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Author: Ariel J. Taylor Publisher: ISBN: Category : Teacher turnover Languages : en Pages :
Book Description
Background: Teacher turnover is a significant issue for schools and districts around the nation as they fail to retain highly qualified teachers. Educational researchers have taken an interest in turnover and many studies have explored the factors that contribute to teacher turnover, such as teacher characteristics, student characteristics, and organizational characteristics. Purpose: Research has not yet explored teacher engagement as a predictor of turnover, however, even though research from the human resources field has found engagement to be a significant predictor of employee turnover. Therefore, the goal of this study was to examine the magnitude and direction of the relationship between teacher engagement and teacher turnover. Methods: An internet-based survey was used to gather teachers’ responses from a sample of 143 current, certified, secondary STEM teachers who completed the UTeach certification program at the University of Texas at Austin between 1998-2016. This study employed binomial logistic regression analysis to investigate the extent to which employee engagement helps to predict teachers’ intention to leave their position at the end of the year. Results: The results showed that of the three components of engagement, only behavioral engagement was a significant predictor, and it was negatively associated with teacher turnover intent. Conclusion: The findings from this study did not support the proposed hypotheses and raise questions about the role that teacher engagement plays in teachers’ decisions to stay or leave. Additional research is necessary to fully understand the impact and relationship of employee engagement on teacher turnover intent.
Author: Ariel J. Taylor Publisher: ISBN: Category : Teacher turnover Languages : en Pages :
Book Description
Background: Teacher turnover is a significant issue for schools and districts around the nation as they fail to retain highly qualified teachers. Educational researchers have taken an interest in turnover and many studies have explored the factors that contribute to teacher turnover, such as teacher characteristics, student characteristics, and organizational characteristics. Purpose: Research has not yet explored teacher engagement as a predictor of turnover, however, even though research from the human resources field has found engagement to be a significant predictor of employee turnover. Therefore, the goal of this study was to examine the magnitude and direction of the relationship between teacher engagement and teacher turnover. Methods: An internet-based survey was used to gather teachers’ responses from a sample of 143 current, certified, secondary STEM teachers who completed the UTeach certification program at the University of Texas at Austin between 1998-2016. This study employed binomial logistic regression analysis to investigate the extent to which employee engagement helps to predict teachers’ intention to leave their position at the end of the year. Results: The results showed that of the three components of engagement, only behavioral engagement was a significant predictor, and it was negatively associated with teacher turnover intent. Conclusion: The findings from this study did not support the proposed hypotheses and raise questions about the role that teacher engagement plays in teachers’ decisions to stay or leave. Additional research is necessary to fully understand the impact and relationship of employee engagement on teacher turnover intent.
Author: Bradley J. Kolwyck Publisher: ISBN: Category : Intention Languages : en Pages : 276
Book Description
The purpose of this study is to investigate the relationship between efficacy and teacher turnover intent in small, poor, rural schools. The researcher focuses on small, poor, rural schools in a Midwest state in the United States due to the state's annual teacher turnover rate (16.4%) which mirrors the national rate. A sample of 730 teachers was solicited to participate in the study through their building principal with a final response of N = 220 participating. This non-experimental study explores the relationship between efficacy (independent variable) and turnover intent (dependent variable) by collecting data utilizing the online platform of Survey Monkey. The Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) measured the level of self-efficacy for participants in the study. Additionally, the Collective Teacher Efficacy Scale (CTES) (Tschannen-Moran & Barr, 2004) measured the level of participants' sense of collective efficacy. The Turnover Intent Scale (TIS) (Tiplic, Brandmo, & Elstad, 2015) measured the level of turnover intent for each participant. The research questions and hypotheses were used to explore the relationship between self-efficacy and turnover intent as well as collective efficacy and turnover intent. In addition, three research questions focused the investigation on the relationship between the variables by exploring the subscales of self-efficacy: student engagement, instructional strategies, and classroom management. The mean scores for each scale show that generally participants displayed a moderately high level of efficacy and were not searching for a new job. Additionally, the results show a statistically significant relationship between participants' sense of collective efficacy and turnover intent. The significant relationship suggests that school leaders should focus on increasing teachers' sense of collective efficacy to help with teacher turnover.
Author: Anthony S. Bryk Publisher: University of Chicago Press ISBN: 0226078019 Category : Education Languages : en Pages : 328
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: Elvi Benitez-Mackintosh Publisher: ISBN: Category : Languages : en Pages : 70
Book Description
For at least six decades teacher turnover has been a major educational problem. Further, teacher turnover has been shown to have a negative effect on student academic achievement. This study was conducted to better understand the impact of teacher turnover on the academic achievement of students at the individual school level. Specifically, this study examined state mandated performance data, district Measures of Academic Progress (MAP) assessments, and teacher assignment data for a Southern California elementary school over six years. The study sought to determine if there was a negative relationship between the number of new teachers assigned to fifth-grade students who had been enrolled at a Turnaround school for the 2010 through 2015 academic years and their academic achievement in reading and mathematics as measured by the Measures of Academic Progress (MAP) assessments and the California Standardized Testing and Reporting (STAR) or California Assessment of Students Performance and Progress (CAASPP) assessments. The researcher obtained MAP language arts and mathematics scores for 85 fifth graders who had attended the school for at least five years. In addition, the researcher collected students' enrollment data to determine the number of first and second year teachers they had from Kindergarten through fifth grade. Analysis for the MAP data revealed that the group of students who had three or more new teachers experienced noticeable (i.e., a few points) but not statistically significant lower mean performance scores in both language arts and math. However, for the STAR and CAASP data, there was a statistically significant negative correlation between the number of new teachers and students' performance. Implications of these findings for this and other schools experiencing high teacher turnover are discussed and suggestions for teacher support are provided.
Author: Anthony Bryk Publisher: Russell Sage Foundation ISBN: 161044096X Category : Education Languages : en Pages : 238
Book Description
Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology
Author: Brandon Garza Publisher: ISBN: Category : Teacher effectiveness Languages : en Pages : 216
Book Description
Teacher retention is the ability of schools to retain teachers on a yearly basis. Research is available addressing the importance of schools retaining teachers. Teachers leave schools for a variety of reasons, some of which can be affected by educational variables. While studies have provided data that indicate the number of teachers who leave, research is limited on how educational variables such as student demographics, school finance, teacher experience, and student achievement, affect teacher retention. Furthermore, research is also limited on how these variables relate to each other. With a focus on teacher retention this study includes data from 30 Title I high schools. Bivariate correlations were conducted using the Pearson product-moment correlation coefficient to determine if relationships exist between teacher retention and the aforementioned educational variables. Additionally, multiple data sets are presented to explain relationships among the educational variables themselves.
Author: Molly Mustard McAuliffe Publisher: ISBN: Category : Languages : en Pages : 260
Book Description
What is learned by an action research team as they collaboratively work to develop the new teacher induction program? In order to examine the research questions, a dual-role researcher led an action research team through the creation, implementation, and evaluation of a new teacher induction program. Conclusions about new teacher induction and teacher efficacy included the following: a comprehensive new teacher induction program may prevent a first year dip in novice teacher self-efficacy; creation of a "safe" environment within an induction program, engagement with veteran teachers, and professional development targeted at new teachers' gaps in knowledge can positively influence novice teacher self-efficacy; and, a collaborative school culture can enhance the effective implementation of induction programs for novice teachers. Conclusions about the action research process included: engaged members with diverse backgrounds can enhance the effectiveness of the action research team and action research shows promise as an effective approach for creating a new teacher induction program that builds teacher efficacy.
Author: Ariel J. Taylor
Author: Ariel J. Taylor
Author: Bradley J. Kolwyck
Author: Stacy Johnson Erickson
Author: Anthony S. Bryk
Author: Elvi Benitez-Mackintosh
Author: Curtis Van Voorhees
Author: Anthony Bryk
Author: Brandon Garza
Author: Arthur Allan Pickett
Author: Molly Mustard McAuliffe