Promising Strategies for Attracting and Retaining Successful Urban Teachers

Stotko, Elaine M.; Ingram, Rochelle; Beaty-O'Ferrall, Mary Ellen

doi:10.1177/0042085906293927

Cited by 33 publications

(34 citation statements)

References 14 publications

(11 reference statements)

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“…Educational institutions that train teachers carry out their programs to prepare prospective teachers for the teaching profession in the best way . To understand prospective teachers' targets associated with their initial occupational targets, motivation for choosing teaching and teaching profession can help educators and policy-makers in improving teacher employment and quality Stotko, Ingram and Beaty-O'Ferrall, 2007;Watt and Richardson, 2007). Because, nowadays, teachers are faced with many situations that reduce their quality of life and cause them to be anxious.…”

Section: Introductionmentioning

confidence: 99%

Sınıf Öğretmeni Adaylarının Başarı Yönelimleri İle Mesleki Kaygı Düzeylerinin İncelenmesi

Gözler¹,

Bozgeyikli²,

Avcı³

2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETBu araştırmanın amacı sınıf öğretmeni adaylarının başarı yönelimleri ve mesleki kaygı düzeylerinin cinsiyet ve sınıf düzeyi açısından incelenmek ve başarı yöneliminin mesleki kaygıyı yordayıp yordamadığını belirlemektir. Araştırmanın çalışma grubunu Erciyes ve Cumhuriyet üniversiteleri Eğitim Fakülteleri Sınıf öğretmenliği programlarında öğrenim gören ve basit tesadüfi eleman örnekleme yöntemiyle seçilen (%% 26,2'si erkek; %% 73,8'i kadın ) 321 öğrenci oluşturmaktadır. Araştırmada öğrencilerin başarı yönelimleri "2x2 Başarı yönelimleri ölçeği ile mesleki kaygı düzeyleri 8 alt boyutlu "Mesleki Kaygı Ölçeği" ile ölçülmüştür. Araştırmada ayrıca kişisel bilgi formu kullanılmıştır. Veriler çözümlenirken, t testi, f testi, Pearson korelasyon tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Araştırma sonuçları başarı yönelimi ve mesleki kaygı açısından cinsiyet ve sınıf düzeylerine göre bazı boyutlarda anlamlı bir farkın olduğunu ayrıca başarı yöneliminin mesleki kaygının önemli bir yordayıcısı olduğunu göstermiştir. Bu araştırmanın sonuçları ilgili literatür çerçevesinde tartışılmış ve gelecek araştırmalara yönelik öneriler sunulmuştur. Anahtar Kelimeler: Sınıf öğretmeni adayları, başarı yönelimi, mesleki kaygı, cinsiyet AN INVESTIGATON OF PRIMARY SCHOOL PRE-SERVICE TEACHERS' ACHIEVEMENT GOAL ORIENTATIONS AND OCCUPATIONAL CONCERNS ABSTRACTThe purpose of this study is to examine prospective classroom teachers' success orientations and occupational anxiety levels in terms of gender and class level and to determine whether success orientation predicts occupational anxiety. The study group of the research consisted of 321 students (26.2% male, 73.8% female) who were studying in Classroom teaching programs of Education Faculties in Erciyes and Cumhuriyet Universities and were selected by simple random employee sampling method. In the research, while students' success orientations were measured by "2x2 Success Orientation scale", their occupational anxiety levels were measured by "Occupational Anxiety Scale" with 8 sub-dimensions. Personal information form was also used in the research. ttest, f-test, Pearson correlation technique and multiple linear regression analysis techniques were used while analyzing the data. The results of the research showed that there is a significant difference in some dimensions in terms of success orientation and occupational anxiety according to gender and class levels, and that success orientation is an important predictor of occupational anxiety. The results of this research were discussed within the framework of the relevant literature and suggestions for future researches were offered. Key Words: Prospective classroom teachers, success orientation, occupational anxiety, gender * Yrd. Doç. Dr., Erciyes Üniv. Eğitim Fakültesi, Temel Eğitim Böl., Kayseri, agozler@erciyes.edu.tr ** Yrd. Doç. Dr., Erciyes Üniv. Eğitim Fakültesi, Eğitim Bilimleri Böl., Kayseri, hbozgeyikli@erciyes.edu.tr *** Yrd. Doç. Dr., Fatih Sultan Mehmet Vakıf Üniv., Eğitim Bilimleri Bölümü, İstanbul, aa...

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Section: Introductionmentioning

confidence: 99%

Sınıf Öğretmeni Adaylarının Başarı Yönelimleri İle Mesleki Kaygı Düzeylerinin İncelenmesi

Gözler¹,

Bozgeyikli²,

Avcı³

2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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“…Teacher enthusiasm for teaching and learning appears to improve learning by increasing student motivation (Patrick et al 2000) while teacher caring appears to impact in a similar manner (Patrick et al 2000;Stronge 2007;Peart and Campbell 1999). There is also evidence that some of these qualities-notably, a commitment to professional growth and enthusiasm-have a particularly positive impact on students in the most disadvantaged schools (Stotko et al 2007).…”

Section: Identifying the Effective Teacher In The Studymentioning

confidence: 99%

Getting our best teachers into disadvantaged schools: differences in the professional and personal factors attracting more effective and less effective teachers to a school

Rice

2010

Educ Res Policy Prac

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Of the school-level factors that have an impact on student learning, one of the most powerful appears to be the effectiveness of the individual teacher. The most effective teachers are, therefore, one of the most important tools schools and systems have at their disposal to lift the achievement of socio-economically disadvantaged students and improve equity, and policy must be designed in such a way as to draw more of them to the most disadvantaged educational settings. To do this, systems and schools need to be aware of differences in the priorities more and less effective teachers hold in deciding where to teach. This study highlighted such differences in a large sample of Australian teachers. The most effective teachers placed considerably more importance on professional factors in determining whether to transfer into a school. Implications for staffing policy are discussed.

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“…Their research suggested that districts invest primarily in networks of support for inner-city teachers and use financial incentives as a secondary recruitment tool. Stotko, Ingram, and Beaty-O'Ferrall (2007) studied the motivation behind teachers' decisions to teach in inner-city schools. They observed that altruism was a strong motivator for urban teachers and teacher candidates.…”

mentioning

confidence: 99%

“…Many of their survey respondents indicated that they were drawn to teaching because they wanted to help at-risk students and by doing so make a positive contribution to society. Stotko et al (2007) advised districts to develop recruitment strategies and incentives that emphasized altruism and personal development.…”

mentioning

confidence: 99%

“…Teachers placed high value on student relationships and the rewards they derived from teaching. Stotko et al (2007) suggested utilizing the altruistic motivation of teachers as a recruitment theme by designing recruitment campaigns around the rewards of inner-city teaching. Such strategies could utilize photos and videos of experienced teachers and students sharing testimonials and stories.…”

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confidence: 99%

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Recruitment and retention of teachers for Prince George inner-city schools

Richardson¹

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Inner-city schools are complex institutions and provide challenging working conditions for inner-city teachers. School districts have experienced difficulty recruiting and retaining effective teachers for their inner-city schools. This study examined potential strategies and programs to attract and support teachers for inner-city schools. The research followed a collective case study methodology and data were collected through interviews with seven experienced inner-city teachers in the Prince George School District. The interviews were recorded, transcribed, and analyzed for resonant themes. Important themes emerging from the data were: Relationships, Working Conditions, Mindset, Attributes, and Skills. Findings suggest that teachers choose to work and stay in inner-city schools because they derive enjoyment and rewards from this meaningful work. Relationships, especially those with colleagues, provided important supports for inner-city teachers. Recruitment and retention strategies should focus on the altruistic motivation of teachers rather than on financial enticements.

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Promising Strategies for Attracting and Retaining Successful Urban Teachers

Cited by 33 publications

References 14 publications

Sınıf Öğretmeni Adaylarının Başarı Yönelimleri İle Mesleki Kaygı Düzeylerinin İncelenmesi

Sınıf Öğretmeni Adaylarının Başarı Yönelimleri İle Mesleki Kaygı Düzeylerinin İncelenmesi

Getting our best teachers into disadvantaged schools: differences in the professional and personal factors attracting more effective and less effective teachers to a school

Recruitment and retention of teachers for Prince George inner-city schools

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