The Impact of Demographics and Working Condition Factors of Rural School Districts on Teacher Retention PDF Download

Author: Kimberly Wynn Nunnally
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 300

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Author: Kimberly Nunnally
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838352787
Category :
Languages : en
Pages : 152

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Book Description
The pool of qualified teachers is dwindling and will not be sufficient to support the growing demands for highly qualified teachers. Increased graduation and certification requirements, technology changes, greater employment opportunities for minorities and a decline in academic abilities appear to contribute to the limited number of teachers. In addition to look to increasing the pool of applicants, school districts may want to consider investigating retention patterns of their teachers as well as variables that affect a teacher s decision to remain in the classroom and focusing on programs that reduce the attrition rate. However, small and rural schools face a distinct set of challenges with regard to locale, regional socio-economic conditions and trends, and attracting, retaining and supporting talented teachers. Often teachers in these communities are expected to have knowledge, skills and certification in multiple subject areas. The purpose for this study is to identify those variables that are significant indicators of teacher s reasons for remaining in a rural school district.

Author: Joyce D. Stern
Publisher: Improvement of Practice
ISBN:
Category : Education
Languages : en
Pages : 160

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This report focuses on the status of rural education and is intended to provide information to education researchers, policymakers at the federal and state levels, as well as others concerned about issues in rural education. Specifically, the goal is to increase federal policymakers' attention to rural education problems, promote improvements in rural schools, and stimulate further research on rural education. This report documents how rural conditions are sufficiently different from urban ones to warrant being examined independently, and it endorses the hypothesis that a single set of public policies may not adequately address educational issues in rural versus urban settings. National data, mainly from surveys by the National Center for Education Statistics, are synthesized covering the following topics: (1) economic and demographic context of rural education; (2) location and characteristics of rural schools and school districts; (3) relationship between the rural school and its community; (4) policies and programs benefiting rural education; (5) profiles of educators in rural schools; (6) effects of education reform in rural schools; (7) public school finance policies and practices affecting rural schools; (8) assessment of student performance in rural schools; (9) education and work experiences of rural youth; and (10) the future of rural education. The report contains numerous data tables and a section describing statistical data sources and methodology. (LP)

Author: Ronald Manuel Salazar Sojo
Publisher:
ISBN:
Category :
Languages : en
Pages : 266

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Author: Joy Pedego Fairley
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 164

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Author: Joshua C Phillips
Publisher:
ISBN: 9781339154138
Category :
Languages : en
Pages : 129

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Abstract : The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.

Author: Matthew Hise
Publisher:
ISBN:
Category : Employee retention
Languages : en
Pages : 150

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Book Description
Attracting and retaining teachers may be a problem in many rural school districts. According to previous research, teacher attrition is greater in rural regions due to various demographic and other factors. Retention was also cited as a key issue in these rural school districts. The number of teachers quitting their professions before they can retire has risen drastically. In addition, teachers in rural schools and in some suburban and urban places confront obstacles such as lack of resources, little support, poor pay, inconsistent professional development opportunities, and inadequate preparation that cause them to lose their enthusiasm for teaching. Therefore, this study was carried out to understand the educators' attrition and mobility in their first five years of work and the retention practices used by education institutions to reduce attrition and mobility. In particular, the research evaluated the factors influencing teacher mobility, attrition, and retention in U.S. public schools. Data was collected from National Center for Education Statistics and concentrated on Schools and Staffing Survey (SASS). The study used salary received by teacher at different education levels as the main factors influencing mobility, retention, and attrition. Correlation and regression analyses were the inferential tests used. Results showed there were significant associations between salary for the teachers with Bachelor's and Master’s; degrees with experience of 10 years and mobility, retention, and attrition compared to the teacher with no experiences. Further, the findings illustrated that the different salary received by teachers of different education levels with 10 years or without experiences have a mixed influence on the mobility, retention, and attrition of teachers. In conclusion, the study showed that teacher compensation is an important factor in determining whether there will be an increase in the rate of mobility, retention, and attrition.

Author: Michael Bumgartner
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 340

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A growing body of research suggests that low job satisfaction among teachers may lead to undesired consequences for educators, students, and communities. The greatest impact appears to be a high rate of attrition among teachers, which is growing (NCTAF, 2007). Teacher effectiveness, teacher retention, and student achievement can be directly impacted and correlated to teacher satisfaction with the job or the extent of satisfaction teachers feel concerning the teaching profession. The purpose of this study was to investigate the level of teacher job satisfaction in rural schools in a western state, as well as to attempt to reveal specific factors that lead to job satisfaction in education. Data was gathered utilizing the Job Satisfaction Survey (JSS), created by Dr. Paul Spector (1985). The JSS assesses job satisfaction in nine subscales including pay, promotion, supervision, nature of work, operating conditions, coworkers, communication, fringe benefits, and contingent rewards. Each of the nine subscales can be classified as either an extrinsic or intrinsic satisfier, as noted by Herzberg et al. (1959). The two subscales of extrinsic satisfaction means and intrinsic satisfaction means served as the dependent variables in the study. The independent variables were the ten demographic characteristics provided by respondents to the JSS and included gender, age, ethnicity, marital status, highest level of education, elementary or secondary level of teaching, type of community where the teacher grew up, salary, years of experience, and the number of schools in which the teacher has been employed. Multivariate analyses of variance (MANOVAs) were conducted on the independent and dependent variables in order to answer the research questions and to understand if any significant differences existed among the variables. The two dependent variables in this study were the extrinsic and intrinsic mean scale scores from the JSS. If differences were indicated by MANOVA tests, follow up post hoc analyses were conducted to detail where the differences were found. No significant differences were found for the independent variables of gender, ethnicity, type of community where the teacher grew up, and number schools in which the teacher had been employed. Significant differences were found for the independent variables of age, highest level of education, elementary and secondary grade level taught, years of teaching experience, and salary. Rural schoolteachers in the age category of 21-30 with the level of education of obtaining a Bachelor Degree, making a salary of $30,000-$40,000, and from 0-5 years teaching experience expressed higher intrinsic and extrinsic job satisfaction than older, more educated teachers with more income and more experience in the teaching field. Teachers in all demographic categories expressed higher intrinsic satisfaction with the job than extrinsic. These findings were remarkably similar across all five school districts where the JSS was conducted.

Author: LaKesia Y. Boone
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 294

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Author: Amy Price Azano
Publisher: Routledge
ISBN: 1000220435
Category : Education
Languages : en
Pages : 242

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Book Description
This teacher education textbook invites preservice and beginning teachers to think critically about the impact of rurality on their work and provides an overview of what it means to live, teach, learn, and thrive in rural communities. This book underscores the importance of teaching in rural schools as an act of social justice—work that dismantles spatial barriers to economic, social, and political justice. Teaching in Rural Places begins with a foundational section that addresses the importance of thinking about rural education in the U.S. as an educational environment with particular challenges and opportunities. The subsequent chapters address rural teaching within concentric circles of focus—from communities to schools to classrooms. Chapters provide concrete strategies for understanding rural communities, valuing rural ways of being, and teaching in diverse rural schools by addressing topics such as working with families, building professional networks, addressing trauma, teaching in multi-grade classrooms, and planning place-conscious instruction. The first of its kind, this comprehensive textbook for rural teacher education is targeted toward preservice and beginning teachers in traditional and alternative teacher education programs as well as new rural teachers participating in induction and mentoring programs. Teaching in Rural Places will help ensure that rural students have the well-prepared teachers they deserve.