A Collective Case Study of Teachers' Perceptions of Factors that Impact Teacher Retention at a Title I High School in a Southern U. S. State PDF Download
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Author: Laronica Deniece Gilmore
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 148
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Book Description
The purpose of this collective case study was to understand secondary teachers' perceptions of the factors that influenced teacher retention at a Title I high school in a southern U.S. state. Although researchers have investigated the problem of teacher retention, few have studied factors that have influenced teacher retention in Title 1 high schools. The theories that guided this study included job demands-resources theory which analyzes employee well-being. This collective case study captured the insights of 10-15 current and former teachers at a Title I high school in a southern U.S. state. Data were collected through interviews, focus groups, and administrative documents and records. The researcher completed an analysis by organizing and coding the data in order to identify emerging themes and patterns. Understanding secondary teachers' perceptions of factors that impact teacher retention may help school leaders to plan and implement initiatives that reduce teacher attrition.
Author: Laronica Deniece Gilmore
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 148
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Book Description
The purpose of this collective case study was to understand secondary teachers' perceptions of the factors that influenced teacher retention at a Title I high school in a southern U.S. state. Although researchers have investigated the problem of teacher retention, few have studied factors that have influenced teacher retention in Title 1 high schools. The theories that guided this study included job demands-resources theory which analyzes employee well-being. This collective case study captured the insights of 10-15 current and former teachers at a Title I high school in a southern U.S. state. Data were collected through interviews, focus groups, and administrative documents and records. The researcher completed an analysis by organizing and coding the data in order to identify emerging themes and patterns. Understanding secondary teachers' perceptions of factors that impact teacher retention may help school leaders to plan and implement initiatives that reduce teacher attrition.
Author: Abiola Farinde-Wu
Publisher: Emerald Group Publishing
ISBN: 1787144623
Category : Education
Languages : en
Pages : 225
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Book Description
This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers 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: 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: Anthony S. Bryk
Publisher: University of Chicago Press
ISBN: 0226078019
Category : Education
Languages : en
Pages : 328
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Book Description
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 618
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Book Description
Author: Martin Haberman
Publisher: Routledge
ISBN: 1351757555
Category : Education
Languages : en
Pages : 136
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Book Description
In his groundbreaking work, Martin Haberman identified key dispositions of "star" teachers that help them work successfully with students in poverty. More than two decades later, Maureen D. Gillette and Djanna A. Hill build on Haberman’s seminal work, considering contemporary issues such as social justice, technology, and the political environment, and moving beyond the classroom to focus on teachers as leaders and advocates for all students. Given the high-stakes nature of ensuring that students in high-poverty urban and rural areas receive an excellent education, this new edition provides concrete suggestions for what readers can do to implement culturally relevant pedagogy and to forge a path to becoming a star teacher. Co-published with Kappa Delta Pi, Star Teachers of Children in Poverty offers teachers research-based strategies for action so that they can practice socially just and culturally relevant teaching toward the success of every student. New to the second edition: Updated statistics on school demographics, poverty, and teacher turnover in urban and rural areas. Added discussion that demonstrates the interrelated nature of poverty, health, safety, trauma, and power, and the cumulative effects of these factors on learning. Examination of the role of federal and state government in education and the necessity for teachers to be leaders beyond the classroom. Vignettes for experiential learning and analysis, and end-of-chapter questions and resources for further exploration.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 316
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Book Description
Author: Peter Barrett
Publisher: World Bank Publications
ISBN: 1464813787
Category : Education
Languages : en
Pages : 71
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Book Description
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
