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School Working Conditions and Teache...

Shirrell, Matthew Alan.

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School Working Conditions and Teacher Attrition: The Roles of Policy, Teacher Preparation, and School Principals.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School Working Conditions and Teacher Attrition: The Roles of Policy, Teacher Preparation, and School Principals./
作者:	Shirrell, Matthew Alan.
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3627152
ISBN:	9781321022810

School Working Conditions and Teacher Attrition: The Roles of Policy, Teacher Preparation, and School Principals.
Shirrell, Matthew Alan.

School Working Conditions and Teacher Attrition: The Roles of Policy, Teacher Preparation, and School Principals. - 227 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--Northwestern University, 2014.

This item must not be sold to any third party vendors.

Large percentages of U.S. public school teachers leave teaching each year, and school working conditions are among the most important factors associated with this attrition. The three studies in this dissertation explore how policy, teacher preparation, and school principals shape the relationship between school working conditions and teacher attrition. The first study uses a regression discontinuity design and administrative data from North Carolina to examine the effects of the subgroup accountability requirement of No Child Left Behind (NCLB) on teacher attrition. The second study uses survey data from student teachers in large urban district to investigate changes in student teachers' career plans during student teaching, and the associations between these changes and the working conditions of student teaching schools. The final study uses qualitative data from a series of interviews with twelve first-year principals, each of whom took over one of the lowest-performing public schools in Chicago, to explore how new principals balance their efforts to implement accountability with their work to build their teachers' commitment to one another and to their schools. Findings from these studies suggest that large-scale policies, teacher preparation, and school principals are important influences on school working conditions and teacher attrition, and future efforts at teacher retention should consider the importance of these three areas.

ISBN: 9781321022810Subjects--Topical Terms:

2191387
Education policy.

School Working Conditions and Teacher Attrition: The Roles of Policy, Teacher Preparation, and School Principals.
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520 $a Large percentages of U.S. public school teachers leave teaching each year, and school working conditions are among the most important factors associated with this attrition. The three studies in this dissertation explore how policy, teacher preparation, and school principals shape the relationship between school working conditions and teacher attrition. The first study uses a regression discontinuity design and administrative data from North Carolina to examine the effects of the subgroup accountability requirement of No Child Left Behind (NCLB) on teacher attrition. The second study uses survey data from student teachers in large urban district to investigate changes in student teachers' career plans during student teaching, and the associations between these changes and the working conditions of student teaching schools. The final study uses qualitative data from a series of interviews with twelve first-year principals, each of whom took over one of the lowest-performing public schools in Chicago, to explore how new principals balance their efforts to implement accountability with their work to build their teachers' commitment to one another and to their schools. Findings from these studies suggest that large-scale policies, teacher preparation, and school principals are important influences on school working conditions and teacher attrition, and future efforts at teacher retention should consider the importance of these three areas.
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