scholarly journals How Educational Leaders Can Initiate Mentoring Relationships to Support Their Newest Faculty Members

2021 ◽  
Vol 2 (1) ◽  
pp. p7
Author(s):  
Stefanie Sorbet ◽  
Patricia Kohler-Evans
Keyword(s):  
Teacher Retention ◽  
New Teachers ◽  
School Teacher ◽  
Educational Leaders ◽  
Field Research ◽  
Retention Rates ◽  
Mentoring Programs ◽  
Quality Teachers ◽  
Attrition Rates ◽  
New Teacher Retention

The number of teachers who enter and exit the field of education within their first five years in the profession is said to be near 40-50 percent (Ingersoll, 2012). First-year public school teacher attrition rates have increased from 21.4% in 1988 to 28.5% in 2004 (Ingersoll & Merrill, 2010). At a time when the number of new teachers exiting the profession within the first five years is 40-50 percent (Ingersoll, 2012), something must be done to support new teachers so they can remain and become successful in their field. Research suggests that students who receive instruction from high quality teachers are more likely to show academic gains. How can students get what they need if teacher turnover is so alarmingly high? Teachers need ongoing and job-embedded support to remain in this challenging profession. By combining the two powerful approaches of mentoring and coaching, educational leaders can foster reciprocal relationships between novice and seasoned teachers while increasing the likelihood that the rates of teacher retention could improve dramatically. Schools with mentoring programs in place reported greater new teacher retention rates as compared to those schools without mentoring programs in place (Di Carlo, 2015).

scholarly journals Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers

2012 ◽  
Vol 20 ◽  
pp. 15 ◽  
Author(s):  
Daniel Allen Sass ◽  
Belinda Bustos Flores ◽  
Lorena Claeys ◽  
Bertha Pérez
Keyword(s):  
Teacher Attrition ◽  
Beginning Teacher ◽  
High Stakes Testing ◽  
Retention Rates ◽  
School Level ◽  
Quality Teachers ◽  
High Stakes ◽  
Attrition Rates ◽  
Low Performing Schools ◽  
Basic Competency

Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.

scholarly journals How Character Education Impacts Teachers

2018 ◽  
Vol 3 (1) ◽  
pp. xx-xx
Author(s):  
Kioh Kim ◽  
Carmen Jones Harris ◽  
Long Pham
Keyword(s):  
Teacher Retention ◽  
Character Education ◽  
Career Satisfaction ◽  
Retention Rates ◽  
Education Programs ◽  
School Teachers ◽  
Teaching Career ◽  
Positive Correlation ◽  
Level Of Satisfaction ◽  
Behavioral Concerns

In recent years, teacher retention rates have decreased and student behavioral concerns have increased. This article presents if teachers that who have favorable beliefs about the effectiveness of Character Education programs also have a greater satisfaction with their career. Based on the responses of 159 school teachers, a positive correlation was found between teachers who self-reported that Character Education programs are effective. These teachers also reported a higher level of satisfaction with their teaching career. Character education programs help students moderate their behavior, and boost teacher career satisfaction.

Managing IT Employee Attitudes that Lead to Turnover

2017 ◽  
pp. 393-411
Author(s):  
Stephen C. Wingreen ◽  
Cynthia M. LeRouge ◽  
Anthony C. Nelson
Keyword(s):  
Explanatory Power ◽  
Job Characteristics ◽  
Employee Attitudes ◽  
Retention Rates ◽  
Job Fit ◽  
Attrition Rates ◽  
Job Attributes ◽  
Individual Preferences ◽  
Survey Results ◽  
Job Levels

IT staff turnover and low retention rates are costly and contribute to organizational inefficiency. The authors extend the existing literature by investigating whether differences in individual preferences for various job characteristics as well as the ability of organizations to meet employee expectations (person-job fit) affect contentment levels and, consequently, attrition rates. Specifically, they investigate the question, “Does a person-job fit perspective provide more explanatory power with regard to antecedents to turnover among IT professionals than either person or job characteristics alone?” for systems developers. Survey results indicate that a person-job fit perspective does provide more explanatory power for certain job attributes, but not for others. In particular, the relationships between system developers' preferred and actual job levels of social support as well as of job challenge are better indicators of attitudes than actual levels of either attribute alone. However, actual job challenge and actual job stress (as perceived by workers) are, individually, better predictors of employee self-esteem, burnout, and alienation than their respective degrees of fit with employee preferences.

Making mentoring work

2018 ◽  
Vol 99 (6) ◽  
pp. 64-69 ◽  
Author(s):  
Nina F. Weisling ◽  
Wendy Gardiner
Keyword(s):  
Beneficial Effect ◽  
New Teachers ◽  
School Leaders ◽  
Teacher Performance ◽  
New Teacher ◽  
Mentoring Programs ◽  
Teacher Mentoring

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.

scholarly journals The Analysis of an Unsuccessful Novice Teacher's Induction Experiences: A Case Study Presented through Layered Account

2014 ◽  
Author(s):  
Sara Fry
Keyword(s):  
Beginning Teachers ◽  
New Teachers ◽  
Research Question ◽  
Beginning Teacher ◽  
Induction Programs ◽  
Attrition Rates ◽  
Induction Program ◽  
Second Year

Although induction support is heralded as an effective way to reduce high attrition among beginning teachers, nationwide increases in induction participation have not been accompanied by a comparable reduction in attrition rates. This inconsistency suggests some induction programs may not provide adequate support. This article presents the results of a case study that explored the experiences of a beginning teacher who left the profession despite participation in an induction program. The research question was: "Why was Stella unsuccessful in her second year of teaching?" The results are presented through the postmodern ethnographic method of layered account (Ronai, 1997). In addition to raising questions about how to effectively support new teachers, this article includes a discussion of methodological limitations, ethics, subjectivity, and researcher response to participant distress.

Differentiated Fieldwork and Practicum Experiences

2018 ◽  
pp. 2119-2139
Author(s):  
Stephen T. Schroth ◽  
Jason A. Helfer
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
New Teachers ◽  
Teacher Educators ◽  
Retention Rates ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Practicum Experiences ◽  
Different Levels

Teacher education programs are charged by administrators, legislative bodies, parents, and others to produce new teachers who are “classroom ready” upon graduation. Many interns and teacher candidates, however, come to their programs with very different levels of preparation and skills in dealing with children. Rather than using a one-size-fits-all approach, teacher educators should differentiate fieldwork and practicum experiences to better meet candidates' varying readiness levels, interests, and learning profiles to create placements that fit the interns' needs and skills. Differentiating the fieldwork and practicum experiences of interns has the dual benefit of increasing retention rates of teacher education programs and better preparing new teachers for their first classrooms. Suggestions are made regarding ways teacher educators can differentiate placements for interns and teacher candidates.

Differentiated Fieldwork and Practicum Experiences

2017 ◽  
pp. 306-326
Author(s):  
Stephen T. Schroth ◽  
Jason A. Helfer
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
New Teachers ◽  
Teacher Educators ◽  
Retention Rates ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Practicum Experiences ◽  
Different Levels

Teacher education programs are charged by administrators, legislative bodies, parents, and others to produce new teachers who are “classroom ready” upon graduation. Many interns and teacher candidates, however, come to their programs with very different levels of preparation and skills in dealing with children. Rather than using a one-size-fits-all approach, teacher educators should differentiate fieldwork and practicum experiences to better meet candidates' varying readiness levels, interests, and learning profiles to create placements that fit the interns' needs and skills. Differentiating the fieldwork and practicum experiences of interns has the dual benefit of increasing retention rates of teacher education programs and better preparing new teachers for their first classrooms. Suggestions are made regarding ways teacher educators can differentiate placements for interns and teacher candidates.

Decision Risks and Individual Development Accounts: An Alternative View

2009 ◽  
pp. 142
Author(s):  
Edmund Khashadourian
Keyword(s):  
Low Income ◽  
Individual Development ◽  
Retention Rates ◽  
Alternative View ◽  
Risky Decision ◽  
Attrition Rates ◽  
Current Consumption ◽  
The Individual ◽  
The Impact ◽  
Low Income Households

This article analyzes the impact of risk on decisions made by the poor within the context of the Individual Development Account (IDA) program. IDA is a matched savings program designed to help low-income households invest in appreciating assets. For these households, the risk involved with participation in IDA relates to the sacrifice they make by reducing current consumption - sometimes in a significant way - in order to be able to save. The program does not offer a match on savings per se; rather, it offers the match only when savings are invested in certain assets. Since there is no guarantee that IDA savings will be converted into assets qualified for the IDA match at the time of enrollment, participation in the program is characterized as an inherently risky decision, which is governed by different sets of behavioral factors, including the risk-taking preferences of low-income households. Consideration of risk provides an alternative explanation for issues related to program take-up, inactivity, and attrition rates. It also offers new and simple ideas on how to improve results. In addressing these problems, the article recommends using an IDA model that includes a flexible match component, to insure against the risk of unmatched savings and complement the existing IDA match structure. Simple modifications to current policy will maintain the total cost of IDA match at the existing levels. Introduction of a flexible match may mitigate the risk of decision to participate in IDA for the most vulnerable group of participants. It can also potentially reduce the percentage of inactive accounts while improving the overall retention rates in the program. Moreover, the recommended changes would not alter the nature of the IDA program, as the flexible match would only amount to a fraction of the total asset investment match.

Sign in / Sign up

Export Citation Format

Share Document