Investment Options for Inservice Teacher Training

Lytle, James H.

doi:10.1177/002248718303400107

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…We found two schools of thought among workshop participants. One leadership approach involves regular, in-class checking with students, provision of advice to teachers, leading by example, dialogue, and encouragement (Zaman et al, 2019; Khan et al, 2009; Lytle, 2013):“The headmaster can ask students questions and in doing so check the […] quality of teaching. If someone cannot answer […], the headmaster can provide feedback to the teachers.…”

Section: Resultsmentioning

confidence: 99%

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Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

Jean-Francois,

Shuya,

Mustafa

et al. 2023

Research in Comparative and International Education

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Education in Afghanistan and Pakistan is characterised by indicators showing lack of mastering of reading, writing and mathematics literacy skills. To foster effective education systems and provide quality education, experts have encouraged and established various mechanisms of accountability. We conducted participatory workshops with 556 teachers representing 102 primary schools in Afghanistan and Pakistan to investigate their understanding of teachers’ roles and responsibilities in education. Teachers acknowledged their own responsibilities for student learning but also emphasized that improving the quality of education should involve providing good teaching and learning environments, child-centred pedagogy, caring relationships, parental involvement, inclusive communities, and respect for teachers.

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Section: Resultsmentioning

confidence: 99%

Section: Factors Influencing Accountabilitymentioning

confidence: 99%

Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

Jean-Francois,

Shuya,

Mustafa

et al. 2023

Research in Comparative and International Education

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“…Initially, turnover was defined as a form of socialization process (Rice, Hill & Trist, 1950). Professionals leaving their chosen field is not a novel topic at any institution; still, it is an ongoing concern in education (Lytle, 2013). According to Mobley (1979), the level of job satisfaction can influence whether an employee is contemplating quitting.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Affecting Teachers’ Turnover in Private Schools of Karachi

PJE¹

2023

PJE

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“…Identifying and addressing those factors (e.g., lack of administrative support, disruptive classroom management, and poor parental involvement), that impel a teacher to leave a school, district, or the profession, is a continuing problem (Lytle, 2013), especially for urban school districts. Lochmiller et al (2016) found, "The average attrition rate among teachers and administrators was highest in school districts with the highest proportion of students eligible for the federal school lunch program" (p. 16).…”

Section: Factors Contributing To Teacher Retentionmentioning

confidence: 99%

The Impact of Star Teacher Characteristics on Teacher Selection and Retention in Urban High Poverty Schools: A Qualitative Analysis

McKinney

Ford

Tomovic

2023

Education and Urban Society

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A qualitative content analysis was employed to examine what factors contributed to effective teachers’ selection and retention in urban high poverty schools. First, the Star Teacher Interview was used to identify effective urban educators. Then, verbal interviews were conducted with star subjects to determine factors that contributed to their selection and decision to remain in urban high-poverty districts. An inductive analysis process revealed emerging and reoccurring themes. Four major factors were identified that influenced STAR teachers’ decision to begin their career in an urban school district and/or Title I school: Giving back to the community, diversity, location, and autonomy. Three major factors were identified that influenced STAR teachers’ decision to continue their career beyond 5 years in an urban school district and/or Title I school: Job satisfaction, effective with population, and perseverance. Implications of this study suggest that urban districts work closely with practicum and observation students from the universities who show promise in working with culturally diverse children. Providing teacher candidates with rich experiences in urban schools may positively impact their decision to work in urban settings.

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Investment Options for Inservice Teacher Training

Cited by 5 publications

References 3 publications

Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

Factors Affecting Teachers’ Turnover in Private Schools of Karachi

The Impact of Star Teacher Characteristics on Teacher Selection and Retention in Urban High Poverty Schools: A Qualitative Analysis

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