Teachers’ Perceptions of High School Dropout and Their Role in Dropout Prevention: An Initial Investigation

Abstract

Though students at-risk for school dropout appear to recognize the important contribution of teachers to students' persistence to graduation, it is unclear if teachers are equally aware of their empowering influence. Gaining a better understanding of teachers' beliefs about dropout is important to continued efforts to develop interventions that effectively support students to graduation. This article describes the results of a pilot study that surveyed 95 high school teachers from a Midwestern school district about their perceptions of school dropout, along with their perception of teachers' role in supporting students' school completion. Teachers perceptions of the causes of dropout tended to focus on factors outside of their control. Factors that support strong student-teacher relationships were more moderately rated as contributing to dropout. A quarter of the teachers reported that they had only limited influence on students' decisions to stay in or dropout of school.

Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework

“…Moreover, they can help teachers improve collaboration with students by explicitly seeking students’ input on their goals for their own education, as well as their thoughts on effective ways of achieving those goals. Research investigating teachers’ understanding of high school drop-out has found that while teachers report making an effort to connect with students is important, few teachers place the responsibility for student drop-out on themselves (e.g., Knesting-Lund et al, 2013). Using a working alliance framework, school psychologists can help educators to think differently about the critical role teacher-student relationships have regarding student success, and how to foster effective working relationships with students.…”

Teachers’ Efficacy for Supporting At-Risk Students and Their Perceived Role in Dropout Prevention

“…First, a survey developed by Knesting-Lund et al (2013) was used to look at teachers' perceived role in high school dropout prevention. On this measure, participants answered five demographic questions (school, content area taught, grade level taught, years of teaching experience, gender) and four items looking at different variables related to school dropout.…”

“…This suggests the importance of teachers believing in their effectiveness at helping their students persist in school, no matter what obstacles the students may be facing. However, some teachers may not see the positive influence they may have due to factors such as a belief that students' concerns are out of teachers' control (Knesting-Lund, Reese, & Boody, 2013). Yet, if teachers who work with at-risk students on a daily basis do not realize the importance of their interactions with students and the positive effect they can have on student educational outcomes, schools' prevention efforts may be less effective.…”

Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

“…It is interesting to compare the types of data we found relevant for instructors for early identification of non-thriving with the perceptions of end-users about the data relevant to prevent dropout. This may be inferred from the host of factors that teachers perceive as leading to dropout, including low academic achievement, lack of effort or motivation, irregular attendance, disciplinary issues, and lack of parental involvement (Doll, 2010;Kennedy, 2017;Knesting-Lund et al, 2013;Owen, 2009;Zabalou, 2021). In terms of data, the categories we found pertaining to non-thriving are similar to those associated with dropout, which strengthen the importance of the terminology shift we suggest here.…”