Intrinsic and Extrinsic Motivators that Impact Teacher Retention in Challenging Urban Schools PDF Download
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Author: LaSonya L. Moore
Publisher:
ISBN:
Category :
Languages : en
Pages : 197
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Book Description
Although a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high-poverty, low-performing schools. This phenomenological research study identifies common experiences, practices, supports, and attitudes regarding teacher retention in high-poverty, low-performing urban schools by exploring the lived experiences of five veteran teachers from a large urban district in the southern United States. Data from a school-based teacher and principal survey and individual teacher interviews were collected and analyzed. To increase the validity of the research, the data from teacher interviews, school-based teacher surveys, and school-based principal surveys, were used to triangulate the findings.
Author: LaSonya L. Moore
Publisher:
ISBN:
Category :
Languages : en
Pages : 197
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Book Description
Although a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high-poverty, low-performing schools. This phenomenological research study identifies common experiences, practices, supports, and attitudes regarding teacher retention in high-poverty, low-performing urban schools by exploring the lived experiences of five veteran teachers from a large urban district in the southern United States. Data from a school-based teacher and principal survey and individual teacher interviews were collected and analyzed. To increase the validity of the research, the data from teacher interviews, school-based teacher surveys, and school-based principal surveys, were used to triangulate the findings.
Author: Keisha Lashun Gabriel
Publisher:
ISBN:
Category : Low-income students
Languages : en
Pages : 338
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Book Description
This is a qualitative study of teachers in high-poverty elementary schools in an urban school district. Participants who have been employed for at least 5 years in a high-needs school responded to surveys tracking their perceptions of their school environment. Follow-up interviews were conducted to provide a more in-depth study to gain further insight into why these teachers chose to work in Title I schools, despite the numerous challenges. Teachers reflected on how the following factors encouraged them to remain employed in the high-needs school setting: intrinsic motivation, extrinsic motivation, professional development, and commitment. The results of this study indicate that teachers choose to continue working in their Title I school setting primarily because of the intrinsic rewards and their high levels of commitment towards serving high-need students. Teachers who participated in this study were highly motivated by their feelings of self-gratification, self-satisfaction, and their ability to effectively support at-risk students. The participants also showed high levels of commitment to their school, despite the challenges that come from working in a Title I school. Extrinsic benefits included positive collegial relationships, support, and cultural diversity. This study’s findings can inform school leaders’ decisions on how to best support high-quality teachers in the schools that need them the most. Investing energy and resources into supporting teachers’ intrinsic needs will motivate teachers to continue working in high need school settings. Teachers also need to continue being exposed to positive and productive professional development opportunities and positive school relationships to improve teacher retention outcomes.
Author: Cheryl Taylor
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
Studies have shown that teachers appreciate intrinsic rewards, such as student achievement, positive relationships with students, self-growth, and mastery of professional skills, far greater than extrinsic motivators, like holidays and salary (Plihal, 1981; Plihal, 1982; Ashiedu & Scott-Ladd, 2012; Baleghizadeh & Gordani, 2012). This paper presents the findings, regarding rewards of teaching, from a qualitative study conducted with a cohort of beginning graduate students in Red Deer, Alberta, in the summer of 2014. The study used an electronic online survey to gather information regarding the rewards teachers associate with the profession and what drives their decision to stay within in the profession. Participants in the study were current teachers in both rural and urban K-12 schools. Similar to the Dinham & Scott (1997) and Ashiedu & Scott-Ladd (2012) studies, we found that intrinsic motivators are the primary rewards for teachers and these motivators "had most influence on intention to stay in the profession." According to the results of our research, participants valued building relationships, making a difference in the lives of their students, life-long learning and working in a dynamic environment within a fulfilling occupation as the main rewards of teaching. Findings from our study indicated that intrinsic rewards were key factors contributing to teacher retention and longevity within the profession. Our study conclusions lead us to further question whether or not teachers who are motivated by intrinsic rewards are also those teachers who experience teacher burnout.
Author: Casundra Sharp
Publisher:
ISBN:
Category : Teacher turnover
Languages : en
Pages : 216
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Book Description
The purpose of this research was to evaluate what relationships exist between extrinsic motivational factors and intrinsic motivational factors, and which of these factors has a greater influence on a teachers' decision to leave or remain teaching in an urban setting. The researcher wanted to discover which motivational factors impacted teacher retention and which factor had the greatest impact.
Author: Barry Sesnan
Publisher: Commonwealth Secretariat
ISBN: 1849290911
Category : Education
Languages : en
Pages : 89
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Book Description
This study addresses a gap in the literature on the role and status of teachers in emergencies. Through field research from Kenya, South Africa and Uganda, it identifies issues facing refugee teachers and makes recommendations on how policy can address their needs, and thus improve access to education to populations affected by an emergency.
Author: Sallie Johnakin-Putnam
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 99
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Book Description
Teacher recruitment and retention is a growing concern for educational organizations. This is in large part due to the increasing work demands and underfunding of public funding. The purpose of this study was to investigate the relationship between teacher motivation and the adaptive factor of self-efficacy. The theoretical frameworks of Bandura’s social learning theory, Deci and Ryan’s self-determination theory, and Rotter’s locus of control theory were used to guide this study. The researcher used a quantitative correlation study to examine the relationship between self-efficacy and intrinsic motivation, extrinsic motivation, and overall motivation. The two surveys were given to 130 elementary school teachers from two school districts in a southeastern state. The Teacher Sense of Efficacy Scale (TSES) and Work Tasks Motivation Scale for Teachers (WTMST) surveys were used to measure perceived teacher self-efficacy and motivational beliefs. Pearson product-moment correlations were used to measure the relationship between the dependent variable (teacher self-efficacy) and the independent variables (intrinsic motivation and extrinsic motivation). Data analysis revealed a positive correlation between self-efficacy and intrinsic motivation; however, no relationship was found between self-efficacy and extrinsic motivation nor overall motivation. Recommendations for future research include replicating this study using both elementary and secondary teachers as well as utilizing demographics to determine generalizations about teacher self-efficacy and motivation.
Author: Richard L. Curwin
Publisher: ASCD
ISBN: 1416609563
Category : Community and school
Languages : en
Pages : 195
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Book Description
The bestselling coauthor of Discipline with Dignity examines problems common to urban schools and offers comprehensive, long-reaching strategies for engaging troubled and hard-to-reach youth.
Author: Donna Walker Tileston
Publisher: Corwin Press
ISBN: 1452271410
Category : Education
Languages : en
Pages : 137
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Book Description
"Teachers often can get frustrated when they think their students don′t care. This book gives teachers a way to take ownership of the situation rather than blame students." —Lyneille Meza, Coordinator of Data and Assessment Denton ISD, Denton, TX "This resource addresses the central issue in classrooms today and is full of exciting and applicable information on how to motivate today′s learners." —Gary L. Willhite, Teacher Educator/Associate Professor University of Wisconsin, La Crosse Powerful brain-friendly strategies for motivating, challenging, and celebrating your students! This second edition of Donna Walker Tileston′s bestseller is filled with innovative practices for motivating even the most at-risk and reluctant K–12 students. Informed by current research on the plasticity of the brain and new insights on the relationship between culture and student motivation, the book features an extended classroom example of motivational techniques in action and vocabulary pre- and post-tests for teachers and details how: Technology influences the brain and motivation Intrinsic and extrinsic motivation are related to celebrations and rewards Specific strategies can motivate students to begin and finish a task Teachers can foster students′ positive self talk and on-task behaviors
Author: M. Kay Alderman
Publisher: Routledge
ISBN: 1135631492
Category : Education
Languages : en
Pages : 359
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Book Description
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Paul W. Richardson
Publisher: Routledge
ISBN: 1136314067
Category : Education
Languages : en
Pages : 512
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Book Description
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
