The relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well‐documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self‐efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self‐efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self‐efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self‐efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math.
This study used a video-based educational leadership simulation to create a safe environment for professional discourse with school leaders. The researchers used a simulation about teacher-to-teacher bullying with actors of different genders as a prompt. Two simulations were used in this study, and both simulations followed the same script. However, the twist in this study is that one simulation was filmed with only male actors, and the other simulation was filmed with female actresses and male actors. Participants from both simulations were brought together after experiencing one of the two simulations. This study utilized a sequential explanatory mixed methods approach and post-simulation focus groups revealed three themes: some school leaders would treat females differently than males, some school leaders believed the leadership style was a factor, and some believed that gender was less of a factor than the unique teacher-principal relationship. The first conclusion of this study is that the relationship between the principal and the teacher is critical to how the principal responds to a scenario. The second conclusion is that facilitating simulations is an effective method to model a safe environment for discourse centered on sensitive topics.
This study explores the methodology presented in four leading educational leadership journals for a period of three years to investigate the predominant methodologies reported in journals most read by faculty members in educational administration or leadership programs. This content analysis study uses frequency and percentages to gather data on the published methodologies of four educational leadership journals. We used an established coding protocol, and our coding was not interpretive. The analysis revealed that qualitative methods were published more frequently than quantitative methods in the leading educational leadership journals with an emphasis on studies using a descriptive qualitative design, a descriptive quantitative design, correlational research, and case studies. This study replicated a study conducted by Wells, Kolek, Williams, and Saunders (2015) which was a content analysis of three major higher education journals to examine the methodologic characteristics of published research from 1996-2000 and 2006-2010 respectively. The authors discuss the relevance of the study for EdD programs in Educational Administration/Leadership. The analysis may inform decisions about how to best develop scholar-practitioners’ capacity to use systemic and systematic inquiry to solve complex problems of practice.
Educational leaders’ experiences with legal issues remain relatively unknown. Using an electronic survey, this study explored educational leaders’ ( N = 441) experiences with legal issues and with perceived levels of legal preparedness. Results revealed that years of experience and ethics training courses variables were statistically significant with perceived levels of legal preparedness. The legal issues with the highest frequency reported by educational leaders included suspected child abuse, reports of bullying/harassment, and whether a student poses a danger to other students. Implications for educational leaders and educational training programs are provided.
Follow this and additional works at: http://www.voicesofreform.com Recommended Citation Curtin, S. (2018). Teacher recruitment and retention in the rural Midwest: Academic leaders' perceptions. Voices of Reform, 1(1), 57-75. Retrieved from https://www.voicesofreform.com/article/4487-teacher-recruitment-andretention-in-the-rural-midwest-academic-leaders-perceptions. AbstractRecruiting and retaining teachers in rural, geographically-isolated states is an increasingly challenging enterprise. The districts considered in this study vary according to rural designation, prosperity, diversity, population density, access to goods and services, and industry; however, they confront many of the same obstacles to the recruitment and retention of highly qualified teachers. This study employed semi-structured interviews to capture the perceptions, held by principals and superintendents, of the challenges and affordances of state-and locally-based initiatives to improve recruitment strategies and increase retention rates of teachers in predominantly rural or predominantly Native (Native American) districts. Findings of this study suggest certain content areas are difficult to staff which is supported by previous research. The challenges cited for both recruitment and retention include: lack of affordable housing, family connections, teachers lacking the requisite flexibility and commitment to differentiation, changing candidate characteristics, and candidate prospects. Recommendations include establishing a systematic state-wide plan for recruitment, tiered mentoring for retention, school-university partnerships, grow-your-own strategies, and affordable housing incentives.
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