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Author: Courtney Golden
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
"The purpose of this mixed-methods study was to determine relationships between six supportive work conditions, the COVID-19 pandemic, and teacher retention in a school district in south Mississippi. This study examined work conditions including work environment, job fit, compensation and benefit, leadership support, assessment systems, and induction programs to the retention of teachers by experience, levels of education, career plans, gender and ethnic groups using a Teacher Retention Questionnaire. Also, this study examined the challenges and impact of the COVID-19 pandemic on teacher retention from data collected through teacher interviews via Google Meet. A total of 104 of 300 potential subjects participated in the study, constituting a 34.6% response rate for the questionnaire; 18 participants were interviewed. The results indicated no statistically significant difference of work conditions by ethnic group, years of experience, gender, level of education, and career plans. The study revealed that teachers perceived an increase in compensation and leadership support as the greatest impact on teacher retention. Teachers faced challenges such as teaching virtually, classroom management, limited resources, and lack of parent involvement. While, the COVID-19 pandemic brought on increased stress because of feeling unsafe, 89% of teachers reported not knowing anyone in the participating school district who left the profession as a result of the pandemic. By examining the work conditions and the impact of COVID-19, school leaders may improve teacher retention.
Author: Courtney Golden
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
"The purpose of this mixed-methods study was to determine relationships between six supportive work conditions, the COVID-19 pandemic, and teacher retention in a school district in south Mississippi. This study examined work conditions including work environment, job fit, compensation and benefit, leadership support, assessment systems, and induction programs to the retention of teachers by experience, levels of education, career plans, gender and ethnic groups using a Teacher Retention Questionnaire. Also, this study examined the challenges and impact of the COVID-19 pandemic on teacher retention from data collected through teacher interviews via Google Meet. A total of 104 of 300 potential subjects participated in the study, constituting a 34.6% response rate for the questionnaire; 18 participants were interviewed. The results indicated no statistically significant difference of work conditions by ethnic group, years of experience, gender, level of education, and career plans. The study revealed that teachers perceived an increase in compensation and leadership support as the greatest impact on teacher retention. Teachers faced challenges such as teaching virtually, classroom management, limited resources, and lack of parent involvement. While, the COVID-19 pandemic brought on increased stress because of feeling unsafe, 89% of teachers reported not knowing anyone in the participating school district who left the profession as a result of the pandemic. By examining the work conditions and the impact of COVID-19, school leaders may improve teacher retention.
Author: Fernando M. Reimers
Publisher: Springer Nature
ISBN: 3030815005
Category : Education
Languages : en
Pages : 467
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Book Description
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Author: Linda Darling-Hammond
Publisher: Harvard Education Press
ISBN: 1682532941
Category : Education
Languages : en
Pages : 477
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Book Description
Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
Author: Christopher J. McCarthy
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 339
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Book Description
This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.
Author: Elizabeth D. Steiner
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Teacher well-being declined over the course of the coronavirus disease 2019 (COVID-19) pandemic, highlighting the importance of the quality of the workplace conditions that teachers experience and how those conditions might influence well-being and retention. The authors of this report draw on a survey of teachers from March and April 2022 to examine working conditions that are related to teacher well-being in the United States and present findings about which conditions could restore well-being and in which contexts. They share national findings as well as findings from five focal states: California, Florida, New York, Texas, and Washington state.
Author:
Publisher: Springer Nature
ISBN: 2384762893
Category :
Languages : en
Pages : 191
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Book Description
Author: Robert B. Burns
Publisher: Springer Nature
ISBN: 9819917107
Category : Psychology
Languages : en
Pages : 360
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Book Description
This book is about the impact of the COVID-19 pandemic on human society. The current global pandemic has thrown a diverse set of entwined social, psychological, and economic disruptive impacts of human suffering on societies, groups, and individuals due to the flow on effects of not only the disease itself but massive dislocations of the everyday routines of life driven by mandated restrictions imposed by national governments. This intersecting set of experiences has evoked considerable human distress particularly in the fields of employment, education, healthcare work, and bereavement rituals. This text reviews, from existing knowledge and the research emanating in the last two years from around the world, the issues and problems faced by people and their governments.
Author: Maria Malliarou
Publisher: Frontiers Media SA
ISBN: 2832534988
Category : Medical
Languages : en
Pages : 192
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Book Description
Author: Seth Gershenson
Publisher:
ISBN: 9781682535813
Category :
Languages : en
Pages : 248
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Book Description
Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.
Author: Aimee Quickfall
Publisher: Emerald Group Publishing
ISBN: 1837972389
Category : Education
Languages : en
Pages : 217
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Book Description
Quickfall and Wood outline a policy direction concerning the work of teachers and leaders which is necessary to reorientate the education system in England to one which encourages individuals to become teachers, and which sustains them in a supportive professional environment once they are there.
