The Principal's Role in New Teacher Retention PDF Download

Author: Faith Ann Spinella
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 264

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Author: Karen Turner Matt
Publisher:
ISBN:
Category :
Languages : en
Pages :

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High rates of teacher attrition are costly – not only in dollars and cents, but in terms of student achievement and organizational health (Keigher, 2010). Years of research conducted by the National Center for Education Statistics from 1988 - 2013 indicate that teachers move to a different school or leave the profession for a number of reasons including retirement, family concerns, poor working conditions and overall job dissatisfaction. The most impactful of these working conditions is principal leadership. Principals must create ideal circumstances for teachers if they want to avoid replacing these professionals within a few short years. One critical way principals can support teachers is through quality instructional leadership. Communication, availability, teacher placement, empowerment, and leadership style are all essential to quality leadership. A second impactful step includes comprehensive new teacher induction which includes orientation, continued professional development and a well-chosen, appropriately trained mentor. This study is a mixed-methods reflective analysis guided by Schön’s model of reflective practice (1983) and Kolb’s model of experiential learning (1984). Numerous studies conducted through organizations such as the CALDER Institute, MetLife and the National Center for Education Statistics have explored reasons for high rates of teacher attrition. Some of these studies have also explored the principal’s role in teacher retention. These results, however, are often difficult for principals to make specific to their work. School leaders may feel the data simply do not translate to their schools, or they may have inaccurate ideas of how they are perceived by the teachers they supervise. Data sources for this study include (1) descriptive statistics from the School and Staffing Teacher Follow-up Survey, which is available in the public domain, (2) summaries from an individual school district’s exit interviews, which is archival data from the school district, (3) case studies from teachers no longer in the profession, which are published works in the public domain, and (4) personal reflections regarding my own history and practices. Exploration of the perceived discrepancy between my intent and accomplishment followed by an investigation of alternate ways of thinking and acting provided the knowledge I need to transform the way I support teachers as a means of encouraging them to continue in the profession. Ideally, this study will not only change my personal practices and impact the school I lead, but it will also influence others who are currently leading schools or plan to do so in the future.

Author: Katherine Cross
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 90

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"One of the most influential factors in determining new teacher retention is the level of support from the principal and school administration. The purpose of this study is to examine the role principals play in the retention--or turnover--of first-time teachers, and to learn what cost-effective methods principals can utilize to provide support for their new teachers. This study follows a qualitative design using interviews as the format. The participants included new teachers with three years or less teaching experience and an experienced education professional and writer. Results indicated that much can be done at the school level to retain new teachers, however much of the power to make this happen lies in the hands of the principal." -- from the abstract, p.4.

Author: Dale N. Carlson
Publisher:
ISBN:
Category :
Languages : en
Pages : 164

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Author: Marge Scherer
Publisher: ASCD
ISBN: 1416601007
Category : Education
Languages : en
Pages : 251

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This book offers suggestions on how to retain good teachers, from strategies for welcoming new teachers to ideas for how to make veteran teachers feel valued.

Author: Peter Youngs
Publisher: Routledge
ISBN: 1000292576
Category : Education
Languages : en
Pages : 237

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This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.

Author: Bonnie S. Billingsley
Publisher: Corwin Press
ISBN: 1483361314
Category : Education
Languages : en
Pages : 265

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Improve teacher retention by understanding and supporting the work of special education teachers! Are you concerned about special education teacher attrition? Do you wonder about how to meet the demand for highly qualified special educators? This book highlights the problems that drive many special educators out of teaching and outlines practical recommendations that leaders can use to increase retention. Drawing on field experience as well as research findings, Billingsley provides a comprehensive framework for supporting special educators. Cultivating and Keeping Committed Special Education Teachers provides effective ways to: Recruit and hire qualified special educators Provide responsive induction programs for new teachers Design effective professional development opportunities Create inclusive and collaborative schools Provide reasonable work assignments and reduce paperwork Promote wellness by reducing stress This book emphasizes the important role that principals play in supporting special educators and how they can make a difference in what special educators accomplish in their schools. Numerous assessments, tools, and resources are included to help leaders, mentors, and teachers improve the conditions of special education teaching.

Author: Meredith Bertrand Coates
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 103

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Studies report that nearly a third of novice teachers leave the field before their third year of service (Ingersoll, 2002), and almost half of novice teachers leave the field before completing their fifth year of service (Ingersoll & Smith, 2003; Johnson, 2004). These rates of turnover have remained steady (NCES, 2011). Schools are workplaces where teachers face a multitude of factors that collectively contribute to job satisfaction/dissatisfaction. Generally, research has indicated that administrative support has a profound effect on the experiences of new teachers (Ingersoll & Kralik, 2004). The purpose of this phenomenological study is to examine 6 principals' perceptions of the main factors behind teacher retention statistics and their personal perceptions of their role as a factor in the career decisions of new teachers. In-depth interviewing will investigate the following research questions: To what extent do the principals identify with the new teacher experience? What do principals perceive to be the main factors behind high attrition rates for new teachers, and to what extent do principals believe that new teacher retention is important? What do the principals do to support new teachers in schools, and how is this effort affected by their perceptions of the research on new teacher retention or contextual variables? Results indicated that the participating principals believed that new teacher retention was a crucial component of school functioning, and they generally perceived themselves to have a great deal of influence over new teacher job satisfaction and eventual retention. More specifically, it was evident that the participants do intentionally try to retain good teachers on both direct and indirect levels.

Author: Bryan T. Taulton
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Retaining teachers, especially those new to the profession, continues to emerge as a problematic task that is plaguing public school systems throughout the United States. When teachers depart from the profession so quickly, educational systems become destabilized in their ability to provide students with high quality teaching and learning experiences. The principal's role in implementing a formal campus mentorship program and conscientiously supporting beginning teachers has been found to significantly increase teacher retention. This study applied a mixed methods approach to explore the impact that campus beginning teacher mentorship programs and supportive school leadership practices have on teacher retention. Through utilizing perception based data collection instruments that yielded numerical generalizations and invaluable qualitative insight, the results of this study documented and highlighted the influential factors and pivotal role that campus principals play in teacher retention. Beginning teachers report feeling disillusioned and unfulfilled shortly after entering the profession, and formal mentoring programs provide beginning teachers with the supportive network necessary to withstand the inevitable new teacher challenges.

Author: Carolyn Marie Dumler
Publisher:
ISBN:
Category :
Languages : en
Pages : 402

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Book Description
High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession. Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied. This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers. Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.