Teacher Retention in Adult Education

Autor/in	Niu, Emily
Titel	Teacher Retention in Adult Education
Quelle	(2022), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3635-1041-0
Schlagwörter	Hochschulschrift; Dissertation; Adult Education; Teacher Persistence; Beginning Teachers; Group Membership; Self Efficacy; Intention; Self Concept; Teacher Attitudes; Community Colleges; Program Effectiveness; Communities of Practice; Teacher Salaries; Fringe Benefits; Part Time Faculty; Professional Isolation; Communication Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Junior teacher; Junglehrer; Gruppenzugehörigkeit; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Lehrerverhalten; Community college; Community College; Community; Lehrerbesoldung; Lehrervergütung; Sozialabgaben; Kommunikationsstrategie
Abstract	This action research project focused on teacher retention in Adult Education programs. The study was centered on new teachers in Adult Education, as defined as having less than three years of experience teaching in the field of Adult Education. The study concentrated on growing new teachers' senses of belonging, self-efficacy, and new teachers' intent to return through the implementation of Talking Circles. There were four participants in this study from a local community college. They participated in four Talking Circles over a two-month period. Data collection included pre-and post-surveys, Talking Circle data, and qualitative interviews. Overall results indicate that Talking Circles were successful in fostering belonging among participants and growing self-efficacy. However, participating in Talking Circles did not impact their intent to return the following year. The data shows that income and benefits are the main factors in deciding to return. Qualitative interview data also revealed that part-time teachers feel isolation in their roles and that participants enjoyed using Talking Circles as a communication strategy. Implications for leaders are to create belonging for part-time teachers and work to meet new teacher needs, especially in the areas of professional development and curriculum and resources. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01