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首页> 外文学位 >New teacher retention in a suburban school district: A study of new teachers' perceptions of their first-year experiences and their reasons for remaining with the school system.
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New teacher retention in a suburban school district: A study of new teachers' perceptions of their first-year experiences and their reasons for remaining with the school system.

机译：留在郊区学区的新教师：研究新教师对其第一年的经历及其留在学校系统的原因的看法。

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摘要

The purpose of this correlational study was to determine if there was a significant discrimination between New Teachers' perceptions of yearlong experiences and their reasons for remaining. This study relied on secondary data from one mid-Atlantic school system that has enjoyed higher teacher retention rates than the national average. In this school system, New Teachers were given many experiences. The New Teachers' perceptions of the usefulness or helpfulness of these experiences or the degrees to which new teachers perceived that these experiences met their needs are included as independent variables: (a) perceived degree of helpfulness of observing veteran teachers, (b) perceived extent to which support from administrators (instructional facilitators) met teachers' needs, (c) perceived extent to which support from administrators (principals and content supervisors) met teachers' needs, (d) perceived extent to which teacher mentor support met teachers' needs, (e) the perceived degree of helpfulness of professional development related to instruction, (f) the perceived degree of helpfulness of professional development related to new teacher workshops, (g) the perceived degree of helpfulness of professional development related to policies and procedures, (h) the perceived degree of helpfulness of professional development related to classroom management, (i) the perceived degree to which working conditions needs were met, and (j) the perceived degree to which supportive climate needs were met. Reasons for remaining with the system served as the dependent variable.;The findings indicated the greatest and least discriminant conditions. The conditions found to have the greatest discrimination were found in professional development (new teacher workshops and policies and procedures), the observation of veteran teachers, and teacher mentor support. Supportive climate, support from administrators (instructional facilitators), and professional development (instruction) were the least discriminating conditions.;Recommendations included providing opportunities for New Teachers to collaborate with colleagues and the teacher mentor as part of a professional development practice. Policy recommendations included funding teacher induction programs, recruiting quality teachers, and examining how the school as an organization is structured to support and retain new teachers. Areas for future research included examining the relationship between quality teacher preparation programs and teacher retention. Another area was to examine if a relationship existed between yearlong first year new teacher experiences and the retention of minority teachers.
机译：这项相关研究的目的是确定新教师对一年经验的理解与他们留下的原因之间是否存在重大区别。这项研究依赖于大西洋中部一个学校系统的中学数据，该系统的教师保留率高于全国平均水平。在这个学校系统中，新老师得到了很多经验。新教师对这些经验的有用性或有用性的看法，或新教师认为这些经验满足了他们的需求的程度，都作为独立变量包括：（a）观察经验丰富的老师的感知程度，（b）感知的程度管理员（教学促进者）的支持能满足教师的需求；（c）管理员（本人和内容主管）的支持能满足教师的需求；（d）老师导师的支持能满足教师的需求； （e）与教学有关的专业发展帮助程度的感知程度；（f）与新教师研讨会有关的专业发展帮助程度的感知程度；（g）与政策和程序有关的职业发展帮助程度的感知程度，（ h）认为与课堂管理有关的专业发展的帮助程度，（i）满足了哪些工作条件需求；（j）满足支持性气候需求的感知程度。保留该系统的原因是因变量。结果表明最大和最小的判别条件。在职业发展（新的教师讲习班以及政策和程序），对资深教师的观察以及教师导师的支持中发现了被歧视最大的条件。支持性的气氛，来自管理人员（指导人员）的支持以及专业发展（指导）是最不具歧视性的条件。；建议包括为新教师提供与同事和教师导师合作的机会，作为专业发展实践的一部分。政策建议包括为教师入职计划提供资金，聘请高素质的教师，并研究学校作为一个组织的结构如何支持和保留新教师。未来的研究领域包括检查高质量的教师预备课程与教师留任率之间的关系。另一个领域是研究一年级一年级新教师经验与保留少数族裔教师之间是否存在关系。

著录项

  • 作者

    Phillip, Monique W.;

  • 作者单位

    Morgan State University.;

  • 授予单位 Morgan State University.;
  • 学科 Education Policy.;Education Administration.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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