Older Adults and Retired Teachers Address Teacher Retention in Urban Schools

Martínez, Irene; Frick, Kevin D.; Kim, Kristen S.; Fried, Linda P.

doi:10.1080/03601270903212302

Cited by 9 publications

(7 citation statements)

References 7 publications

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“…In the study of Goddard and Habermann (2001) it was found that when establishing formal mentoring programmes for novice teachers, an innovative strategy was utilizing the skills and knowledge base of retired teachers so as to obtain their service as mentors. Another study described numerous ways of retaining teachers, facilitated by the retired educators and older volunteers in terms of educating newer teachers regarding school expectations, identifying problems faced by new teachers, and suggesting solutions, imparting classroom management skills, providing both instrumental and moral support, improving novel teacher satisfaction, and playing an important role in bringing together teachers and parents in a partnership that fosters greater parent involvement (Martinez et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…The countries that face shortfall of teachers have adopted several alternatives such as hiring retired teachers, untrained/uncertified teachers, contract teachers, volunteer and community teachers, teaching candidates from other countries, providing on-the-job training and career-change programs designed to entice professionals into midcareer switches to teaching, and alternative certification programs to allow college graduates to postpone formal education training and begin teaching immediately (Ingersoll & Smith, 2003;Fyfe, 2007;Bayer, Brinkkjaer, Plauborg, & Rolls, 2009;Martinez , Frick, Kim, & Fried, 2010). Recruiting teachers without full teacher qualifications may address the short-term teacher shortage problem; however, reducing the qualification requirements for entering the profession can further undermine teacher professionalism, as it can be seen as giving credence to a belief that "anyone can teach" (Bayer et al, 2009).…”

Section: Employment Of Elderly Teachersmentioning

confidence: 99%

“…This is an explicit indication that among the options available to the schools, absorbing experienced retired teachers into the system would comparatively be a more appropriate solution without deteriorating the quality of the teaching workforce. Therefore the employment of elderly/retired teachers is a vital measurement that has been exemplified by the schools that are facing the scarcity of teachers in many other countries (Bal & Visser, 2011;Martinez et al, 2010;Botwinik & Press, 2006;Redman & Snape, 2002).…”

Section: Employment Of Elderly Teachersmentioning

confidence: 99%

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How Old is Old? Employing Elderly Teachers in the Private Sector Schools in Sri Lanka

Madhuwanthi

2016

IJHE

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The purpose of this paper is to explore why private sector schools in Sri Lanka employ elderly teachers (ETs). This paper used semi-structured in-depth interviews with 9 employers/principals in the private sector schools in Sri Lanka. The study found that the reasons for employing ETs in the private sector schools were shortfall of English medium qualified teachers, lack of teachers with adequate pedagogical knowledge, high job attrition among the young teachers, competence of ETs, and special expertise contribution of ETs as administrators, mentors and the guardians of school culture. Further, financial constraints and reputational issues faced by particularly the new and small private sector schools caused to employ ETs. This paper indicated that employment opportunities available for ETs in the private sector schools and the implications for the school education in Sri Lanka.

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Section: Discussionmentioning

confidence: 99%

Section: Employment Of Elderly Teachersmentioning

confidence: 99%

Section: Employment Of Elderly Teachersmentioning

confidence: 99%

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How Old is Old? Employing Elderly Teachers in the Private Sector Schools in Sri Lanka

Madhuwanthi

2016

IJHE

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“…Re-employment of elderly/retired teachers is a common practice that has been exemplified by the schools that are facing the scarcity of teachers in many other countries [10,11,12,13].…”

Section: Employing Elderly Teachersmentioning

confidence: 99%

Re-employing Elderly Teachers in Sri Lankan Schools: Exploring Employers’ Perspective

Madhuwanthi

2020

AJARR

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Having realized the gravity of ageing population across the world, the 2030 agenda for sustainable development calls the attention to ensure inclusive society including elderly people in the society. Hence, this paper intends to examine the employers’ attitudes towards Re-employed Elderly Teachers (RETs) in the private sector schools in Sri Lanka. The data were collected through a country-wide survey using a self-administered questionnaire among the employers representing 98 private sector schools in Sri Lanka. The employers’ attitudes towards the RETs were measured by using 19 attitudinal variables, ranging on a 7-point likert scale from strongly disagree (1 value) to strongly agree (7 value) and descriptive data analysis was performed. Out of the 19 attitudinal variables, employers perceived 12 variables positively. The variable that recorded the highest positive was RETs were more responsible (86.8 percent). Furthermore, employers had positive attitudes towards RETs being loyal, reliable, punctual, stress tolerant, exhibiting lower absenteeism, competence, working hard, having fewer grievances, being self-motivated, interested in new skills, and cooperative. Employers rated 3 variables attitudinal negatively. They were technological adaptability of RETs, flexibility of RETs and the cost of RETs. Among those three variables, the highest negative variable was technological adaptability of RETs (60.2 percent). As indicated by employers’ attitudes, the RETs particularly need to improve their IT skills and flexibility characteristic according to the requirements of the new school environment.

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“…School volunteering does not equal parental volunteering or involvement in schooling (Jeynes, 2003; Wang & Fahey, 2011), even though parents’ volunteer involvement comprises a great amount of school volunteer activities. There are school volunteers who are not parents of students in the schools they serve, such as senior citizens (Martinez, Frick, Kim, & Fried, 2010; Stergios & Carruthers, 2002; Tierce & Seelbach, 1987). Because this study concentrates on schools, other educational organizations, such as nonprofit organizations serving educational purposes, are not our research subject.…”

Section: Determinants Of Volunteeringmentioning

confidence: 99%

What Motivates Citizens to Volunteer in Schools? Determinants in the Local Context

Tsai

2017

Education and Urban Society

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Volunteers play a vital role in helping local schools accomplish their goals and missions. Yet, little is known about the determinants of volunteering in local schools. This study expects that community factors, citizens' concerns, and personal characteristics are possible determinants of general and school volunteering. Utilizing a 2007 survey from a local county, this study finds that citizens receiving public assistance or having higher satisfaction with their local community are more likely to volunteer in any type of organizations. Moreover, having children under the age of 18, concerns about the availability of affordable child care, and working in the education sector are positively related to school volunteering. Implications for research and practice are addressed.

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Older Adults and Retired Teachers Address Teacher Retention in Urban Schools

Cited by 9 publications

References 7 publications

How Old is Old? Employing Elderly Teachers in the Private Sector Schools in Sri Lanka

How Old is Old? Employing Elderly Teachers in the Private Sector Schools in Sri Lanka

Re-employing Elderly Teachers in Sri Lankan Schools: Exploring Employers’ Perspective

What Motivates Citizens to Volunteer in Schools? Determinants in the Local Context

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