No description available.

The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome. / Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty. / by Janet A. Cornella. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

The research on the recruitment and retention of African American students into vocational teacher education indicated that there was a need for institutions of higher education to take a more serious look at these efforts. This admonition was due to the continuous decline of African Americans in the teaching force, as well as a decline in minority student enrollments in vocational teacher education (Pratzner, 1987). Statistics also indicated that by the year 2000, the number of minority students in public schools will make up approximately 40% of school enrollments, while the number of minority teachers is expected to decline to less than 5% of the teaching force (Graham, 1987; Holmes, 1989). This lack of representation of minorities in the teaching force will have a negative impact on the success of all children in the nation'S public schools (Carnegie Forum on Education and the Economy, 1986). / Ed. D.

No description available.

The public school teacher population of the United States is predominantly White, while the demographics of P-12 student population continue to grow increasingly diverse. Across the nation, there has been a call for the recruitment and retention of culturally and linguistically diverse teachers. The state of Oregon passed the Oregon Educator Equity Act, originally called the Oregon Minority Teacher Act, in 1991, and with recent renewed attention, the preparation of more culturally and linguistically diverse teachers in the state has gained prominence. Refocused consideration to the lack of diversity in the teaching workforce is overdue, as evidenced by the low numbers of African Americans found in Oregon's teacher workforce. Moreover, the experiences of African American teachers are underexplored. The purpose of this dissertation was to examine the factors that contributed to the successful recruitment of African American teachers, specifically graduates of a teacher pipeline program. Employing an assets-based framework, a qualitative multiple-case design was used; data analyses included open coding of interview data, a constant comparison analysis of individual cases, and cross-case analysis. The predominant themes that contributed to the success of participants in this study included, belonging, accountability, and commitment to equity. While these findings, consistent with much of the literature on achievement of students of color, are not new, this study adds African American teacher voices to the existing research on the diversification of the teacher workforce. Additionally, this dissertation highlights successful efforts made toward recruitment of teachers of color with an Oregon lens.

Through the use of a feminist methodology, this qualitative case study examines the influence a high school art teacher, Pauline Gawlik, had on the career path of a group of her students, a high percentage of whom are Mexican American and/or of low socioeconomic status. Interviews of the teacher and seven of her former students revealed five themes related to the teacher's practice that affected her students' choice to become art teachers themselves: a positive classroom climate, confidence and focus, mutual respect and admiration, care, and mentoring. The results of this study hold implications for the current teacher shortage and the recruitment of Mexican American students into careers in art education.

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

Not available / text

Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2011. / Examines the perceptions and experiences of different school governing body members and principals in managing schools in the Chartsworth district. It also looks at the role the school governing body plays in the hiring of teachers.

The aim of the research is about the evaluation of the management of the selection for educators at a primary school in the North West, Klerksdorp District and to consider theoretical and practical implications. Questionnaires were used as the main measuring instrument. The findings of the research revealed that some of the role players lack necessary skills and expertise to be part of the selection process. Policy implications were found to have an effect on the process. Nepotism, poor communication, selection of correct candidates, roles played by different role players, information dissemination during the process, effectiveness of the selection process, lack of preparations before the selection process begin and composition of the selection panel, were found to be present. The conclusions from the findings indicated that, selection should be considered as a serious process and stakeholders should ensure that they play their roles according to the policy that governs the process. Recommendations included the following: training of the stakeholders should be taken into consideration, nepotism and other unfair practices should be avoided, information distribution and communication should be improved, and effectiveness during the process should be emphasized as well as the composition of the selection panel. Future research should be on further enhancement of the selection process to be effective and efficient taking into consideration the needs of different societies and the nation as a whole. / (MBA) North-West University, Mafikeng Campus, 2006