Teacher Shortage as a Local Phenomenon: District Leader Sensemaking, Responses, and Implications for Policy

Autor/inn/en	McHenry-Sorber, Erin; Campbell, Matthew P.
Titel	Teacher Shortage as a Local Phenomenon: District Leader Sensemaking, Responses, and Implications for Policy
Quelle	In: Education Policy Analysis Archives, 27 (2019) 87, (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (McHenry-Sorber, Erin) ORCID (Campbell, Matthew P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Shortage; Local Issues; Decision Making; Administrator Attitudes; School Districts; Locus of Control; Rural Urban Differences; State Policy; State School District Relationship; Community Characteristics; Institutional Characteristics; Poverty Areas; Rural Areas; Context Effect; Central Office Administrators; Public Officials; Union Members; Boards of Education; Education Service Centers; Superintendents; Problem Solving; Geographic Isolation; Public Opinion; Teacher Salaries; Faculty Development; Elementary Secondary Education; West Virginia + Suchen Sie Ihr Suchwort? Lehrermangel; Decision-making; Entscheidungsfindung; School district; Schulbezirk; Stadt-Land-Beziehung; Staatliches Schulamt; Rural area; Ländlicher Raum; Gewerkschaftsmitglied; Ausschuss; Education; Service center; Service centers; Service centre; Service centres; Pädagogisches Zentrum; Schulrat; Problemlösen; Öffentliche Meinung; Lehrerbesoldung; Lehrervergütung
Abstract	While the teacher shortage is a national crisis, the manifestations of the shortage are felt most acutely at the local district level. The diversity of these micro-contexts often leads to disparities in the ways local school systems are served by large-scale initiatives. District leaders provide an important lens for understanding the localized manifestation of teacher shortages. This research contributes to the existing macro-level literature on teacher shortages through investigation of the ways in which district leaders in West Virginia make sense of and respond to the teacher shortage. As part of a broader study, we share analyses of interviews with seven district leaders across five county school districts and highlight the ways in which leaders made sense of the phenomenon in paradoxical ways, both in terms of the most salient causes as well as the perceived locus of control in addressing the teacher shortage. Findings also highlight the way district leader sensemaking led to action, with responses differing based on relative affordances of metropolitan versus rural contexts. We conclude with implications for policy and research to further understand the local nature of teacher shortages and to address the problem, particularly in rural contexts underserved by current research and policy. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01