Improving Classroom Management and Teacher Retention

2020 ◽  
pp. 201-226 ◽  
Author(s):  
Jill Stefaniak ◽  
Jilian L. Reynolds ◽  
Tian Luo
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Teacher Retention ◽  
Classroom Management ◽  
Needs Assessment ◽  
Teacher Attrition ◽  
Teacher Turnover ◽  
Local Community ◽  
Instructional Designer ◽  
Attrition Rates

This case explores how a needs assessment was conducted at a middle school experiencing high rates of teacher turnover. Pamela Frost, an experienced instructional designer, was assigned to assess the situation and identify opportunities to improve professional development opportunities for the teachers. As a part of a needs assessment, Pamela gathered data to address needs pertaining to classroom management challenges, teacher attrition rates, and establishing relations with the local community. This case explores how Pamela gathered data and triangulated her findings to determine what interventions were needed.

scholarly journals Teacher Attrition in a Northern Ontario Remote First Nation: A Narrative Re-Storying

in education ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 77-90
Author(s):  
Dawn Burleigh
Keyword(s):  
Teacher Retention ◽  
First Nations ◽  
Teacher Attrition ◽  
First Nation ◽  
Northern Ontario ◽  
Attrition Rates ◽  
System Perspective ◽  
Challenges And Opportunities ◽  
Faculties Of Education

Increasing teacher retention in First Nations communities has been identified in the literature as requiring attention. When attrition rates are high and teacher efficacy, quality of student experience, and overall academic achievement is compromised, efforts to mobilize plans for stability are needed. Through a narrative re-storying approach this paper unpacks the challenges and opportunities related to teacher attrition in one remote First Nation community in Northern Ontario. Although teacher attrition is inevitable, it is necessary to re-envision attrition factors as a plan for retention. Community integrated induction and mentorship programming, and continuous and multi-year contracts are two possible approaches to boost retention. Teacher education is also explored as a long-term approach to address teacher attrition from a system perspective. In all approaches, collaborative effort, engagement, and funding are needed from the federal government, local education authorities, and faculties of education to increase teacher retention in remote First Nation communities.

Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

2021 ◽  
pp. 147797142110031
Author(s):  
Togtokhmaa Zagir ◽  
Helga Dorner
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Needs Assessment ◽  
Vital Role ◽  
International Studies ◽  
Teaching Role ◽  
Core Competences ◽  
Key Stakeholders

Competent adult learning facilitators play a vital role in improving the quality of adult learning programmes. This article thus explores common and core competences of adult learning facilitators from the perspective of key stakeholders, such as facilitators, adult learners and administrators. By synthesising previous international studies, we developed a survey and collected data in Mongolia ( n = 227). We identified adult learning facilitators’ common and core competences focusing on their teaching role. As found, areas of adult learners’ needs assessment, communication and motivation should be integrated in professional development programmes in order to aim for a better completion rate and higher participation of target audiences in adult learning programmes.

Assisting struggling teachers effectively

2017 ◽  
Vol 47 (2) ◽  
pp. 310-325 ◽  
Author(s):  
Eliezer Yariv ◽  
Efrat Kass
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Classroom Management ◽  
School Principals ◽  
Development Program ◽  
Organizational Changes ◽  
Successful Intervention ◽  
Intensive Use ◽  
Willingness To Intervene ◽  
Human Support

In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches. A content analysis of the strategies that enabled successful intervention identified four conditions: (a) principals’ willingness to intervene; (b) intensive use of measures and resources; (c) the teacher’s willingness to make changes; and (d) the need for flexibility in managing the intervention. The findings indicate the need to train principals to assist struggling teachers more effectively and to encourage them to become more assertive. This requires a professional development program for teachers and principals, guidance in classroom management, as well as organizational, financial, and human support.

School administrators’ direct and indirect influences on middle school math teachers’ turnover

2019 ◽  
Vol 57 (6) ◽  
pp. 708-730
Author(s):  
Christopher Redding ◽  
Laura Neergaard Booker ◽  
Thomas M. Smith ◽  
Laura M. Desimone
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Quality ◽  
New Teachers ◽  
Teacher Turnover ◽  
Administrative Support ◽  
Professional Community ◽  
Teaching Quality ◽  
Content Type ◽  
Turn Over

Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.

scholarly journals INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

2020 ◽  
Vol 3 (3) ◽  
pp. 367
Author(s):  
Yogi Saputra Mahmud
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Professional Education ◽  
Teaching Experience ◽  
Early Career ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Efl Teachers ◽  
Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management).  Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

Sign in / Sign up

Export Citation Format

Share Document