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Teacher relocation and teaching quality : an examination of the impact of teacher relocation on teachers, their work and their quality of teaching

机译：教师搬迁和教学质量：考察教师搬迁对教师，他们的工作及其教学质量的影响

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摘要

Since the introduction of a transfer policy for Tasmanian state school teachers in 1994,udmany teachers have been required to relocate between schools throughout the state.udTeachers' placements have been reviewed after five (or sometimes three) years in orderudto provide equity of staffing in all schools, including those in isolated locations andudlow socio-economic areas. In addition, teachers have continued to be relocated due toudpromotion.udThe focus of this study was to determine the impact of relocation, whether it be due toudthe Transfer Policy or promotion, on teachers, their work and their quality of teaching.udTo provide a theoretical framework for the part of the research concerned with teacherudquality, models of the development of teacher expertise and the high quality teacherudwere developed from the literature, principally from the work on teacher expertiseudconducted by Berliner and colleagues.udIn comparison to the extensive literature on teacher expertise and teacher quality,udminimal research has been conducted in the area of teacher relocation, and most of thisudhas focused on the reasons for teacher relocation and its implications for staffing.udHowever, a handful of international studies have investigated the outcomes of teacherudtransfer, but mostly these have been small, qualitative studies based solely onudinterview data. Only one study (Bullough & Baughman, 1995a) was found whichudcombined the two areas of teacher expertise and teacher relocation—it involved a caseudstudy of one teacher. Therefore, in-depth research into the interactions betweenudteacher relocation and teacher quality was warranted and has been provided by thisudstudy.udThere were two phases to this study—a mainly qualitative phase (phase I) and a mainlyudquantitative phase (phase II). Phase I involved case studies of seven relocatedudteachers. The case studies included teacher observations, teacher interviews, teacherudself-ratings and student surveys conducted both prior to and subsequent to relocation.udThe data collected during phase I provided a framework for the study and were used toudinform the development of the questionnaire which was used in phase II of the study.udTasmanian state school teachers who relocated either due to promotion or the Transfer Policy in 1995/96 or 1996/97 were surveyed in phase II. A response rate of 65udpercent (n=360) was achieved and represented approximately one-third of the targetudpopulation. Thus, the study involved in-depth coverage of the research focus in phaseudI and broad coverage in phase II. Consequently, the findings of the research wereudreliable, valid and generalisable.udThe results of the study indicated relocation impacts on teachers, their work and theirudquality of teaching in various ways dependent upon individual teachers and theirudcircumstances. Many changes in context occur upon relocation, including changes inudschool environment and culture (eg, location, student demographic), changes inudteachers' professional lives (eg, grade level, subject area) and changes in teachers'udpersonal lives (eg, travelling distance to work, residence). Teachers react to theseudchanges in different ways.udThe impact of relocation on teachers' personal lives resulted in changes in self-confidence,udself-esteem, family situation, stress levels and health, either for better orudfor worse. Professionally, relocated teachers required time to settle in and establishudthemselves at their new school. In addition, relocated teachers were often on a steepudlearning curve and, for many, their teaching was modernised and revitalised as a resultudof relocation. Regarding the impact of relocation on teachers' quality of teaching, theudmajority of relocated teachers experienced an initial drop in their level of teachingudquality upon relocation, but this was regained over time such that their original level ofudteaching quality was attained or extended after relocation. Relocated teachers whoudregained their quality of teaching quickly, or indeed, extended their quality of teachingudor did not experience an initial drop, were more likely to have been provided withudappropriate support.udAppropriate support is necessary to minimise the negative impacts and to maximise theudpositive impacts of relocation on teachers, their work and their quality of teaching.udAppropriate support is best provided by the system, schools and school staff in orderudto assist relocated teachers to adapt to their new school context. With appropriateudsupport, relocation can reinvigorate and broaden teachers' teaching as they grow andudlearn from the relocation experience. However, the opposite is also true.
机译：自1994年对塔斯马尼亚州立学校的教师实行转学政策以来， udmand的教师被要求在全州的学校之间进行迁移。 ud在五年（或三年）后对教师的安置进行了审查，以便 ud以提供平等所有学校的员工人数，包括偏僻地区和社会经济领域的人。此外，由于 udpromotion，教师继续被调离。 ud本研究的重点是确定调动政策或晋升对调动教师，他们的工作和教学质量的影响，无论是由于调动政策还是晋升。 。 ud为研究与教师素质有关的部分提供理论框架，主要是从文献中（主要是由Berliner和与其他有关教师专业知识和教师素质的文献相比， UD在教师搬迁领域进行了深入研究，其中大部分都集中在教师搬迁的原因及其对人员配置的影响上。 ，少数国际研究已经调查了教师 udtransfer的结果，但是大多数这些研究都是基于 udinterview的小型定性研究数据。只有一项研究（Bullough＆Baughman，1995a）被发现结合了教师专业知识和教师迁移这两个领域，涉及一名教师的案例研究。因此，有必要对教师迁移与教师素质之间的相互作用进行深入研究。 ud这项研究分为两个阶段-主要是定性阶段（第一阶段）和主要是'量化阶段。 （第二阶段）。第一阶段涉及对七名搬迁教师的案例研究。案例研究包括在搬迁之前和之后进行的老师观察，老师访谈，老师自我评价和学生调查。 ud在第一阶段收集的数据为研究提供了框架，并被用来告知开发工作的发展。在研究的第二阶段使用了调查表。 ud在第二阶段对由于晋升或调动政策而在1995/96或1996/97年搬迁的塔斯马尼亚州立学校教师进行了调查。达到65％的响应率（n = 360），约占目标人群的三分之一。因此，该研究涉及对阶段 udI的研究重点的深入覆盖和对阶段II的广泛覆盖。因此，研究结果是可靠，有效和可概括的。 ud研究结果表明，重新安置对教师，他们的工作和他们的教学质量的影响以各种方式取决于个别教师及其情况。搬迁后环境会发生许多变化，包括 udschool环境和文化的变化（例如，位置，学生人口统计）， teachers的职业生活（例如，年级，学科领域）的变化以及教师 udpersonal生活的变化（例如上班，居住的行进距离）。教师对这些变化的反应有不同的方式。搬迁对教师个人生活的影响导致自信心，自尊，家庭状况，压力水平和健康状况的改变，无论好坏。从专业上讲，搬迁的老师需要时间来适应和建立自己的新学校。此外，搬迁的教师经常处于陡峭的“学习曲线”上，并且由于搬迁，许多人对其教学进行了现代化和振兴。关于搬迁对教师教学质量的影响，“搬迁”的大多数教师在搬迁后其教学水平/素质开始出现下降，但随着时间的流逝又恢复到原来的“教学质量”水平。搬迁后扩大。搬迁过的老师很快恢复了他们的教学质量，或者确实扩展了他们的教学质量，或没有经历最初的下降，他们更有可能获得了适当的支持。 ud为了减少负面影响，有必要提供适当的支持。 ud最好由系统，学校和教职员工提供适当的支持，以帮助搬迁的老师适应新的学校环境。有了适当的 udsupport支持，随着教师的成长和 u从迁移经验中学习，relocation可以重新激发并扩大他们的教学。但是，相反的情况也是如此。

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    Cowley Trudy Mae;

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  • 年度 1999
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