First Year Teachers in North Dakota.

Autor/in	Harris, Mary
Titel	First Year Teachers in North Dakota.
Quelle	(1989), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Beginning Teachers; Elementary Secondary Education; Faculty Development; Faculty Mobility; Job Satisfaction; Rural Schools; Rural Urban Differences; Teacher Administrator Relationship; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Orientation; Teacher Persistence; North Dakota + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Stadt-Land-Beziehung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung
Abstract	The 1988-89 study reported in this paper focused on teacher attrition, examining the characteristics of beginning teachers in North Dakota. The purpose was to compare characteristics of those teachers who stayed in their first positions with those who left. The study gathered data by surveying school administrators and elementary and secondary teachers, primarily those who stayed in their positions. The data suggests that 22.4% of North Dakota's new teachers leave their first teaching jobs after only one year. A majority of teachers who leave their first jobs accept teaching positions elsewhere, usually in larger communities. Teacher characteristics associated with high attrition included: (1) not being certified in a portion of the teaching assignment; (2) beginning by working in a small community; (3) beginning a career in the northwestern part of the state; (4) being new to the community; and (5) being a specialist. Teachers who left their first jobs were likely to be among the more effective teachers, and were unlikely to be recipients of appropriate staff development. Teachers who reported dissatisfaction did not necessarily leave their positions. The paper concludes that support is needed for new teachers in North Dakota and for the schools that receive them. Recommendations for reducing the attrition rate include building-level orientation, fair assignment practices, provision of housing, "home base" schools for specialists, outreach to new teachers on the part of professional networks, and, perhaps most critically, staff development. The appendix contains the two survey questionnaires. (TES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC