Retention of Construction Teachers Engaged in Missouri’s Secondary School System

McCandless, David W.; Sauer, Aaron

doi:10.21061/jcte.v25i2.480

Cited by 8 publications

(5 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also of concern is the loss of teachers who are already in the classroom. McCandless and Sauer (2010) reported that many alternatively certified instructors feel that they lack the administrative support to succeed in the classroom. Research continues to show that teacher retention can be drastically improved with mentorship and induction programs.…”

Section: Resultsmentioning

confidence: 99%

Untitled

2020

jots

View full text Add to dashboard Cite

Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the use of alternative certification/ licensure pathways across all 50 states and the District of Columbia. These alternative pathways are highly divergent from state to state. Limited research has investigated the alternative certification/licensure requirements that may contribute to CTE teacher shortage. This predictive correlational study looked to determine if CTE alternative certification/ licensure requirements could predict CTE teacher shortages. It was found that CTE alternative certification/licensure requirements were not a good predictor of CTE teacher shortage.

show abstract

Section: Resultsmentioning

confidence: 99%

Untitled

2020

jots

View full text Add to dashboard Cite

show abstract

“…As for studies that specifically pertain to the CTE environment, one noteworthy study was found on teacher retention in general (Vagi, Pivovarova & Miedel, 2019), and the retention of CTE teachers in specifically (Song, Martens, McCharen, & Ausburn, 2011). Another study was located on technical education teachers (Steinke & Putnam, 2007), one on business education teachers (Gaytan, 2008), one on construction teachers (McCandless & Sauer, 2010), and one study was located on consumer science teachers (Dainty, Sandford, Su, & Belcher, 2011).…”

Section: New Cte Job Turnovermentioning

confidence: 99%

“…In the survey conducted during that particular research, fully 86% (n = 146) of the respondents were convinced that poor working conditions negatively impacted the retention rate of business education teachers. In a study that took a close look at the reasons why new construction teachers left the education profession, conducted from the points of view of both stayers and leavers (McCandless & Sauer, 2010), it was seen that pay scale, although perceived to be important, was not nearly as much a factor in deciding to leave as was student discipline problems and poor administrative supervisory styles.…”

Section: Three Main Reasons For Stayingmentioning

confidence: 99%

Why New Career & Technical Education Teachers Leave, Why New Ones Stay and How Principals Affect Attrition and Retention Rates

Deever¹,

Grubaugh²,

Levitt³

et al. 2020

JEHD

View full text Add to dashboard Cite

New teacher attrition rates represent one of the largest operating costs for school districts. What may be the most significant problem concerning the profession"s dismal new teacher retention rates is that it seriously impacts the education of students. Studies have shown that when students have a new teacher three times, altogether they lose up to a year of schooling. This study looks at the estimated numbers of new teachers who leave the profession within the first few years of teaching and does so not only for general education teachers in core curricula courses but also examines how the attrition rates of new career & technical instructors compare. Most importantly, this study looks at how the supervisory styles of principals can be seen as one of the largest contributing factors to new teacher dissatisfaction, and conversely, one of the strongest influencing factors for retaining new talent in the classroom. Concerns around teacher retention with the external contexts and challenges of COVID-19 are also raised.

show abstract

“…Induction programs can address problems, contribute to teacher success, and encourage teachers to stay in the profession (Moir & Glass, 2001;Nesbitt & Mundt, 1993). Many educational institutions have implemented induction programs to help early career teachers become more successful in the teaching profession (McCandless & Sauer, 2010). In agricultural education, Franklin and Molina (2012) found more than 65% of American Association for Agricultural Education (AAAE)affiliated, teacher-preparation institutions provided beginning teacher assistance at some level.…”

mentioning

confidence: 99%

Analyzing Moir’s Curve: A Quantitative Look at Attitudinal Changes in Induction-Year Agricultural Educators

Rayfield¹,

McKim²,

Smith³

et al. 2014

JAE

View full text Add to dashboard Cite

With the challenge of creating a competent workforce to fill the shortage of agricultural educators nationwide, researchers have suggested a detailed examination of induction-year teachers to increase retention is critical. Multiple studies have depicted the importance of examining attitudes of induction-year and early career agricultural educators to develop quality induction-level support for this group. Moir (1990) conducted a qualitative study that resulted in the suggestion of six attitudinal phases all induction-year teachers experience, and described a predictive curvilinear relationship between attitude and time over the course of their first year teaching. As part of a larger study, the purpose of this study was to investigate the relationship among demographic variables and induction-year teachers' attitudes toward teaching. Using a repeated measures design, induction-year teachers' (n=197) attitudes were measured at six points during the 2011-12 school year in relation to the Moir's (1990) model. Findings showed that although minor changes in attitude among respondents occurred, respondents were generally positive in attitude toward their career and did not experience the high levels of fluctuation as suggested by Moir (1990). Additionally, upon completion of a forced entry linear regression, demographic characteristics were not found to be significant predictors of induction-year teachers' attitudes toward teaching.

show abstract

Retention of Construction Teachers Engaged in Missouri’s Secondary School System

Cited by 8 publications

References 14 publications

Untitled

Untitled

Why New Career & Technical Education Teachers Leave, Why New Ones Stay and How Principals Affect Attrition and Retention Rates

Analyzing Moir’s Curve: A Quantitative Look at Attitudinal Changes in Induction-Year Agricultural Educators

Contact Info

Product

Resources

About