Effects of a Collaborative, Technology-Based Intervention Involving School Principals to Retain Early-Career Teachers: A Scaled, Quantitative Research Study

Autor/inn/en	Martinez, James A.; Uy, Frederick L.; Williams, Cathy
Titel	Effects of a Collaborative, Technology-Based Intervention Involving School Principals to Retain Early-Career Teachers: A Scaled, Quantitative Research Study
Quelle	In: Journal of Leadership, Equity, and Research, 7 (2021) 1, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-6459
Schlagwörter	Intervention; Program Effectiveness; Beginning Teachers; Mathematics Teachers; Middle School Teachers; High School Teachers; Principals; Teacher Administrator Relationship; Meetings; Cooperation; Teacher Persistence; Social Support Groups; Feedback (Response); Professional Recognition; Job Satisfaction; Video Technology; Public Schools + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Principal; Schulleiter; Meeting; Tagung; Co-operation; Kooperation; Social support; Soziale Unterstützung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Public school; Öffentliche Schule
Abstract	Statistics have shown that at least 50% of all teachers leave the profession within the first five years, with higher departure rates in certain subjects (e.g. science and mathematics, special education, English language development) (Ingersoll, 2003) and in under-resourced schools with traditionally underserved students of color (Redding & Henry, 2018). Moreover, lack of administrative support is cited as a significant factor in teacher job satisfaction (Borman & Dowling, 2008; Donaldson, 2013). To investigate principal and early-career teacher attitudes regarding support, an intervention was conducted to investigate the degree that a single, brief meeting involving school principals and their early-career teachers had on feelings of support. Informing policy-makers and practitioners alike, results of this pilot study indicated that, 45 days after the intervention, teacher and principal participants reported a general increase in perceived levels of support, relative to control participants. (As Provided).
Anmerkungen	Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01