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Reasons for teacher turnover among post primary institution teachers in Kano State, Nigeria (1977-1982)Miakano, James Adu. January 1984 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 393-404).
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A case study of teacher retention at one urban school districtBlanson, Archie L 16 August 2006 (has links)
Teacher attrition is a major topic of discussion and concern in this country.
With the growth in the school-age population, the need to attract and retain quality
teachers will become even greater. The purpose of this narrative inquiry was to explore
factors that influenced teachers decisions to remain in an urban school. A qualitative
research design was used by conducting one interview with 13 teachers in an
intermediate school (5th & 6th grades) in an urban school district near Houston, Texas.
The participants years of experience in this study ranged from 5-33 years.
They presented a diverse range of age, career experiences, and cultural/ethnic
backgrounds. Data were collected through audio-taped interviews that lasted 45-90
minutes conducted in their classrooms before or after school. Additional follow-up
questions and clarification statements were obtained from the participants where it was
warranted. The transcribed interviews and the follow-up questions were analyzed using
the Labov method of structuring narratives into stories. This method was used in order
to compare participants narratives to identify emergentthemes among the rich stories
that the participants shared with me. The findings are presented as three emerging themes on why teachers choose to
remain in an urban school. These themes were recurrent and dominant throughout the
narratives. Participants generally felt that there were three main reasons why they
remained to teach in this urban school. Those three reasons manifested themselves in
the form of themes. Those three dominant themes were: (a) making a difference in the
lives of young people, (b) having no reason to leave, and (c) having administrative
support, which was the leading factor that influenced teachers to remain in an urban
school. Each theme had several supporting themes that were explored also.
Implications for practice and recommendations for further study were also discussed.
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A follow-up study of the reasons involved in teacher turnover using a sample group of marketing education graduates from 1995-1999Nelson, Richard W. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Following up on winners of the 1997 Sallie Mae First Class Teacher Award a phenomenology of commitment to teaching /Skretta, Frederick J. January 2009 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed May 5, 2009). PDF text: vi, 139 p. : ill. ; 1 Mb. UMI publication number: AAT 3344654. Includes bibliographical references. Also available in microfilm and microfiche formats.
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The role of sustained professional development in science teacher renewal and retentionMeyer, Janice Dawn. January 2003 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.
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What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School MathematicsGrindle, Colleen D. 05 1900 (has links)
This study looked at the relationship between teacher turnover and student achievement, in addition to the relationship between specific student demographic characteristics and teacher turnover. Within this study, student demographic, staff demographic, and student achievement data from several middle schools within the studied district, as well as data from each of the school's comparison groups, as designated by the Texas Education Agency, was analyzed. The data used was from the 2018-2019, 2020-2021, and 2021-2022 school years. First, this study looked at specific student demographic characteristics and their relationship with teacher turnover, including race, mobility, and socioeconomic status. This analysis determined if there were specific variables that impacted the rate of turnover. Results determined that the most consistent relationship revealed in the data involves the total number of students on a campus. As the number of students increased, the turnover rate decreased. Additionally, there was a slight negative correlation between the number of African American students and rates of teacher turnover for two of the three years studied. The second part of the study determined if the campus turnover rate had any relationship with the student achievement scores. The student achievement data that was used was the overall campus math score at the approaches level on the Mathematics State of Texas Assessment of Academic Readiness (STAAR). The results of the analysis revealed that there was a relationship between teacher turnover and student achievement, although it was a very weak relationship for each of the 3 years studied. Additionally, the analysis determined that campuses with teachers who have more years' experience had higher overall campus math scores after the COVID-19 pandemic.
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Factors that influence teacher turnover in Texas: Correlations with variables from the academic excellence indicator system for the year 1998-99Burns, Bobby C. 05 1900 (has links)
The teacher shortage problem is a national and state concern. In 1998, the Texas State Board of Education Certification reported that school districts in Texas had to hire teachers to fill over 63,000 vacancies. Teacher resignations, other than retirement, contributed to over 46,000 teachers who left the profession about 19 % of the state's total teacher workforce. A significant number of Texas teachers left the profession in the first five years. The National Commission on Teaching and America's Future (1996) called the attrition of new teachers a chronic problem for American schools. Reducing the teacher shortage in Texas must begin with reducing the teacher turnover rate. Most studies concerning teacher attrition or turnover either address salary, or working conditions. Many of the studies deal with affective and subjective data regarding teacher turnover. The studies on teacher turnover often do not address quantifiable data collected uniformly across districts. Few studies address a comprehensive set of quantitative data to determine the variables associated with teacher turnover. This study addressed teacher turnover through quantitative research of data from the Texas Academic Excellence Indicator System (AEIS) with multiple analysis to provide insights to teacher turnover conditions and trends. The population for the study included all 1042 Texas school districts, and 61 Charter schools. The Academic Excellence Indicator System (AEIS) was used to determine the variables and supply data for the study. The study addressed only district data not individual school or campus data. The data captured for this dissertation were analyzed using descriptive statistics, correlational methods, and regression tools of research.
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Teacher attrition among early career special and general educators : an examination of demographic and employment related risk factors /Naranjo, Jason M., January 2009 (has links)
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 102-110). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational SettingsJanuary 2018 (has links)
acase@tulane.edu / Research has demonstrated that high levels of teacher turnover are correlated with poorer student outcomes, including lower levels of educational quality, poorer academic outcomes, greater difficulties with emotion regulation, and greater externalizing behaviors. However, the research on teacher turnover in early childhood educational settings is limited. Furthermore, the conceptualization of teacher turnover in preschool settings has been fairly limited, not typically including alternative types of teacher-child relationship disruptions, such as teachers moving to another classroom within the same preschool. The current study added to the area of early childhood research by longitudinally examining the relationship between teacher ratings of work environment, teacher turnover, and preschool externalizing behaviors in a sample of low-income preschoolers (N = 2172) and their teachers (N = 126). Results indicated relatively low levels of teacher turnover in the current sample (5 %). This is likely explained by teacher demographics (e.g., education and years teaching), school factors (e.g., positive work environments), and preschooler behavior (e.g., low levels of externalizing behaviors). These findings suggest that future research should examine ways to manipulate teaching environments and increase supports for teachers in preschool settings in an effort to increase teachers’ decisions to remain in the teaching profession and thus positively impact preschooler functioning. / 1 / Corey Black
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An examination of the relationship between professional development and teacher turnover /Erickson, Stacy Johnson, January 2007 (has links)
Thesis (D. Ed.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
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