Literaturnachweis - Detailanzeige
| Autor/inn/en | Painter, Suzanne; Haladyna, Thomas; Hurwitz, Sally |
|---|---|
| Titel | Attracting Beginning Teachers: The Incentives and Organizational Characteristics that Matter |
| Quelle | In: Planning and Changing, 38 (2007) 1-2, S.108-127 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0032-0684 |
| Schlagwörter | Student Teachers; Teacher Shortage; School Districts; Effect Size; Beginning Teachers; Teacher Recruitment; High Risk Students; Educational Environment; Professional Recognition; Incentives; United States |
| Abstract | Concern about teacher shortages has been widespread in the last decade. Numerous reports have focused attention on the issue in the United States where the shortage is particularly acute in specific teaching specialties and in urban and rural schools. Attempts to alleviate the shortage have taken place at multiple levels. School districts with teaching vacancies adopt strategies to increase the number of applications they receive for teaching vacancies. Understanding what new teachers seek in a teaching position could enable school districts to target their recruitment strategies more effectively, but there is little research to guide these efforts. The purpose of this study was to determine the factors that are salient to new teachers when they consider where (that is, in which school districts) to submit applications for positions. Understanding these factors could help school district administrators to target recruitment materials to address salient factors as well as to make predictions about how operational decisions might impact potential applicants. The study focused on graduating student teachers who were close to the employment decision and whose preferences have not drawn significant attention from researchers in the past. Three of the five different subscales resulting from the data analysis are important in explaining job seekers' preferences. They are: (1) at-risk environments; (2) professionalism; and (3) monetary incentives. Two factors, position characteristics and achievement, while reliable, showed small effect sizes. (Contains 4 tables.) (ERIC). |
| Anmerkungen | Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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