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Home-grown teachers: Will their rural roots keep them in Virginia's rural schools?

机译：自家教师：他们的农村根源会留在弗吉尼亚州的农村学校吗？

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摘要

The purpose of this research, based on Tonnies's theory of Gemeinschaft and Durkheim's theory of mechanical solidarity, was to determine if there were differences between rural Virginia teachers from rural areas and those from nonrural areas in their perceptions of salary, isolation, working conditions, NCLB requirements, and job satisfaction, as well as their plans to remain in rural schools. It also was to determine if there was a relationship between rural and nonrural backgrounds and the rural teachers' intentions to remain employed in rural schools.;Rural teachers from each of Virginia's eight Superintendents' Regions were selected and were asked to respond to an on-line survey. Their responses were collected and the data were analyzed using SPSS. The findings of this research showed that perceptions of isolation and working conditions were significant predictors of teachers' plans to remain in rural schools.;Although the findings of this research did not show rural origin to be significant, the concept of community that is inherent in ruralness was indicated by the significance of the relationship between feeling membership in the community and plans to remain in a rural school. In addition, the findings of this research supported the development of the grow-your-own programs discussed in the literature review. This research showed that established residency in the rural area and feeling membership in the rural community significantly influenced the decision to remain in a rural school.
机译：这项研究的目的是基于Tonnies的Gemeinschaft理论和Durkheim的机械团结理论，旨在确定来自弗吉尼亚州的农村教师和来自非农村地区的弗吉尼亚教师在工资，隔离，工作条件，NCLB方面的看法是否存在差异。要求，工作满意度以及他们留在农村学校的计划。它还是要确定农村和非农村背景与农村教师继续留在农村学校的意愿之间是否存在关系;弗吉尼亚州八个学区的每个地区的农村教师均被选出，并被要求对以下情况做出回应：线路调查。收集他们的回答，并使用SPSS分析数据。这项研究的结果表明，隔离感和工作条件是教师留在农村学校计划的重要预测因素;尽管这项研究的结果并未表明农村出身是重要的，但社区的概念是社区成员的身份与计划留在农村学校之间的关系的重要性表明了乡村感。此外，这项研究的结果支持了文献综述中讨论的自己开发的程序的开发。这项研究表明，在农村地区的确定居住权和对农村社区成员身份的感觉，极大地影响了留在农村学校的决定。

著录项

  • 作者

    Mahan, Camilla A.;

  • 作者单位

    Virginia Commonwealth University.;

  • 授予单位 Virginia Commonwealth University.;
  • 学科 Education Administration.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 131 p.
  • 总页数 131
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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