Science teachers who left: A survey report

Hounshell, Paul B.; Griffin, Sandra

doi:10.1002/sce.3730730405

Cited by 11 publications

(12 citation statements)

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“…Data analyzed were obtained from permanent records housed in the North Carolina Department of Public Instruction, and contacting individuals was beyond the scope of this study. There have been several general studies that have examined teachers who stay and teachers who leave, but non have related these data to subject matter competence (Hounshell & Griffin, 1989;Weiss & Boyd, 1990;Pelavin & Reisner, 1983;Chapman & Green, 1986). In their follow-up study of 1985-1986 survey participants, Weiss and Boyd found "that factors other than salary often play a major role in a teacher's decision to leave the profession.…”

Section: Discussionmentioning

confidence: 99%

Subject matter competence and the recruitment and retention of secondary science teachers

Shugart

Hounshell

1995

J Res Sci Teach

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The purpose of this study was to investigate the relationship of subject matter knowledge in science and the patterns of entering, leaving, and remaining in the teaching profession among college graduates trained to be science teachers. To do this, National Teachers Examination (NTE) Biology and General Science test scores served as the proxy for science subject matter knowledge for a sample of 83 individuals initially certified to teach science in North Carolina during a 4-year period of time. The career patterns of these individuals as science teachers were documented and their work status was identified as nonrecruits, defectors, or career teachers. Using maximum likelihood logistical regression (MLOGIT) analysis, the relationship between career status (the dependent variable) and knowledge of science, race, gender, and the race and status (public orprivate) of the college from which they graduated was investigated. Of the 83 individuals in the analysis, 30 (36.1%) were identified as nonrecruits, 3 1 (37.3%) as defectors, and 22 (26.5%) as career teachers. Science subject matter knowledge was found to have a significant (p = .Ol) effect on the likelihood of being a nonrecruit versus a career teacher. The magnitude of this effect was also important, with the likelihood of being a nonrecruit increasing 120% for every 100-point increase in score on the NTE Biology and General Science tests. Science subject matter knowledge also had a significant effect (p = .05) on the likelihood of being a defector versus a career teacher, with the likelihood increasing 80% for every 100-point increase in NTE Biology and General Science scores. No other significant relationships were found.

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Section: Discussionmentioning

confidence: 99%

Subject matter competence and the recruitment and retention of secondary science teachers

Shugart

Hounshell

1995

J Res Sci Teach

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“…Hounshell and Griffin (1989) also found workload as a factor related to teachers' frustration at the working place which may lead them to leave the teaching profession. In the past, each teacher used to teach three English classes of 60 minutes per day and the rest of the day was left for their professional development and planning.…”

Section: Workload: Long Teaching Hoursmentioning

confidence: 94%

The causes and effects of English teachers’ turnover: A case from Afghanistan

Khawary

Ali

2015

Improving Schools

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One of the challenging issues that educational organizations in developing countries face in staffing classrooms with qualified teachers is the high rate of teachers' turnover. It creates problems for schools, which eventually leads to substandard instruction and low student achievement. This research explores the causes of English teachers' turnover in a Non-Government Educational Organization in Kabul, Afghanistan. The results indicate that lack of teachers' motivation, low salary, communication gap between management and teachers, market opportunities for English teachers, workload, absence of career path and weak recruitment processes are the major factors contributing to teachers' turnover in Afghanistan. The high teachers' turnover leads to such negative effects as interruptions in learning process, behavioural adjustment of students with new teachers, continuous exposure of students with novice teachers, emotional detachments of students with their teachers and negative effects on students' learning. The article concludes that educational organizations should deal with their teachers more humanely. Teachers retain and perform in an organization when they are valued, motivated and satisfied with their jobs and their professional status. In the absence of such environment, it is likely that educational organizations in Afghanistan would continue to struggle to attract and retain qualified teachers, which will eventually compromise on the achievements of their students. Considering the findings, creation of covenantal bond rather than contractual bond is suggested as a strategy that could be augmented by a transformational leadership, which can motivate the teachers to remain committed to their profession.

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“…Doğan ve Boyraz'ın (2018) araştırmasında öğretmenlerin %46'sı başka bir meslek seçme şansları olsa yine öğretmenlik mesleğini seçeceklerini ifade etmişlerdir. Rehberlik ve eğitim sunan, öğretmenlere daha fazla özerklik tanıyan, çalışma koşulları sağlıklı olan ve öğretmenlerin yönetim tarafından desteklendiği okullarda (Boyd, Grossman, Ing, Lankford, Loeb & Wyckoff, 2010) öğretmenlerin okulda kalma tutumları daha yüksektir (Hounshell & Griffin, 1989;Seyfarth & Bost, 1986). Öğretmenlerin daha fazla özerkliğe sahip oldukları (Hughes, 2012) ve daha yüksek düzeyde idari destek aldıkları (Liu, 2007;Morrison, 2012) okullarda çalışmak istedikleri literatürde belirtilmiştir.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

Adaptation of Teacher Retention Scale into Turkish Culture: A sudy of validity and reliability

KAYA¹,

Argon

2019

HumanSciences

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This study involves the adaptation of Teacher Retention Scale designed by Joyce Marie Brydson Alexander (2010) into Turkish via teachers. To ensure the language validity of the scale during the adaptation into Turkish culture, translation, back-translation and expert opinion methods have primarily been used. A linguistic equivalency form has then been used to ensure the linguistic equivalency of the scale. To test the linguistic equivalency of the scale, English Language Teachers have been used at certain intervals (English-Turkish; Turkish-English) and it has been found that there are positive and meaningful correlations between English and Turkish form scores. It has been demonstrated that the scale owns a unidimensional structure with 6 sections as a result of exploratory and confirmatory factor analysis conducted in order to determine the factor structure of the scale. The total item correlation coefficients of Teacher Retention Scale varies from ,584 to ,769. It has been concluded that these coefficients are as expected. Besides, factor load values have been found around ,671 and ,835. For instance, Cronbach's Alpha internal consistency coefficient has been measured

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Science teachers who left: A survey report

Cited by 11 publications

References 0 publications

Subject matter competence and the recruitment and retention of secondary science teachers

Subject matter competence and the recruitment and retention of secondary science teachers

The causes and effects of English teachers’ turnover: A case from Afghanistan

Adaptation of Teacher Retention Scale into Turkish Culture: A sudy of validity and reliability

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