THE REASONS AND CONSEQUENCES OF CHANGING SCHOOL FOR TEACHERS

Year 2021, Volume: 7 Issue: 1, 48 - 62, 30.06.2021

Ender Kazak

https://doi.org/10.25233/ijlel.882430

Cited By: 3

Abstract

In this study, the reasons for teachers to change schools and the organizational and individual consequences of changing schools were tried to be determined. The study group consists of teachers who left their school in Düzce due to chronic problems. The case study design, which is one of the qualitative research designs, was used in the study. The research data were collected from eighteen teachers in the fall semester of the 2020-2021 academic year. The data were analyzed through content analysis. At the end of the research, four sub-themes related to the reasons for teachers to change schools were obtained. Within these sub-themes, it was obvious that the reasons arising from the school principal were more than the sum of all the reasons in other sub-themes. Besides, sub-themes arising from teachers, parents and students and the school environment were obtained. It was determined that the most important organizational consequences of teachers' changing schools are the problem of adaptation to the new teacher in terms of class, and the failure of projects and activities in terms of the school. It was found that the most important advantages of changing school for teachers are happiness, mental/psychological relaxation, willingness to work in the new school and working in a peaceful environment. The disadvantages are the difficulty in adapting to the new school, sadness, and guilt. Disadvantages in terms of family and students were determined to be sadness and unhappiness, problems with adapting to the new teacher, and emotional emptiness. In the light of the results of the study, suggestions were made for the practitioners and researchers.

Keywords

Changing school, leaving school, teacher turnover, teacher mobility, teacher retention

References

• Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The Schools Teachers Leave, Teacher Mobility in Chicago Public Schools. Consortium on Chicago School Research at, The University of Chicago Urban Education Institute.
• Artun Güler, (2016). Konaklama işletmelerinde mobbingin personel devir hizina etkisi: İzmir örneği, (Yayınlanmamış Yüksek Lisans Tezi). İzmir Kâtip Çelebi Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
• Atalay, E. & Doğan, A. (2010). Mobbingin işten ayrılma niyeti üzerindeki etkisinde depresyonun aracı rolünün incelenmesi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(6) 1729-1741.
• Balyer, A. (2015). Organizational commitment: Teachers’ perceptions in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 30(2), 01-14.
• Bromley, M. (2018). Teacher retention: A literature review. Bromley Education, Mark Allen Group. England.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Carver-Thomas, D. & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Palo Alto, CA: Learning Policy Institute.
• Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. M. Bütün & S. B. Demir (Çev. Edt.). Ankara: Siyasal. Çelikten, M. Şanal, M. & Yeni, Y. (2005). Öğretmenlik mesleği ve özellikleri. Sosyal Bilimler Enstitüsü Dergisi, 19(2), 207-237.
• Demir, S. (2019a). İnsan sermayesi ile kurumsal itibar, işe sargınlık ve okuldan ayrılma niyeti arasındaki ilişkinin incelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 50, 43-56, DOI: 10.15285/maruaebd.586831
• Demir, S. (2019b). Etik iklim ve okuldan ayrılma niyeti arasındaki ilişki: örgütsel bağlılığın aracılık rolü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 34(3), 824-838, doi: 10.16986/HUJE.2018040551
• Demir, S. (2019d). Öğretmenlerin okuldan ayrılma niyetlerinin bir yordayıcısı olarak kolektif yeterlik. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(5) 175-181.
• Durusu, H. & Cemaloğlu, N. (2019). Öğretmenlerin yıldırma yaşama, işyeri arkadaşlık algısı ve örgütsel bağlılık düzeyleri arasındaki ilişki. Türk Eğitim Bilimleri Dergisi, 17(1), 20-38.
• Elfers, A. M., Plecki, M. L., & Windekens, A. V. (2017). Understanding teacher retention and mobility in Washington State Final Report. University of Washington College of Education Center for the Study of Teaching and Policy.
• Ertürk, R. & Aydın, B. (2016). Öğretmenlerin iş motivasyonları ile örgütsel bağlılıkları arasındaki ilişki. Uluslararası Eğitim Bilimleri Dergisi/The Journal of International Education Science, 3(9), 147-173.
• Guarino, C. M. Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.
• Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440, DOI: 10.1080/13540602.2012.696044
• Hussein, H. H. (2016). The effects of employees transfer on secondary schools performance in zanzibar: A case study at South District, Unguja. (Unpublished Master Thesis), Human Resource Management of the Open University of Tanzania.
• Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
• Irene, D. J. Auja, K. M., & Julius, G. O. (2015). Analysis of relationship between school workload management and teacher transfer intention in public secondary schools in Mbita and Suba Sub-Counties, Kenya. International Journal of Academic Research in Business and Social Sciences, 5(12), 13-23.
• Irene A, D. O. J., Auja, K. M., & Otieno, G. J. (2015). School leadership as determinant of teacher transfer intention in public secondary schools in Mbita and Suba SubCounties, Kenya. IOSR Journal of Humanities And Social Science (IOSR-JHSS), 20(9), 68-74, DOI: 10.9790/0837-20946874
• İhtiyaroğlu, N. (2018). Analysis of relationship between teachers’ coping styles with stress and the level of organizational commitment. International Online Journal of Educational Sciences, 10(2), 192-206.
• Joiner, S., & Edwards, J. (2008). Novice teachers: Where are they going and why don’t they stay?. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43.
• Kazak, P. (2012). İşletmelerde personel devrinin nedenleri ve işgörenlerin eğitim düzeyi ile ilişkisi -Denizli’deki bir işletmede ampirik bir araştırma. (Yayınlanmamış Yüksek Lisans Tezi). Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü, Denizli.
• Khan, H. (2016). Job satisfaction and intention to leave the current job among expatriate teachers in three private schools of Dubai. (Unpublished Master Dissertation). Faculty of Education, The British University in Dubai.
• Kolawole, W. S. (2019). Effects of Teachers’ Transfer on Students’ Academic Performance in Senior Secondary Schools Abuja Nigeria. International Journal of Research and Innovation in Social Science (IJRISS), III(XI), 79-82.
• Miles, M. B. & Huberman, A. M. (2016). Nitel veri analizi. (Çev. S. Akbaba Altun ve Ali Ersoy) Ankara: Pegem Akademi.
• Mujka, F. (2011). Personel güçlendirme ile örgütsel bağlılık arasindaki ilişki ve bir araştırma, (Yayınlanmamış Yüksek Lisans Tezi). İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
• Özdemir, M., Civelek, Ş., Çetin, Y. E., Karapınar, N. ve Özel, D. (2015). Öğretmenlerin eğitimsel çevresel ve sosyal sorunları (Şırnak ili örneği). Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 26, 163-181.
• Nalkıran, T. (2019). Sınıf öğretmenlerinin iş mutluluğunu etkileyen faktörlerin incelenmesi, (Yayınlanmamış Yüksek Lisans Tezi). Amasya Üniversitesi Sosyal Bilimler Enstitüsü, Amasya.
• Noor, F., Ishaque, M. S., Memon, A. A., & Lodhi, F. A. (2012). Effects of teachers’ transfer on school system. Interdisciplinary Journal of Contemporary Research in Business, 4(2), 593-617.
• Onsomu, W. M. (2014). Influence of teachers’ transfer on student academic perfomance in public secondary schools in Kenya. (Unpublished Master Thesis), University of Nairobi School of Education Psychology Department, Nairobi, Kenya.
• Özan, M. B., Türkoğlu, A. Z., ve Şener, G. (2010). Okul yöneticilerinin sergiledikleri demokratik tutum ve davranışlarının öğretmenlerin motivasyonuna etkisi. Fırat Üniversitesi Sosyal Bilimler Dergisi Fırat University Journal of Social Science, 20(1), 275-294.
• Özoğlu, M. (2015). Mobility-related teacher turnover and the unequal distribution of experienced teachers in Turkey. Educational Sciences: Theory & Practice, 15(4), 891-909.
• Öztuğ, Ö. & Baştaş, M. (2012). Ögretmenlerin örgütsel adalet konusundaki algılarının örgütsel bağlılıkları üzeríndekí etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), Özel Sayı 2, 125-133.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Mesut Bütün ve Selçuk Beşir Demir; Çev. Ed.). Ankara: Pegem yayınları.
• Riehl, C. & Sipple, J. W. (1996). Making the most of time and talent: Secondary school organizational climates, teaching task environments, and teacher commitment. American Educational Research Journal, 33(4), 873-901.
• Robinson, J. & Lloyd, B. (2017). Teacher Turnover in Michigan. A Look at Teacher Mobility and Attrition Rates. Michigan Department of Education, 1-16. Erişim: https://www.michigan.gov/documents/mde/Teacher_Mobility_Brief_Final_2017.09.18_v2_ada_601772_7.pdf
• Rodríguez, F. J. (2009). The impact of teacher retention on student achievement in high school mathematics. (Unpublished Doctoral Dissertation). Florida Atlantic University Boca Raton, Florida.
• Tambay, A. (2006). İşgören devrinin yönetimine ilişkin tekstil sektöründe yapılan bir araştırma, (Yayınlanmamış Yüksek Lisans Tezi). Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Enstitüsü, Kahramanmaraş.
• Uğur, S. (2019). Öğrenen okul ile okul mutluluğu arasindaki ilişki, (Yayınlanmamış Yüksek Lisans Tezi). Van Yüzüncü Yıl Üniversitesi Eğitim Bilimleri Enstitüsü, Van.
• Vekeman, E., Devos, G., Valcke, M., & Rosseel, Y. (2017). ) Do teachers leave the profession or move to another school when they don’t fit?. Educational Review, 69(4), 411-434, DOI: 10.1080/00131911.2016.1228610
• Weeks, J. H. (2019). Increasing teacher retention: An applied research study on the effects of mentoring and culture in the ABC county school district. (Electronic Thesis and Dissertations). Department of Leadership and Counselor Education, University of Mississippi.
• Wong, K. C. & Li, K. K. (1995). Teacher turnover and turnover intentions in Hong Kong Aided Secondary Schools. Educational Research Journal, 10(1), 36-46.
• Yıldırım, A. & Şimşek H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin.