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A study of urban secondary novice sc...

Mobley, Evelyn J.

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A study of urban secondary novice school teachers' perceptions of factors that impact teacher retention.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of urban secondary novice school teachers' perceptions of factors that impact teacher retention./
作者:	Mobley, Evelyn J.
面頁冊數:	105 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3445242
ISBN:	9781124542348

A study of urban secondary novice school teachers' perceptions of factors that impact teacher retention.
Mobley, Evelyn J.

A study of urban secondary novice school teachers' perceptions of factors that impact teacher retention. - 105 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (D.Ed.)--Capella University, 2011.

Teacher retention is a major concern in education. The purpose of this study was to explore factors that influenced novice secondary teachers' to remain in an urban school district. A quantitative research design was used by using a Likert survey to determine factors that may influence novice secondary teacher retention and to determine if these factors made a difference in teacher retention. Data were collected and analyzed using a survey instrument, Teacher Retention Survey, created by Hinkel. The study population included teachers with less than five years of teaching experience (N = 75). These factors were demographics, salary, mentoring, working conditions, and years of teaching experience. Kanter's (1977) structured theory of organizational empowerment was used to provide a framework for creating effective work environments. Kirby and Grissmer's (1993) human capital theory and Burns's (1978) theory of transformational leadership are the secondary theoretical frameworks for this study. The findings from this study indicated that mentoring, working conditions, demographics, salary, and teachers' years of experience had a positive impact on teacher retention. This study may serve as a tool to facilitate new strategies and methods for improving and enhancing factors, (e.g., mentoring, salary, working conditions, demographics, and teachers' years of experience) to increase teacher retention.

ISBN: 9781124542348Subjects--Topical Terms:

1035576
Education, Leadership.

A study of urban secondary novice school teachers' perceptions of factors that impact teacher retention.
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520 $a Teacher retention is a major concern in education. The purpose of this study was to explore factors that influenced novice secondary teachers' to remain in an urban school district. A quantitative research design was used by using a Likert survey to determine factors that may influence novice secondary teacher retention and to determine if these factors made a difference in teacher retention. Data were collected and analyzed using a survey instrument, Teacher Retention Survey, created by Hinkel. The study population included teachers with less than five years of teaching experience (N = 75). These factors were demographics, salary, mentoring, working conditions, and years of teaching experience. Kanter's (1977) structured theory of organizational empowerment was used to provide a framework for creating effective work environments. Kirby and Grissmer's (1993) human capital theory and Burns's (1978) theory of transformational leadership are the secondary theoretical frameworks for this study. The findings from this study indicated that mentoring, working conditions, demographics, salary, and teachers' years of experience had a positive impact on teacher retention. This study may serve as a tool to facilitate new strategies and methods for improving and enhancing factors, (e.g., mentoring, salary, working conditions, demographics, and teachers' years of experience) to increase teacher retention.
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