Teacher Retention Practice Effectiveness in Rural High-Need Districts in New York State

Autor/in	Lovelace, Valerie L.
Titel	Teacher Retention Practice Effectiveness in Rural High-Need Districts in New York State
Quelle	(2022), (220 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8342-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Persistence; Program Effectiveness; Rural Schools; Disadvantaged Schools; Teacher Effectiveness; Superintendents; Administrator Attitudes; School Districts; Educational Practices; Educational Administration; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulrat; School district; Schulbezirk; Bildungspraxis; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Many rural high-need districts face persistent challenges in retaining a quality teaching force. The researcher designed this quantitative correlational study to explore superintendents' perceptions of the effectiveness of teacher retention practices used in rural high-need districts in New York State and aspects of the Deming Cycle Plan-Do-Study-Act (PDSA) model in their decision-making process. The researcher designed a survey instrument to collect data on superintendents' perceptions about teacher retention practice effectiveness and the type, number, and frequency of Deming Cycle PDSA behaviors they use. There were a total of 154 rural high-need district superintendents eligible to participate in the study. A total of 40 superintendents participated, yielding a 26% response rate. The results of the survey indicate teacher retention was a concern for more than half of participating superintendents. Teacher retention concern was most prevalent in the Special Education and STEM tenure areas and with new teachers. Most teacher retention practices were found to be effective. However, five teacher retention practices were found to be the most effective, including increasing pupil personnel, weekly joint planning time for teachers, providing district-based team learning such as PLCs, professional learning on social justice issues, and induction support for principals for two or more years. Additionally, superintendents reported the most Deming Cycle Plan and Study behaviors and the fewest Do and Act behaviors. The results of the study suggest superintendents should consider enhancing or expanding collaborative, professional learning, and participatory leadership opportunities for teachers, increasing pupil personnel and providing a two-year induction experience for their principals. Additionally, the results highlight an opportunity for the New York State Education Department to better support districts by adopting and facilitating a continuous improvement model that would help districts realize teacher retention practice improvements, and all improvements, more quickly and efficiently. Lastly, the results suggest that superintendents who are not yet employing a collaborative continuous improvement process should consider the potential benefits, particularly adding opportunities to analyze and act on process and outcome data collected during implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01