Targeted Comprehensive Induction for Urban Educators: An Exploration of Teacher Motivation and Retention

Johnson, Lisa S.

doi:10.1080/1547688x.2011.574586

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…Research also suggests that teachers’ perceptions of their working conditions are related to their actual and perceived probability of staying on the job. Some of the most important predictors of teacher retention are related to school leadership and culture (Hanushek & Rivkin, 2007; Ingersoll & Smith, 2003; L. S. Johnson, 2011; Ladd, 2011; Loeb et al, 2005).…”

Section: The Effects Of School Reform On Students and Teachersmentioning

confidence: 99%

Teachers’ Perspectives on the Learning and Work Environments Under the New Orleans School Reforms

Weixler

Harris

Barrett

2018

Educational Researcher

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New Orleans schools experienced drastic reforms after Hurricane Katrina in 2005. To examine teachers’ perspectives on these reforms, we surveyed 323 teachers who taught in New Orleans public schools before 2005 and in 2013–2014. Teachers directly compared the learning and work environments and student and teacher outcomes of their current schools to those of their pre-Katrina schools. Returning teachers perceived significant and generally positive changes in learning environments and student outcomes but mixed positive and negative changes in work environments. Despite improvements in school environments, the net result is that teachers became less satisfied with their jobs. These results show that intensive, sustained school reform can lead to significant changes, but these changes can have negative impacts on teachers.

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Section: The Effects Of School Reform On Students and Teachersmentioning

confidence: 99%

Teachers’ Perspectives on the Learning and Work Environments Under the New Orleans School Reforms

Weixler

Harris

Barrett

2018

Educational Researcher

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“…The lack of effective induction and mentoring processes in urban schools negatively affects urban teacher retention. Urban classroom teachers experience an increased need for mentoring and support [41], [42], [43]. Many districts fail to understand the importance of preparation programs for urban teachers.…”

Section: Impactful School Characteristicsmentioning

confidence: 99%

“…Although this study of empirical data affirmed findings in the extant literature, it also challenged the links between teacher retention. Research has shown, unless teaching quality and principal leadership improve significantly, lasting improvements in education are unlikely [43]. Researchers have shown that, for the past two decades, policy reforms have focused on standards and assessments.…”

Section: Leveraging Leadershipmentioning

confidence: 99%

Urban Texas Teacher Retention: Unbelievable Empirical Factors Tied to Urban Teacher Persistence and Retention

Moore¹,

Rosenblatt²,

Badgett³

et al. 2018

LICEJ

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Teacher turnover in urban high-poverty schools is detrimental to students' achievement. In fact, one of the most prevalent social justice issues today is the unequal distribution of experienced teachers to urban high-poverty schools. Researchers suggest that experienced teachers are more effective at raising student performance than new or early career teachers, thereby ensuring their students are equipped for life after high school. Unfortunately, teachers leaving the field is an oft-cited challenge for school leaders. This is true across the nation and has been described as a great challenge for urban districts in Texas where the teacher attrition rate is twice the national average. Decades of research on the topic suggests that workplace conditions, effective school leadership, professional support, and a culture of high expectations are inextricably tied to teacher retention in urban settings. However, Texas is a unique state with a range of resources and landscapes. Of the 1,200 independent school districts, 11 (less than 1%) are considered major urban districts. And yet, the 11 major urban districts employ almost 61,500 teachers (17.4% of the state teaching population) and work in 1,400 schools (16% of Texas schools). The purpose of this study was to identify factors empirically tied to teacher retention in the 11 major urban districts in Texas. Using a nonexperimental, retrospective research design, the authors collected and analyzed district-level data from the 2014-2015 Texas Academic Performance Report to identify specific factors that significantly contributed to teacher retention in urban Texas districts. The regression model identified four significant factors that contributed to the retention of urban teachers in Texas (district special education participation percentage, district teacher tenure average, new teachers, and percentage of students identified as at-risk). The findings suggest that higher percentages of special education and at-risk students contributed to retention while new teachers and average teacher tenure contributed to teacher attrition. Given the important role teachers play in student achievement, districts and campus leaders should continually consider new ways to develop, equip and retain urban teachers. Furthermore, this empirical research sheds light on previously unidentified factors that were found to influence teacher attrition and retention in urban school districts in Texas. Therefore, additional research in which districts and campus leaders continue to examine the relevance and effect of the factors identified in this study is needed to understand how these implications can potentially be generalized to other urban districts to support urban teacher retention and student achievement.

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“…Su hallazgo fue que la percepción positiva o negativa de las mentorías se relacionaba directamente con la calidad de las relaciones laborales en cada colegio. En esta línea, L. Johnson (2011) sugirió que los colegios en situación de pobreza deberían invertir en el desarrollo de comunidades de aprendizaje en lugar de mentorías individuales.…”

Section: Apoyos Para Profesores Nuevos En Contextos De Pobrezaunclassified

Primeros años de docencia en contextos de pobreza: preguntas que la evidencia desde EE.UU. sugiere para la conversación en Chile

García-Huidobro

2016

PEL

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Agradezco a Marilyn Cochran-Smith por su valiosa guía para estudiar temas de profesores y enseñanza, y a Shaneé Wangia y María José Saffie por su amistad y complicidad en estos temas (además de la ayuda revisando borradores del artículo). También quisiera agradecer a los profesores jóvenes de Fe y Alegría Chile, que han sido mi inspiración para investigar este tema y escribir este artículo.

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Targeted Comprehensive Induction for Urban Educators: An Exploration of Teacher Motivation and Retention

Cited by 7 publications

References 14 publications

Teachers’ Perspectives on the Learning and Work Environments Under the New Orleans School Reforms

Teachers’ Perspectives on the Learning and Work Environments Under the New Orleans School Reforms

Urban Texas Teacher Retention: Unbelievable Empirical Factors Tied to Urban Teacher Persistence and Retention

Primeros años de docencia en contextos de pobreza: preguntas que la evidencia desde EE.UU. sugiere para la conversación en Chile

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