Factors Influencing the Retention of Secondary Family and Consumer Sciences Teachers

Autor/inn/en	Dainty, Julie D.; Sandford, Brian A.; Su, Sho-Hsien; Belcher, Gregory G.
Titel	Factors Influencing the Retention of Secondary Family and Consumer Sciences Teachers
Quelle	In: Journal of Career and Technical Education, 26 (2011) 2, S.42-56 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-4952
Schlagwörter	Evidence; Social Integration; Consumer Science; Teacher Persistence; Educational Quality; Performance Factors; Secondary School Teachers; Student Development; Teacher Surveys; Likert Scales; Interest Inventories; Teaching Experience; Institutional Characteristics; Teaching Skills; Work Ethic; Teacher Education; Influences; Home Economics; Kansas + Suchen Sie Ihr Suchwort? Evidenz; Soziale Integration; Quality of education; Bildungsqualität; Leistungsindikator; Likert-Skala; Interest profile; Interessenprofil; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Arbeitsethos; Lehrerausbildung; Lehrerbildung; Influence; Einfluss; Einflussfaktor; Hauswirtschaft; Hauswirtschaftslehre
Abstract	The impact of teacher retention on quality education has inspired a great deal of research. Although many factors have been identified as contributors, few have been specific to the career and technical education (CTE) area and the diversity of CTE programs demands a more specific approach. The purpose of this study was to identify specific factors affecting the retention of Family and Consumer Sciences (FACS) teachers in Kansas. Major findings include that administrative support and gaining student respect are important for the social integration of teachers. As evidence of the desire to be successful in their teaching role, FACS teachers strongly agreed with their commitment to improve student performance, student engagement, accessing resources, school reputation, incorporating new ideas, and adolescent issues. Additionally, institutional factors that were found extremely important to their willingness to continue teaching were inner sense of knowing they were doing a good job, adequate time to complete job responsibilities, and administrative support for program development. (Contains 1 figure and 6 tables.) (As Provided).
Anmerkungen	Omicron Tau Theta. 228 McAdams Hall, Clemson, SC 29689. Tel: 864-656-3300; Fax: 864-656;5675; Web site: http://www.ott.vt.edu/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10