Browsing by Subject "Teacher retention"

Now showing 1 - 5 of 5
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    The career paths of mathematics and science teachers in high need schools.
    (2009-10) Kirchhoff, Allison Lynette
    High-poverty schools typically have higher levels of attrition than other schools, particularly in mathematics and science. Financial incentives have often been used to attract teachers to high need schools and subjects. Despite extensive investments in these incentives and extensive research regarding recruitment and retention, little is known about how these areas interact with one another over teachers' careers. The purpose of this study is to address the lack of integration of these areas by investigating the career paths of 38 Noyce scholars. Acceptance of the Noyce funding requires teaching in high-need schools for two years. Grounded theory methodology was guided by the research question: What are Noyce scholars' reasons for the decisions made on the career path of becoming and remaining teachers in high need schools? Analysis resulted in an explanatory model of the "pathway to retention in high need schools." The model indicates that the career paths of teachers in high need schools are complex and interactive. Interactions among the reasons the scholars chose to enter teaching, their school setting, community, teacher education and the Noyce funding appear to play a role in their eventual satisfaction and retention. The study has implications for the recruitment and retention of teachers in high need schools.
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    The effect of alternative compensation programs on teacher retention and student achievement: the case of Q Comp in Minnesota
    (2015-03) Choi, Won Seok
    purpose of this study was to examine the effect of alternative teacher compensation programs (ACPs) on teacher retention rates and average student achievement in schools. ACPs base teacher pay mainly on some measure of their performance, such as student achievement, leadership, professional knowledge and skills, and instructional behavior. This study used the Minnesota Quality Compensation program (Q Comp) case to examine the effect of ACPs.The relationships between ACPs and 3 types of school-level outcomes were explored: overall teacher retention rate, retention rate of teachers with three or more years of teaching experience, and rate of students who were at or above the proficiency level (student proficiency rate). In addition, it was also examined whether ACPs' effects on those three school-level outcomes differed by type of school, charter or traditional.This study investigated teacher retention rates and student proficiency rates in Minnesota public schools over 8 years, 2003-2010. Because Q Comp began from the 2005-06 school year, the research period makes it possible to examine the effect of Q Comp implementation for up to 5 years, which was a long investigation relative to previous studies. Data on assignment of Minnesota public schools teachers developed by the Minnesota Department of Education and publicly posted on the Pioneer Press website were used to calculate teacher retention rate by school level. The school-level student proficiency rate for the third-grade mathematics and reading tests of the Minnesota Comprehensive Assessment (MCA) was used to measure school-level student achievement. To minimize selection bias problem, this study adopted a fixed effects model to control for unobserved time-invariant variables across schools as well as to consider time-variant observable variables.This study found a positive effect of Q Comp on overall teacher retention rate only in schools with 5 years of implementation. In addition this positive effect, charter schools with 5 years of Q Comp implementation faced a negative effect of Q Comp on overall teacher retention rate. A positive effect of Q Comp on retention rate of teachers with 3 or more years of teaching experience was also found only in schools with 5 years of implementation. Regarding the effect of Q Comp on student achievement, this study did not find any significant overall effect on schools. Charter schools with 3 years of Q Comp, however, enjoyed a positive and significant effect on the third-grade math proficiency rate.The findings of this study imply that it takes ACPs some time to realize their effect. It took about 5 years of implementation in the case of Minnesota Q Comp for there to be an effect on teacher retention rate, which is a contribution of this study. Another contribution of this study is the finding that the effect of ACPs could differ by school type. The findings could lead to further discussion on whether the effect of ACPs could be sustainable and whether the positive effect on teacher retention rate would lead to improvement in student achievement, which remain considerations for future studies.
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    The Effects of Outdoor Education Mentoring on Teacher Job Satisfaction
    (2012) Erickson, Deanna M
    A strong relationship has been demonstrated between mentoring and job satisfaction in research across multiple fields. Job satisfaction is also a key indicator of teacher retention. A few programs in the US are using mentoring to incorporate outdoor education into teacher pedagogy and the broader public school system. In this model, experienced outdoor educators work with teachers individually over a period of time to model curriculum and to provide feedback, logistical and personal support in incorporating this method into the classroom. A case study investigation in the Bioregional Outdoor Education Project on the Colorado Plateau found that outdoor education mentoring resulted in increased use of outdoor education by teachers, reports of enhanced student achievement, especially engagement, and positive change in teacher feelings of satisfaction with work. Meaningful benefits that result from incorporating outdoor education may increase the likelihood that teachers continue to use this method, a topic for future investigation. Infusing outdoor education through the curriculum with the help of mentors may offer a potential means of school reform, if support from peer teachers and administrators is garnered through information about the potential benefits to both students and teachers.
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    University of Minnesota Morris Teacher Education Retention Survey
    (2016-04) Koehler, Jana
    The purpose of this study was to determine if the University of Minnesota, Morris (UMM) teacher education graduates retention rates fall in line with the research that has previously been conducted.
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    “Where I Bloomed”: Exploring Teacher Professional Vitality in the Teacher-Powered School
    (2020-09) Kemper, Sara
    Ample research has identified and sought to understand the problem of high teacher turnover and low morale in U.S. schools. One consistent finding is that teachers’ working conditions have a pronounced impact on their wellbeing, sense of efficacy, and career decisions. This dissertation presents findings from a mixed-methods study exploring teachers’ work lives in “teacher-powered schools,” where teachers have collective decision-making authority (CDMA) to shape their schools as workplaces. Evidence from observations and interviews with 31 staff members at 3 teacher-powered schools coupled with survey responses from 342 teachers in 39 schools is used to characterize teacher-powered schools as a group and support five counter-narratives of teacher work life within them. Implications for teacher professional vitality—a holistic concept bridging teacher motivation, commitment, and retention—are discussed.