Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002. / Source: Masters Abstracts International, Volume: 45-06, page: 2733. Typescript. Abstract precedes thesis as, preliminary leaves i-ii. Includes bibliographical references (leaves 43-47).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 115-120). Also available on the Internet.

Despite decades of policy innovation aimed at improving school performance, the number of public schools defined as low performing in the U.S. continues to grow. Yet, most explanations of low performance do not consider the fact that many of the country’s lowest performing schools share high rates of turnover among both staff and students, or organizational instability. The purpose of this dissertation was to develop the theoretical underpinnings of both the concept of organizational stability and its relationship with school contextual factors and performance, and to assess the relationship quantitatively. I hypothesized that teacher turnover, principal turnover, and student mobility partially mediate the impact of a school’s socioeconomic context on its academic performance. In order to test the proposed partial mediation model, I conducted a quantitative analysis using path analysis and data from North Carolina public schools. I constructed several samples, including one that included all schools, and five others that focused in on high instability, high poverty, and urban schools. The results of the analyses depended in large part on the type of school under investigation. Specifically, I found that the relationships between the context variables varied according to the sample being examined. Similarly, the presence of direct and mediating effects between the organizational stability variables was contingent on the kind of school. The results of these analyses support previous findings and contribute a new understanding of the role of instability in helping to explain low school performance. This dissertation engages the ongoing debate about the effects of teacher and principal turnover on school performance, suggesting that both do indeed have a deleterious effect on performance. Finally, I make several methodological contributions to the literature on both turnover and school performance by utilizing path analysis, which allows for the prioritization of effects and the testing of indirect effects. / text

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One of the practices in post-primary schools of Leribe is teacher movement between schools (Teacher Mobility). This study was intended to determine factors influencing teacher mobility in Leribe post-primary schools in Lesotho. Random sampling of heads of department, teachers (transferred and not transferred), and parent representatives was carried out from the target population of all heads of departments, all teachers in different categories, head teachers, deputy head teachers, education officers and parents representatives in the Leribe district. Samples were made up 18 head teachers and 18 deputy head teachers, 36 heads of department, 144 teachers (72 transferred and 72 not transferred), 36 parent representatives and 8 education officers. Two leaders of teachers unions were part of the sample. The study used both quantitative and qualitative research techniques in collecting data. Questionnaires were used to collect data from head teachers, deputy head teachers, and heads of department, teachers and parent representatives. Education officers and leaders of teachers unions were personally interviewed because they were fewer in number. Statistical Package for Social Sciences (SPSS) was used to analyze the data and the following results were revealed by the study: The lack of facilities in schools and poor management of schools contributed to teacher mobility in the Leribe district. Teachers' preference of teaching near home and teaching in schools situated in urban areas. Unsatisfied teachers' needs and interests, lack of grants in schools and teachers' preference of teaching in better performing schools in examinations. Lack of co-operation among teachers themselves and between teachers and administration. The remaining teachers were negatively affected because of high teaching overloads. Disorganization of schools plans Students' academic performance was negatively affected. Respondents were aware of teacher mobility, however, they could not determine the extent at which it was happening. Suggestions by the respondents to address teacher mobility were as follows: Teachers must be involved in the affairs of the school and provision of equal facilities by stakeholders in all schools. Meeting teachers' needs and interests and creation of good working relationships in schools. Review of policies and rules in relation to teachers' transfers. From the findings it was noted that several factors contributed to teacher movements between schools in Lesotho and more particularly in the Leribe district. Teacher transfers were exacerbated by the teaching service regulation on transfer which allowed teachers to transfer to other schools whenever they deemed necessary. Recommendation for further research was that, research could be undertaken using a more qualitative approach in order to get in-depth information from the respondents. The further study could also be undertaken involving more than one district in the country to determine factors influencing teacher mobility in schools which the present might not have accomplished. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendix: leaves 173-189. Includes bibliographical references (leaves 190-203).

Thesis (Ed. D.)--Illinois State University, 2007. / Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Kay Moss (chair), Paul Vogt, Thomas Crumpler, Lara Handsfield, Barnett Berry. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).