Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year

Wells, Michael B.

doi:10.1016/j.ecresq.2014.10.003

Cited by 145 publications

(86 citation statements)

References 20 publications

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“…In home-based child care programs, caregivers' commitment was found to be predictive of overall child care quality (Doherty, Forer, Lero, Goelman, & LaGrange, 2006;Forry et al, 2013;Pence & Goelman, 1991), and in center-based studies, greater commitment of infant and toddler teachers was significantly associated with higher levels of cognitive and emotional support in the classroom (Thomason & La Paro, 2013). Furthermore, teacher-reported professional commitment predicted turnover within the first 6 months of employment in a sample of newly hired Head Start teachers (Wells, 2015). Acknowledging that other factors, such as economic insecurity and employment policies (see Whitebook, Phillips, & Howes, 2014, for an in-depth discussion), also influence early childhood teachers' employment patterns, the growing body of work around professional commitment has prompted scholars to see increasing it as important to reducing churn in the early care and education workforce and to improving the overall quality of early childhood education (Beker, 2001;Whitebook & Sakai, 2003).…”

Section: Teachers' Responsiveness and Professional Commitmentmentioning

confidence: 90%

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment

Buettner

Jeon

Hur

et al. 2016

Early Education and Development

182

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Section: Teachers' Responsiveness and Professional Commitmentmentioning

confidence: 90%

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment

Buettner

Jeon

Hur

et al. 2016

Early Education and Development

182

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“…Items in the scale include “Happy at work,” “Workload is manageable,” and “Positive impact on children.” The measure was developed for use with ECE teachers and included questions about their personal feelings, classroom experiences, and working conditions. The measure has been found to be predictive of ECE teachers’ turnover (Wells, ).…”

Section: Methodsmentioning

confidence: 99%

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Cramer

Cappella

2019

American J of Comm Psychol

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Highlights Assistant teachers are sought for professional advice considerably less than other ECE professionals. Assistant teachers' demographics highlight pathways to support their needs and utilize their strengths. Variance decomposition analyses were conducted to compare different on‐the‐job supports. Assistant teachers’ receipt of coaching may be a key contributor to their job satisfaction. Professional advice from colleagues may support the quality of assistant teachers’ work experiences.

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“…In the end, teachers leave the institution, and this situation will have adverse effects in the management and supervision of private schools. With these, retention and turnover of teachers from private schools such as Catholic Educational Institutions are growing area of concern (Wells, 2015;Mason & Matas, 2015), emphasizing the need of exploring different institutional and teacher related factors (Hartiff, 2015;Tehseen & Hadi, 2015;Zhang & Zeller, 2016) such as empowerment and teachers' organizational behavior (Mclnerney, Ganotice, King, Mrsh, & Morin, 2015;Wells, 2015).…”

Section: Introductionmentioning

confidence: 99%

Influence of Empowerment on Teachers’ Organizational Behaviors

Tindowen¹

2019

EUROPEAN J ED RES

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This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.

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Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year

Cited by 145 publications

References 20 publications

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Influence of Empowerment on Teachers’ Organizational Behaviors

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