Araştırma Makalesi
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Beginning Teacher Support Model: Elementary Teachers’ Resilience and Retention in Arizona

Yıl 2021, Cilt: 5 Sayı: 1, 50 - 74, 30.06.2021

Öz

In the United States, beginning teacher retention rates are extraordinarily low; only 50% of teachers remain in the classroom after five years. In particular, the state of Arizona has been recruiting significant numbers of teachers from out of state and attempting to retain them with minimal success. This persistent problem has led the neediest of students to have teachers with lower levels of experience, leaving those students with continually lower achievement gains. Drawing on integrated action research and grounded theory methodology, this study used a Creating Authentic Resilient Educators (C.A.R.E) model to support six new, out-of-state teachers in an elementary school district located in a high-poverty neighborhood in Arizona. In face-to-face group sessions and individual assignments, participants reflected on their experiences and examined multiple topics focused on persistence and resilience to reduce beginning teacher attrition. Participant responses showed that teachers must be nurtured and cared for in order to allow them to focus their time and energy on effectively caring for the students in their classrooms. Increasing support for new teachers has the potential to keep effective teachers in the classroom and improve the culture of teaching within schools.

Kaynakça

  • Alliance for Excellent Education (AEE). (2004). Tapping the potential: Retaining and developing high-quality new teachers. https://all4ed.org/wpcontent/uploads/2007/07/TappingThePotential.pdf
  • Arizona School Personnel Administrators Association (ASPAA). (2015). Human resources professional in Arizona schools. https://www.azed.gov/hr
  • Arizona School Personnel Administrators Association (ASPAA). (2020). Human resources professional in Arizona schools. https://www.azed.gov/hr
  • Barnes, M. (2017). Conflicting conceptions of care and teaching and pre-service teacher attrition. Journal of Teaching Education. 29(2). https://doi.org/10.1080/10476210.2017.1372411
  • Bland, P., Church, E. & Luo, M. (2016). Strategies for attracting and retaining teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 4(1). http://dx.doi.org/10.5929/2014.4.1.2
  • Buchanan, J., Schuck, S., & Aubusson, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112-129. http://dx.doi.org/10.14221/ajte.2013v38n3.9
  • Center for Comprehensive School Reform and Improvement. (2007). Improving teacher retention withsupportive workplace conditions. http://www.centerforcsri.org/files/TheCenter_NL_June07.pdf
  • Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. http://dx.doi.org/10.1007/s10648-009-9106-y
  • Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3rd ed.). Sage.
  • De La Rosa, S. (2020, April 17). Will the coronavirus pandemic exacerbate teacher shortages? Education Dive. https://www.educationdive.com/news/will-the-coronavirus-pandemicexacerbate-teacher-shortages/576244/
  • Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression? Teaching and Teacher Education, 28(2), 206–217. http://dx.doi.org/10.1016/j.tate.2011.09.008
  • Earley, P. M., & Ross, S. A. (2006). Teacher recruitment and retention: Policy history and new challenges.Pearson. http://www.pearsonassessments.com/hai/images/NES_Publications/2006_02EarleyRoss_581_1.pdf
  • Esch, G. (2010). Five surefire ways to lose new teachers. Childhood Education, 86(5), 307-311. http://dx.doi.org/10.1080/00094056.2010.10521414
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825. http://dx.doi.org/10.1016/j.tate.2009.02.021
  • Fisher, M. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1), 37. cie.asu.edu/ojs/index.php/cieatasu/article/download/658/165
  • Gossom, J. (2004). School organization culture, basic needs satisfaction, and beginning teacher retention [Unpublished doctoral dissertation]. University of West Florida. purl.fcla.edu/fcla/etd/WFE0000033
  • Hallam, P. R., Chou, P. N., Hite, J. M., & Hite, S. J. (2012). Two contrasting models for mentoring as they affect retention of beginning teachers. NASSP Bulletin, 96(3), 243-278. http://dx.doi.org/10.1177/0192636512447132
  • Herr, K., & Anderson, G. (2014). The action research dissertation: A guide for students and faculty. SAGE Publications.
  • Hightower, A. M., Lloyd, S. C., & Swanson, C. B. (2011). Improving student learning by supporting quality teaching. Editorial Projects in Education.
  • Ingersoll, R. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86(631), 16-31. http://dx.doi.org/10.1177/019263650208663103
  • Ingersoll, R., & Merrill, L. (2012). Seven trends: The transformation of the teaching force. https://doi.org/10.12698/CPRE.2014.RR80
  • Ingersoll, R., & Perda, D. (2012). How high is teacher turnover and is it a problem? Consortium for Policy Research in Education, University of Pennsylvania.
  • Ingersoll, R., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
  • Joiner, S., & Edwards, J. (2008). Novice teachers: Where are they going and why don’t they stay. Journal of Cross Disciplinary Perspectives, 1(1), 36-43.
  • Kain, E. (2011). High teacher turnover rates are a big problem for America’s public schools. Forbes. http://www.forbes.com/sites/erikkain/2011/03/08/high-teacher-turnover-rates-area-big-problem-for-americas-public-schools/
  • Kukla-Acevedo, S. (2009). Leavers, movers, and stayers: The role of workplace conditions in teacher mobility decisions. The Journal of Educational Research, 102(6), 443-452. http://dx.doi.org/10.3200/JOER.102.6.443-452
  • Lachlan, L., Kimmel, L., Mizrav, E.,& Holdheide, L. (2020, August). Center on Great Teachers & Leaders at the American Institute for Research. Advancing Quality Teaching for All Schools: Examining the Impact of COVID-19 on the Teaching Workforce. https://gtlcenter.org/sites/default/files/Examining_Impact_COVID19_Workforce.pdf
  • Mansfield, C. F., & Beltman, S. (2014). Teacher motivation from a goal content perspective: Beginning teachers’ goals for teaching. International Journal of Educational Research, 65, 54-64. http://dx.doi.org/10.1016/j.ijer.2013.09.010
  • Mansfield, C., Price, A., & McConney, A. (2012). Keeping cool: Embedding resilience inthe initial teacher education curriculum final report 2012. www.keepingcool.edu.au
  • Martin, K. (2011). New teacher induction. Association for Middle Level Education. http://www.amle.org/TabId/198/ArtMID/696/ArticleID/302/Research-SummaryNew-Teacher-Induction.aspx
  • McNulty, C. P., & Fox, K. R. (2010). Teacher drop-outs?: Empowering induction-year teachers to
  • create affable environments to enhance retention. Childhood Education, 86(5), 312-315. http://dx.doi.org/10.1080/00094056.2010.10521415
  • Moir, E. (2011). Phases of first-year teaching. New Teacher Center. http://www.newteachercenter.org/blog/phases-first-year-teaching
  • Ozder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5), 1-16.
  • Papatraianou, L. H., & Le Cornu, R. (2014). Problematising the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.7
  • Rollins, J. (2008). Teacher growth: Essential characteristics of experiences in development from a novice to veteran teachers [Unpublished doctoral dissertation]. Clemson University.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure, 50(1), 7. http://dx.doi.org/10.3200/PSFL.50.1.35-40
  • Smethem, L. (2007). Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching, 13(5), 465-480. http://dx.doi.org/10.1080/13540600701561661
  • Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714. http://www.jstor.org/stable/3699442
  • Stockard, J. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40(5), 742-771. http://dx.doi.org/10.1177/0013161X04268844
  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57-75.
  • Tirozzi, G. N, Carbonaro, P., & Winters, M. (2014). Addressing a shortage of high quality teachers: An escalating dilemma for Arizona schools. Grand Canyon University, College of Doctoral Studies. https://news.gcu.edu/wp-content/uploads/2015/02/Policy-Paper-3-Addressing-a-Shortage-of-High-Quality-Teachers-for-Arizona-Schools-Final-Clean.pdf
  • TNTP. (2012). The irreplaceables: Understanding the real retention crisis in America’s urban schools.Brooklyn,NY:Author. http://tntp.org/assets/documents/TNTP_Irreplaceables_2012.pdf
  • Turner, C.E. (2009). Keeping new teachers. Induction components and retention. (Doctoral dissertation). Proquest Dissertations and Theses databased. (UMI No. 3355358).
  • Vanek, C. (2020, January 3). Arizona a top state for population growth, new census data shows. Phoenix Business Journal. https://www.bizjournals.com/phoenix/news/2020/01/03/arizona-a-top-state-for-population-growth-new.html
  • Walsh, K. J., Ed, D., & Battitori, J. (2011). Retaining the good ones: Factors associated with teacher job satisfaction. International Journal of Humanities and Social Science, 1(17), 11-38.
  • Watkins, P. (2003). The principal’s role in attracting, retaining, and developing new teachers three strategies for collaboration and support. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(2), 83-88. http://dx.doi.org/10.3200/TCHS.79.2.83-87
  • Wechsler, M. E., Caspary, K., Humphrey, D. C., & Matsko, K. K. (2010). Examining the effects of new teacher induction. Menlo Park, CA: SRI International.
  • Weller, L. D. (1982). Principals, meet Maslow: A prescription for teacher retention. NASSP Bulletin, 66(456), 32-36. http://dx.doi.org/10.1177/019263658206645605
  • WestEd. (2005). Working conditions key for teacher retention. WestEd’s R&D Alert, 7(2), 6-9. http://www.wested.org/online_pubs/rd-05-02.pdf
  • Williment, M. (2003). A descriptive study of teacher retention and attrition in Northern Lights School Division #113, Saskatchewan. Dr. Stirling McDowell Foundation.
Yıl 2021, Cilt: 5 Sayı: 1, 50 - 74, 30.06.2021

Öz

Kaynakça

  • Alliance for Excellent Education (AEE). (2004). Tapping the potential: Retaining and developing high-quality new teachers. https://all4ed.org/wpcontent/uploads/2007/07/TappingThePotential.pdf
  • Arizona School Personnel Administrators Association (ASPAA). (2015). Human resources professional in Arizona schools. https://www.azed.gov/hr
  • Arizona School Personnel Administrators Association (ASPAA). (2020). Human resources professional in Arizona schools. https://www.azed.gov/hr
  • Barnes, M. (2017). Conflicting conceptions of care and teaching and pre-service teacher attrition. Journal of Teaching Education. 29(2). https://doi.org/10.1080/10476210.2017.1372411
  • Bland, P., Church, E. & Luo, M. (2016). Strategies for attracting and retaining teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 4(1). http://dx.doi.org/10.5929/2014.4.1.2
  • Buchanan, J., Schuck, S., & Aubusson, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112-129. http://dx.doi.org/10.14221/ajte.2013v38n3.9
  • Center for Comprehensive School Reform and Improvement. (2007). Improving teacher retention withsupportive workplace conditions. http://www.centerforcsri.org/files/TheCenter_NL_June07.pdf
  • Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. http://dx.doi.org/10.1007/s10648-009-9106-y
  • Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3rd ed.). Sage.
  • De La Rosa, S. (2020, April 17). Will the coronavirus pandemic exacerbate teacher shortages? Education Dive. https://www.educationdive.com/news/will-the-coronavirus-pandemicexacerbate-teacher-shortages/576244/
  • Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression? Teaching and Teacher Education, 28(2), 206–217. http://dx.doi.org/10.1016/j.tate.2011.09.008
  • Earley, P. M., & Ross, S. A. (2006). Teacher recruitment and retention: Policy history and new challenges.Pearson. http://www.pearsonassessments.com/hai/images/NES_Publications/2006_02EarleyRoss_581_1.pdf
  • Esch, G. (2010). Five surefire ways to lose new teachers. Childhood Education, 86(5), 307-311. http://dx.doi.org/10.1080/00094056.2010.10521414
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825. http://dx.doi.org/10.1016/j.tate.2009.02.021
  • Fisher, M. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1), 37. cie.asu.edu/ojs/index.php/cieatasu/article/download/658/165
  • Gossom, J. (2004). School organization culture, basic needs satisfaction, and beginning teacher retention [Unpublished doctoral dissertation]. University of West Florida. purl.fcla.edu/fcla/etd/WFE0000033
  • Hallam, P. R., Chou, P. N., Hite, J. M., & Hite, S. J. (2012). Two contrasting models for mentoring as they affect retention of beginning teachers. NASSP Bulletin, 96(3), 243-278. http://dx.doi.org/10.1177/0192636512447132
  • Herr, K., & Anderson, G. (2014). The action research dissertation: A guide for students and faculty. SAGE Publications.
  • Hightower, A. M., Lloyd, S. C., & Swanson, C. B. (2011). Improving student learning by supporting quality teaching. Editorial Projects in Education.
  • Ingersoll, R. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86(631), 16-31. http://dx.doi.org/10.1177/019263650208663103
  • Ingersoll, R., & Merrill, L. (2012). Seven trends: The transformation of the teaching force. https://doi.org/10.12698/CPRE.2014.RR80
  • Ingersoll, R., & Perda, D. (2012). How high is teacher turnover and is it a problem? Consortium for Policy Research in Education, University of Pennsylvania.
  • Ingersoll, R., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
  • Joiner, S., & Edwards, J. (2008). Novice teachers: Where are they going and why don’t they stay. Journal of Cross Disciplinary Perspectives, 1(1), 36-43.
  • Kain, E. (2011). High teacher turnover rates are a big problem for America’s public schools. Forbes. http://www.forbes.com/sites/erikkain/2011/03/08/high-teacher-turnover-rates-area-big-problem-for-americas-public-schools/
  • Kukla-Acevedo, S. (2009). Leavers, movers, and stayers: The role of workplace conditions in teacher mobility decisions. The Journal of Educational Research, 102(6), 443-452. http://dx.doi.org/10.3200/JOER.102.6.443-452
  • Lachlan, L., Kimmel, L., Mizrav, E.,& Holdheide, L. (2020, August). Center on Great Teachers & Leaders at the American Institute for Research. Advancing Quality Teaching for All Schools: Examining the Impact of COVID-19 on the Teaching Workforce. https://gtlcenter.org/sites/default/files/Examining_Impact_COVID19_Workforce.pdf
  • Mansfield, C. F., & Beltman, S. (2014). Teacher motivation from a goal content perspective: Beginning teachers’ goals for teaching. International Journal of Educational Research, 65, 54-64. http://dx.doi.org/10.1016/j.ijer.2013.09.010
  • Mansfield, C., Price, A., & McConney, A. (2012). Keeping cool: Embedding resilience inthe initial teacher education curriculum final report 2012. www.keepingcool.edu.au
  • Martin, K. (2011). New teacher induction. Association for Middle Level Education. http://www.amle.org/TabId/198/ArtMID/696/ArticleID/302/Research-SummaryNew-Teacher-Induction.aspx
  • McNulty, C. P., & Fox, K. R. (2010). Teacher drop-outs?: Empowering induction-year teachers to
  • create affable environments to enhance retention. Childhood Education, 86(5), 312-315. http://dx.doi.org/10.1080/00094056.2010.10521415
  • Moir, E. (2011). Phases of first-year teaching. New Teacher Center. http://www.newteachercenter.org/blog/phases-first-year-teaching
  • Ozder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5), 1-16.
  • Papatraianou, L. H., & Le Cornu, R. (2014). Problematising the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.7
  • Rollins, J. (2008). Teacher growth: Essential characteristics of experiences in development from a novice to veteran teachers [Unpublished doctoral dissertation]. Clemson University.
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure, 50(1), 7. http://dx.doi.org/10.3200/PSFL.50.1.35-40
  • Smethem, L. (2007). Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching, 13(5), 465-480. http://dx.doi.org/10.1080/13540600701561661
  • Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714. http://www.jstor.org/stable/3699442
  • Stockard, J. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40(5), 742-771. http://dx.doi.org/10.1177/0013161X04268844
  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57-75.
  • Tirozzi, G. N, Carbonaro, P., & Winters, M. (2014). Addressing a shortage of high quality teachers: An escalating dilemma for Arizona schools. Grand Canyon University, College of Doctoral Studies. https://news.gcu.edu/wp-content/uploads/2015/02/Policy-Paper-3-Addressing-a-Shortage-of-High-Quality-Teachers-for-Arizona-Schools-Final-Clean.pdf
  • TNTP. (2012). The irreplaceables: Understanding the real retention crisis in America’s urban schools.Brooklyn,NY:Author. http://tntp.org/assets/documents/TNTP_Irreplaceables_2012.pdf
  • Turner, C.E. (2009). Keeping new teachers. Induction components and retention. (Doctoral dissertation). Proquest Dissertations and Theses databased. (UMI No. 3355358).
  • Vanek, C. (2020, January 3). Arizona a top state for population growth, new census data shows. Phoenix Business Journal. https://www.bizjournals.com/phoenix/news/2020/01/03/arizona-a-top-state-for-population-growth-new.html
  • Walsh, K. J., Ed, D., & Battitori, J. (2011). Retaining the good ones: Factors associated with teacher job satisfaction. International Journal of Humanities and Social Science, 1(17), 11-38.
  • Watkins, P. (2003). The principal’s role in attracting, retaining, and developing new teachers three strategies for collaboration and support. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(2), 83-88. http://dx.doi.org/10.3200/TCHS.79.2.83-87
  • Wechsler, M. E., Caspary, K., Humphrey, D. C., & Matsko, K. K. (2010). Examining the effects of new teacher induction. Menlo Park, CA: SRI International.
  • Weller, L. D. (1982). Principals, meet Maslow: A prescription for teacher retention. NASSP Bulletin, 66(456), 32-36. http://dx.doi.org/10.1177/019263658206645605
  • WestEd. (2005). Working conditions key for teacher retention. WestEd’s R&D Alert, 7(2), 6-9. http://www.wested.org/online_pubs/rd-05-02.pdf
  • Williment, M. (2003). A descriptive study of teacher retention and attrition in Northern Lights School Division #113, Saskatchewan. Dr. Stirling McDowell Foundation.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Kelly Olson Stewart Bu kişi benim 0000-0002-4248-6075

Erin Rotheram-fuller Bu kişi benim 0000-0002-9604-4192

Daniel D. Liou Bu kişi benim 0000-0001-5911-0181

Yayımlanma Tarihi 30 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 5 Sayı: 1

Kaynak Göster

APA Stewart, K. O., Rotheram-fuller, E., & Liou, D. D. (2021). Beginning Teacher Support Model: Elementary Teachers’ Resilience and Retention in Arizona. International Journal of Modern Education Studies, 5(1), 50-74.