixed methods was an examination of data from the 2007-Georgia Teacher Survey (Department of Research and Evaluation at the Georgia Professional Standards Commission) to establish a link between mentoring, job satisfaction, and the retention of special education teachers. Logistic regression analysis was used to evaluate the influence of mentoring and job satisfaction on the outcome variable of interest, teacher retention. A sociocultural frame work was used draw the following conclusions: mentoring is most effective when it provides opportunities in the learning community for mentors and mentees to meet and share ideas with colleagues in a similar content area; relationships and support is the ultimate determining factor regarding intent; mentoring and job satisfaction can impact the intent to remain in the profession based on race, gender, and number of years teaching, for special education teachers.
Author:
Publisher:
ISBN:
Category : Teacher turnover
Languages : en
Pages : 0
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Book Description
This qualitative study explored the lived experiences of teachers currently serving in Title I schools in South Georgia and how the challenges from these experiences influenced them to remain in the role for five or more years. The purpose of the study was to capture the voices of ten veteran middle school teachers currently serving at schools classified as Title I, as they describe their experiences and challenges to identify the specific factors that influence teacher retention. The study used a phenomenological design to answer three research questions that focused on the perceptions and lived experiences of veteran middle school teachers at schools classified as Title I. Data was collected and analyzed using teacher interviews and field notes. Eight themes developed from the data analysis: 1) The Unpredictability of Daily Activities; 2) Lack of Resources; 3) Helping Students; 4) The Lack of Parental Involvement; 5) Being an Advocate for Students; 6) A Calling to Serve; 7) A Passion for Teaching; 8) Changing Student’s Lives. Data show veteran middle school teachers at schools classified as Title I, are motivated and committed to remaining in the role of a teacher because they care and believed they were called to do so.
Author: Hope Jackson Morris
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 142
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Author's abstract: The research study on the retention influences of Georgia's secondary career and technical education teachers was conducted to determine why the teachers chose to remain in the teaching profession. Participants included all program areas of career and technical education in the state of Georgia. Data were gathered to analyze the demographics, personal retention influences, and professional retention influences of the career and technical education teachers. The quantitative study was conducted by an on-line survey. Approximately 700 e-mails were sent, and 154 participants responded. Demographic results suggested that the typical career and technical education teacher respondents had 21 plus years of experience, were age 51 to 60, white, non-Hispanic, had a current salary of $46,000, and taught in the business program area. Professional retention influences such as support from administrators, adequate time to complete job responsibilities, pleasant working conditions, students' intellectual growth, resources, salary increases, parental support, professional development, and mentoring were some of the retention influences noted on the survey. Results indicated that support from administrators ranked as the most important retention influence for Georgia's secondary career and technical education teachers. ANOVAs were conducted to determine if there were any relationships between the demographics and professional retention influences. Significant differences were found between years of experience and potential for salary increases, age and watching students grow intellectually, ethnicity and support by peers, and salary and professional associations. Personal retention influences such as inner sense of knowing the teacher is doing a good job, positive interaction with students, and parental support were some of the retention influences noted on the survey. Results indicated that inner sense of knowing the teacher was doing a good job ranked as the most important personal retention influence. ANOVAs were conducted to determine if there were any relationships between the demographics and personal retention influences. A significant difference was found between the program area demographic group and positive interatcion with students and parental support.
Author: Joe Raymond Trull
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 338
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Book Description
Author: Mark Antley
Publisher:
ISBN:
Category : Teacher turnover
Languages : en
Pages : 0
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Book Description
The purpose of this study was to assess the initiatives and incentives preferred by certified teachers employed by a Middle Georgia school district with the goal of formulating a plan to retain teachers. This quantitative study looked at factors such as race, gender, age, and grade level of teachers and the statistical significance to initiatives and incentives and the effect on teacher retention. The data from the study was obtained using a survey administered to teachers in the district with various levels of experience.
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: Florida. Office of Program Policy Analysis and Government Accountability
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 6
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Book Description
Author: Valerie Cines
Publisher:
ISBN:
Category : Teacher morale
Languages : en
Pages : 94
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Book Description
