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Articles 1 - 6 of 6
Full-Text Articles in Education
Stopping The Leak: Retaining Beginning Teachers, Rita C. Richardson, Linda L. Glessner, Homer Tolson
Stopping The Leak: Retaining Beginning Teachers, Rita C. Richardson, Linda L. Glessner, Homer Tolson
Australian Journal of Teacher Education
The need for teacher retention has prompted numerous American states to provide programs for training mentors. The goal of mentor training is to offer a support mechanism that will retain novice teachers and assist them in developing their teaching skills. Such a program is the Texas Beginning Educator Support System (TxBESS) which has supported over 10,000 beginning teachers since its implementation in 1999 (State Board for Educator certification, 2004). A group of TxBESS supported interns was surveyed and the data suggest that both retention rates and teacher satisfaction were. high. The interns reported satisfaction particularly with regard to the effectiveness …
Teacher Retention In A Teacher Resiliency-Building Rural School, William W. Malloy, Tawannah Allen
Teacher Retention In A Teacher Resiliency-Building Rural School, William W. Malloy, Tawannah Allen
The Rural Educator
This article focuses on the challenge of teacher retention in rural schools in relation to the No Child Left Behind mandate, that school districts must attract and retain highly qualified teachers. This case study examines the extent to which a rural school enhanced teacher retention by overcoming the barriers that might otherwise have presented a challenge to teacher retention. Findings from this study suggest that the nurturing the nurturers concept, inherent in teacher resiliency-building schools, enhances teacher retention strategies.
Retaining Experienced, Qualified Teachers: The Principal’S Role, Jean M. Haar
Retaining Experienced, Qualified Teachers: The Principal’S Role, Jean M. Haar
The Rural Educator
One process for retaining experienced, qualified teachers is to provide them with opportunities to grow professionally (Blasé & Blasé, 2001). The intent of this paper is to provide information about meeting the needs of experienced, qualified rural teachers, especially in the area of professional development. A story line of one rural science teacher’s journey with professional development opportunities and experiences is shared. Her principal’s role is also described. Also included is a comparison between the teacher’s experiences and research about professional development. The paper concludes with recommendations for those involved in rural schools, especially in administrative positions will be shared. …
The Relationship Between Mentoring And Elementary Beginning Teachers' Intent To Stay In The Teaching Field, Deborah Partridge
The Relationship Between Mentoring And Elementary Beginning Teachers' Intent To Stay In The Teaching Field, Deborah Partridge
Electronic Theses and Dissertations
The purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between mentoring and teachers' intent to stay in the teaching field. The qualitative portion of the survey revealed that beginning teachers felt availability, accessibility, and receptivity of the mentor …
Addressing Urban High-Poverty School Teacher Attrition By Addressing Urban High Poverty School Teacher Retention: Why Effective Teachers Perservere, Sueanne E. Mckinney, Robert Q. Berry, Daniel L. Dickerson, Gloria Campbell-Whately
Addressing Urban High-Poverty School Teacher Attrition By Addressing Urban High Poverty School Teacher Retention: Why Effective Teachers Perservere, Sueanne E. Mckinney, Robert Q. Berry, Daniel L. Dickerson, Gloria Campbell-Whately
Teaching & Learning Faculty Publications
Recruiting and retaining quality teachers specific for high-poverty schools in urban areas is a national concern, especially in light of the "No Child Left Behind" federal legislation. The educational realities, detrimental effects of poverty, and human despair that often depress low-income communities can prove to be quite overpowering for many teachers new to the profession and significantly contribute to high levels of teacher absenteeism, attrition rates, and teacher shortages. Examining this issue through a new lens, that being through the eyes of effective urban high-poverty school educators, has the potential to spark spirited conversations and debates among policy makers and …
Retaining Qualified Teachers Through School-Based Induction: A Study Of Elementary Schools In Two Public School Districts In Flo, Junella Handley
Retaining Qualified Teachers Through School-Based Induction: A Study Of Elementary Schools In Two Public School Districts In Flo, Junella Handley
Electronic Theses and Dissertations
The purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's highest degree earned, (h) principal's total years in education, (i) principal's years in an instructional position, (j) principal's administrative experience, (k) year the school opened, (l) student enrollment, and (m) free and reduced …