What Factors Impact Why Novice Middle School Teachers in a Large Midwestern Urban School District Leave after Their Initial Year of Teaching

Autor/inn/en	Albright, Joyce L.; Safer, L. Arthur; Sims, Paul A.; Tagaris, Angela; Glasgow, Denise; Sekulich, Kim M.; Zaharis, Mary C.
Titel	What Factors Impact Why Novice Middle School Teachers in a Large Midwestern Urban School District Leave after Their Initial Year of Teaching
Quelle	In: International Journal of Educational Leadership Preparation, 12 (2017) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Beginning Teachers; Middle School Teachers; Urban Schools; Teacher Persistence; Preservice Teacher Education; Teacher Competencies; Poverty; Low Achievement; Teacher Attitudes; Administrator Attitudes; Administrator Role; Classroom Techniques; At Risk Students; Phenomenology; Principals; Focus Groups; Teaching Conditions; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Armut; Unterdurchschnittliche Leistung; Lehrerverhalten; Klassenführung; Phenomenological psychology; Phänomenologie; Psychologie; Principal; Schulleiter; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This research investigated the experiences of new teachers employed in urban school districts and how these novice teachers' perceived school district and school administrators' support required to retain them as well as teacher's perceptions of their pre-service experiences and/or induction programs necessary to prepare them for an urban environment. The three middle schools selected were characterized by high poverty, low academic achievement, and not meeting Average Yearly Progress. The research outcomes revealed that teachers did not feel they were adequately prepared for the urban setting and that they were not provided adequate support. Administrators also acknowledged that novice teachers were not prepared to succeed in an urban school setting since they lacked classroom management skills and strategies; they did not spend enough time in urban schools in their pre-service training; and many had limited or no experience with urban, at-risk students. (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01