Literaturnachweis - Detailanzeige
| Autor/inn/en | Helge, Doris; Marrs, Lawrence W. |
|---|---|
| Institution | American Council on Rural Special Education (ACRES), Murray, KY. |
| Titel | Personnel Recruitment and Retention in Rural America. |
| Quelle | (1981), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Elementary Secondary Education; Faculty Recruitment; Personnel Management; Rural Areas; Rural Schools; School Administration; School Districts; Special Education Teachers; Teacher Motivation; Teacher Orientation; Teacher Persistence; Teacher Recruitment |
| Abstract | Recruitment and retention of special education teachers and related services staff have been persistent problems of rural school districts nationwide. High teacher attrition rates have serious ramifications for personnel development and program stability. Effective recruitment strategies for rural areas have four main components: (1) emphasis on qualities of rural schools and communities that reinforce intrinsic motivations and meet teachers' social, self-esteem, and self-actualization needs; (2) appeal to persons with lifestyles, interests, and attitudes consistent with local cultural norms; (3) use of individualized "hot buttons," such as advertising the rural lifestyle as an escape from urban problems or using the "Peace Corps" approach; and (4) "selling" the school district through creative marketing techniques. Teachers who stay in a rural area typically have goals, mores, expectations, and lifestyles similar to those of local residents. Thus, the school district must develop means of helping new staff to acclimate. Teacher orientation could involve pairing with an experienced teacher or with another staff person who has successfully relocated. Other effective retention strategies are:. (1) involving newcomers in community-related activities; (2) faculty exchange programs; (3) inservice incentive systems; (4) special challenges or assignments; (5) merit increases or other approaches to recognize extraordinary performance; and (6) stress reduction activities. Regional interagency systems for recruiting and retaining rural educators are needed to provide educational forecasting and needs assessment, communication networking, and links to universities. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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