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1
Fung, Chi-kuen Eric. "A study of teacher shortages and the government's response in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17506499.
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Wilde, Laura Michelle. "Implications of Academic Pathway to Teaching in Utah: Does Alternative Certification Alleviate Teacher Shortages?" BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8111.
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The Academic Pathway to Teaching (APT) licensure was introduced in 2016 to expand the supply of teachers in Utah. Since then, there has been no formal evaluation of the licensure or the teachers teaching with an APT license. The goals of this study were to explore the effects of the APT licensure on teacher turnover in Utah and to analyze how mentoring experience and teacher self-efficacy were related to the attrition of this population of teachers. This mixed-methods study used data from the Utah State Board of Education to calculate rates of teacher turnover of APT candidates (N=456) for each cohort and school year from 2016-17 to 2017-18. In addition, a survey was sent to current and previous APT candidates with questions on mentoring, self- efficacy, and opinions of the licensure. By their second year of teaching, 41% of the 2016-17 cohort had left teaching in Utah or moved schools. The 2017-18 cohort had a teacher turnover rate of 16%. Although analyses of variance of survey items found no relationship between self- efficacy and attrition, they did find that APT candidates who were still teaching had significantly more frequent and impactful mentoring experiences. Furthermore, data from the open-ended survey responses supported these findings and identified another variable related to the success of APT candidates: previous teaching experience. Although this study is limited by a small survey respondent group of APT candidates who had left teaching (N=13), the implications of this research can shape inform policy decisions regarding alternative certification in Utah.
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Fung, Chi-kuen Eric, and 馮志權. "A study of teacher shortages and the government's response in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31964928.
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Manias, Nicholas. "The baccalaureate community colleges in Florida : a policy evaluation." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002050.
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McKinnon, Gregory Colin, and n/a. "Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061003.122421.
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This dissertation investigates the supply of
and demand for High School teachers, working in
prescribed faculty areas in Government schools in the
A.C.T., over the period from January 1983 to July
1984, for all new temporary teachers appointed to the
Service.
Statistical details of vacancies for assistant
teachers, in the 12 defined faculties of this study, were
obtained from the Assistant Principals (Staffing) of the
17 A.C.T. High Schools, as well as from records
maintained by the Staffing Officers of the A.C.T. Schools
Office.
The levels of High School teacher demand, for
the period under investigation, are compared with similar
statistics obtained for previous years in the A.C.T., as
well with other Australian and international figures on
teacher supply and demand. Through these comparisons,
suggestions are made regarding emerging trends of teacher
shortage, in particular faculty areas. Historical
parallels are presented to supplement these arguments
and to give underlying reasons for the projections that
are made.
The potential supply of faculty teachers over
the period is investigated through an analysis of
teacher faculty waiting lists. Numbers from these
lists are compared with the actual demand statistics
previously collected and a potential supply to vacancy
ratio collected for each faculty area.
A major part of the study is the construction
of supply satisfaction indices, under the headings of:
"Overall Satisfaction, Teaching Skills, Academic
Qualifications, Other Requirements and Recruitment".
These indices were derived from Likert type rating scales
completed by the Assistant Principals, in respect of
each of the 397 temporary teachers employed.
After obtaining an average rating in each faculty,
for the five measures of satisfaction, as determined by
the Assistant Principals, observations are made as to how
closely these indices match the corresponding potential
supply indices.
Particular emphasis is placed on the comparisons
between the recruitment satisfaction index (i.e. - how
quickly recruitment was expedited) and the potential
supply ratio for each faculty. Reasons are advanced for
any significant differences detected, and the overall
findings interpreted in terms of possible future trends.
The study concludes with an analysis of
factors affecting the market for teachers. Recommendations
are made for future planning that may offset problems
which were detected in the A.C.T. market for High School
teachers.
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Dwinal, Mallory A. "Teach for America and rural southern teacher labour supply : an exploratory case study of Teach for America as a supplement to teacher labour policies in the Mississippi-Arkansas Delta, 2008-2010." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:ec68169b-bf6c-4659-82a9-3fe8be3fa883.
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The recent growth of Teach For America (TFA) has enabled it to substantially expand the teacher labour supply in many rural Southern communities, one of its largest and fastest-growing partnership subsets. Though it is generally accepted that these areas face more severe teacher shortages than most other regions in the country, there is little research as to how these staffing challenges arise or how they might be resolved; TFA’s potential to grow the rural Southern teacher supply thus signals a promising opportunity in need of further research. This work offers a case study of teacher labour outcomes in the Mississippi-Arkansas Delta, TFA’s oldest and largest rural Southern partnership site. In this region, local schools have experienced a 600 per-cent increase in corps member presence since 2008; consequently, TFA provided anywhere from a quarter to a half of the area’s new teacher labour supply each year from 2008 to 2010. A mixed-methods analysis illuminates both the causes of Delta teacher shortages and TFA’s potential to address these vacancies. Within the Delta, local schools face chronic teacher shortages because the communities they serve are overwhelmingly poor, geographically isolated, and racially segregated. TFA appears to have targeted the Delta communities where teacher labour policies have systematically fallen short, as it partners with districts bearing the greatest share of the region’s aggregate teacher vacancies. Additional statistical testing reveals that amongst these hard-to-staff districts, TFA has further focussed its resources into the schools that serve more rural, less educated, and/or predominantly African American populations. In this way, TFA funnels its corps members into the very districts where state reform efforts have struggled most, thus serving as a powerful resource for realigning ‘sticky’ outcomes in the most hard-to-staff Delta school districts. These findings notwithstanding, closer examination reveals significant drawbacks and limitations to current TFA outcomes in the rural Southern Delta. TFA does not saturate hard-to-staff school districts enough to produce statistically significant changes in local teacher vacancy rates. Instead, the programme appears to have established an unofficial threshold for the number of teachers placed per district; once this ceiling has been reached, additional corps members are funnelled into a new area regardless of the original district’s remaining need. Additionally, there is no long-term ‘exit strategy’ to help Delta districts employing TFA corps members to eventually cultivate their own high-quality teacher labour supply, thus leaving them perpetually dependent on TFA to staff their classrooms. Preliminary evidence suggests that state governments could address these shortcomings through 1) increased financial support for TFA to fully saturate vacancies in current partnership districts, as well as 2) the simultaneous development of grow-your-own teacher certification programmes in rural Delta districts. The evidence suggests that these two strategies would improve TFA as a targeted teacher recruitment strategy for hard-to-staff communities both in the Delta and across the programme’s nine other rural Southern partnership sites.
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Hayes, Gloria. "The teacher shortage factors that influence the recruitment, retention, and attrition of teachers in selected Mississippi teacher shortage areas /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08132008-101558.
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Magano, Florence Lesedi. "A review of strategies to address the shortage of Science and Mathematics educators in grades 10-12." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43155.
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For an education system to function effectively it is important that its planning
functions are executed effectively and efficiently. Among others this implies that the
system must know what the teacher supply and demand is and how it will change in
time. If the teacher supply and demand is known it could result in sound intervention
strategies being developed and implemented. Education planners will be able to plan
for the number of bursaries to be awarded and in which subject fields; it will be known
how many foreign teachers to employ and for which subjects. This is the basic
rationale that underpins this study. This study explored the problem of teacher
demand and supply in the Further Education and Training (FET) phase
(Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted
by Provincial Education Departments in an endeavour to diminish the demand for
teachers, specifically for Mathematics and Science, in rural and poor schools.
Initially the study involved a secondary data analysis to extrapolate the demand and
supply of teachers in Mathematics and Science over the next ten years. The first key
finding of the study was that the data needed for such an analysis does not exist in
any reliable form that would facilitate the development of such a projection. What the
study had to rely on was anecdotal evidence that suggests that a shortage of
Mathematics and Science teachers does exist and that posts are often filled by
unqualified and under-qualified staff.
In the second phase of the research in which the study explored the effectiveness of
strategies developed to address the shortage of Mathematics and Science teachers,
a qualitative research approach was adopted within a descriptive interpretive design.
The views and opinions of human resource managers responsible for post
provisioning in schools were explored through in-depth interviews to understand the
types of strategy adopted by the provinces, their potential to alleviate the problem of
Mathematics and Science teacher shortage in Grades 10 to 12, their success,
challenges and factors internal to the Department of Education that may deter
Provincial Education Departments from achieving their objectives. The findings revealed that Provincial Education Departments (PEDs) do take heed of
strategies developed by the national Department of Basic Education (DBE). However
implementation is far removed from the original intention and no significant impact
results. Although the reasons are not always obvious from this study, a few important
aspects did emerge. First, the strategy developed may not be popular with a
particular province - employing foreign teachers is a case in point. Secondly, focusing
on just a number of schools to improve their results (e.g. as with the Dinaledi schools)
may meet with resistance from educators and teachers’ unions. Thirdly, creating
bursaries for initial teacher education in certain key areas can only be successful if
the number of teachers in need is known. Finally, even the best strategies are
doomed if post provisioning and appointment of staff are dealt with by different
stakeholders.
Based on the findings, it is recommended that both the DBE and PEDs ensure that
quality education management information is collected and maintained. Information
that is reliable and accurate will inform planning and key decisions to ensure that the
supply of teachers is based on a specific need. As such, deficiencies in skills that are
in short supply such as Science and Mathematics can be averted and better
opportunities can be created for new teacher graduates. While an improved
performance of learners in these subjects is requisite for related study fields at
universities, the Dinaledi schools must be adequately supported and such a model
applied to other schools. The employment of foreign teachers on short-term contracts
does not create stability in schools, therefore, their employment must be
standardised.
Significantly, retention in rural and poor schools is a problem since they struggle to
attract quality teachers; for that reason teacher incentives are indispensable. Making
a declaration for unqualified and under-qualified teachers to acquire professional
teaching qualifications and subsequently discontinue such appointments, will raise
the standard of teaching and learning in schools. Rather, databases of unemployed
qualified teachers could be maintained and such information made accessible to
school principals. In the absence of reliable data that can indicate teacher
qualification and specialisation versus subject taught, the extent to which
Mathematics and Science are taught by unqualified and under-qualified teachers as well as out-of-specialisation teaching, is not known. However, poor pass rates in
these subjects at the exit point of the schooling system (Grade 12) attest to the lack
of appropriately skilled teacher workforce. Therefore, if Mathematics and Science
specialisation is required, then strategies being implemented by the DBE and PEDs
must have a clear purpose to address this shortage.Thesis (PhD)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
PhD
Unrestricted
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Taylor, Michael L. "An Investigation of Placement and Teacher Retention of Brigham Young University Technology Teacher Education Bachelor of Science Graduates from 1993-2007." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1640.
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The purpose of this research study was to gather data on a sample of technology teacher candidates in order to determine how many graduates with a technology teaching endorsement actually entered the teaching profession. In addition, data were collected to investigate the attrition rate of the same pool of candidates. For those who left the education profession, the study also examined how long these individuals taught before leaving as well as investigated the reasons these individuals decided to leave the technology teaching profession. For those who have remained in the teaching profession this study also explored their reasons for remaining in education. In addition, data were collected regarding how many technology teaching candidates remained within the state of Utah as well as how many have accepted positions outside of the state of Utah. To accomplish these tasks, a survey instrument was designed to gather employment data from Technology Teacher Education (TTE) graduates of Brigham Young University over the last 14 years. There were 189 technology teacher education graduates from 1994-07. Contact information was located and compiled for 148 of the 189 graduates; therefore, the results of this survey were calculated using the 148 graduates with current contact information. Of the 148 potential participants in this study, 110 (74%) of the TTE graduates responded. From the responses of the 110 TTE graduates the following was determined. There were 85 of those who responded that entered the teaching profession; 84 of those graduates entered within two years of graduation. Of the 85 graduates entering education, 54 stayed in the state of Utah and 31 left the state to teach. There were 67 of 110 responders to the survey (60%) that reported they entered education within two years and have remained in education since graduation. One teacher out of the 85 entered education after attending graduate school. The survey indicated that 17 of the 85 teachers exited education which is equal to 20% of the responding educators leaving education. Of the 17 educators who left the profession six left the first year, and 13 of the 17 left sometime during the first three years. Of the 17 educators that left education, four returned to the profession.
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Grimes-Crump, Ruth H. "Virginia Teacher Licensure Examination Policy: Intended and Unintended Effects on Teacher Availability and Minority Representation." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28445.
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A major component of the screening process for prospective teachers is the licensure examination. The examination serves two important functions: (a) sorting and screening candidates and (b) defining the knowledge base for professional practice. The first function receives the most attention from policymakers and serves the symbolic purpose of creating selectivity for entry into the profession. Initial entry typically is controlled by raising or lowering examination passing requirements which simply allows more or fewer persons to pass (Darling-Hammond, Wise & Klein, 1995). The second function presumes that a single instrument exists that not only contains the essential knowledge required for professional practice, but accurately identifies those most qualified to teach.The Virginia Board of Education (VBOE), like several other state boards of education, has authorized validation and standard-setting studies related to its teacher licensure examination policy, and the most recent studies have occurred in the past 20 years. The first study was authorized in April 1981 for the potential use of the National Teachers Examination (NTE). Following completion of validation studies for the Specialty Area Tests and the Core Battery Tests, the NTE was adopted as Virginia's licensure examination which was made effective on July 1, 1986. Ten years later (effective July 1, 1996), the VBOE agreed that prospective teachers would be required to take Praxis I Academic Skills Assessments. Praxis I would replace the NTE Core Battery, however, and the original NTE Specialty Area Tests would be retained. The decision to change teacher licensing examinations was precipitated primarily by the announcement by Educational Testing Service (ETS) that it would introduce new tests and eventually discontinue the NTE Core Battery. The passing requirements for Praxis I (as established in 1995) exceeded those of all states administering the test and were as follows: reading and mathematics - 178, and writing - 176. Review of test data obtained after the effective date of this policy revealed that the passing percentage for all test takers in 1995-96 was reading 72; mathematics 62; and writing 58. For minorities, the passing percentages were 34, 18, and 18, respectively. When these results were compared to test taker performance one year later (1996-97), there were modest percentage increases for all test takers: reading - 74; mathematics - 66; and writing - 63. For minorities, passing percentages were 36, 35 and 28, respectively. Despite these increases, 26 percent of all test takers failed the reading test; 34 percent failed the mathematics test; and 37 percent failed the writing test. The long-range effects of the Praxis I passing requirements on test takers are unknown; however, one of the near-term effects likely will be a reduction in the passing rate for a significant number of persons, particularly racial minorities.This study examined current Virginia teacher licensure policy, its intent, and near-term effects of examination results on teacher availability and minority representation.Ph. D.
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Schkolenko, Katie. "Comparing Job Satisfaction Between Certified and Noncertified Substitute Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5263.
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A rural, mid-sized district is experiencing great difficulty in the recruitment and retention of substitute teachers despite increased recruitment efforts. Such difficulty has resulted in numerous disruptions to the educational process. Despite their integral role in the educational process, research on substitute teachers remains absent from the literature. The purpose of this quantitative study was to assess the job satisfaction of substitute teachers with regard to differences between the two subgroups of certified and noncertified substitute teachers. This study was based on the two-factor theory. The research questions addressed the overall job satisfaction of substitute teachers, whether teacher job satisfaction (DV) differed by subgroup membership (IV), and the motivation and hygiene factors of substitute teaching. Survey data collection involved a cluster sampling of substitute teachers (N = 315, n = 51) working in four rural school districts experiencing shortages. Data were analyzed using ANOVA and thematic analysis. Demographic subgroups that reported above average job satisfaction were females, those with 1-3 years of experience, and those with the highest level of education being a bachelor's degree. The analysis uncovered a statistically significant difference between noncertified and certified substitute teachers only in the subcategory of satisfaction with pay, with certified substitute teachers being less satisfied. The most commonly reported motivation factors were the students, coworkers, and the nature of work; the most commonly reported hygiene factors were pay, student behavior, and communication. The study contributes to social change by identifying dissatisfying aspects of substitute teaching so that administrations may take action to alleviate the shortage, providing students with improved educational experiences with substitute teachers.
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Harris, Scott Phillip. "Teacher Retention and Recruitment: Perceptions of Principles, Teachers, and University Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8948.
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This study identifies differences in perceptions between three stakeholder groups - principals, K-12 teachers, and parents - regarding the effect of workplace conditions on teacher attrition. An electronic questionnaire was sent to 15 of Utah's 41 school districts. Sampling efforts yielded completed surveys from 93 principals, 2003 teachers and 495 parents. All three groups agreed that workplace conditions are important, but the greatest disagreements occurred in perceptions of (a) teacher involvement in decision-making, (b) protection of teacher preparation time, (c) administration's management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers' expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions. The study also examined factors that influence science, technology, engineering and math (STEM) university students' willingness to consider teaching as a career. A total of 4,743 university students majoring in STEM fields from Brigham Young University completed the survey (31%) and although very few of these students initially consider this profession, we identified four factors using predictive modeling that are strongly associated with these students' willingness to consider teaching and their belief that teaching might be their best career option. Results indicated that STEM university students were more likely to consider teaching when they believed teaching is something they would be good at, others encouraged them to be a teacher, when family encourages them to teach, and when teachers they know inspire them. Results from this study indicate that small salary bonuses would likely not entice students in STEM subjects to become teachers. Less impactful factors included gender and individual beliefs about the respectability of the profession. Additionally, this study found these students less likely to consider work conditions for teachers when making career choices. This study concludes with several implications that can inform and possibly improve the recruitment and leadership preparation programs at Institutes of Higher Education.
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Mastrippolito, Liza Moritz. "Addressing Teacher Shortage: A Historical Policy Study on Teacher Credentialing in California." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/887.
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Teacher education enrollment has decreased 74% since 2013. Simultaneously, attrition rates have increased, with 20-50% of new teachers quitting within the first five years. These combined factors have brought California into a new teacher shortage, necessitating fast-track pathways to credentialing. Fast tracks and lowering of requirements often result in teachers not being prepared to teach as they begin their careers, and as data illustrates, children in high-poverty communities of color are those who are predominantly taught by non-credentialed teachers. This dissertation is a historical policy study on how educational policies enacted in California to address shortage have affected the supply and demand of teachers and how effective these policies have been in terms of recruitment and retention. Findings revealed a search for balance between maintaining high standards for teacher education, while still meeting the needs of the field through creating alternative pathways to credentialing. An interpretive analysis of these policies and corresponding data informed the formulation of a set of recommendations, including the need to increase retention through ensuring high quality teacher education and ensuring the support of new teachers. The residency model is one recommended approach that increases the clinical component of teacher education while making it more affordable. Also recommended is greater attention to making compensation competitive with other fields, as well as increasing financial assistance for tuition and providing housing subsidies. A last recommendation is to create a state-wide database to track teachers and their career paths in order to maintain a greater understanding of the field.
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Behrstock-Sherratt, Ellen. "Teacher shortage in England and Illinois : a comparative history." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670003.
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Ollison, Jacquelyn. "Improving Teacher Retention by Addressing Teachers' Compassion Fatigue." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.
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California is experiencing a massive teacher shortage, and urban schools are disproportionately affected by it negatively. Retention efforts to date have not included strategies to address Compassion Fatigue (burnout and secondary trauma) teachers experience when working with traumatized students at urban schools. This dissertation explores whether Compassion Fatigue is an unaddressed reason for teacher attrition at urban schools. A mixed method practical action research approach using the Professional Quality of Life Scale Version Five (ProQOL 5) and qualitative interviews, portions of which were turned into illustrative vignettes drove the exploration. Approximately 114 teachers completed the ProQOL 5. Statistical analysis of the ProQOL 5 results showed that female teachers experience more compassion fatigue than male teachers; compassion fatigue is more acute with beginning teachers than with veteran teachers; and that teachers working at high-poverty schools experience statistically significant differences in compassion satisfaction and fatigue than teachers at low poverty schools. Correlation tests revealed statistically significant relationships between compassion fatigue and the school’s racial demographics even when controlling for the socioeconomically disadvantaged status of the school and teacher ethnicity. Linear regression models showed that the percentage of African American students in the school is a statistically significant predictor of compassion fatigue. Qualitative interview analysis showed that secondary trauma from students is not the only trauma teachers are experiencing, and that school climate and conditions matter when attempting to retain teachers. In the final phase of the action research, a policy brief was developed through a collaborative and iterative process, based both on the findings and engagement with stakeholders. If California is serious about producing and retaining high-quality teachers at all urban schools,’ efforts to mitigate compassion fatigue should be undertaken immediately.
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Xabanisa, X. V. "An investigation on how educators experience their workloads against the background of teacher shortage." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006570.
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An investigation on how educators experience their workloads against the background of teacher shortage. This research study seeks to explore educators’ experiences of the effects of educator shortage on the academic performance of Grade 12 learners in the Butterworth Education District, in the Eastern Cape Province of South Africa. The research study was a result of the South African literature in education which over- emphasises the poor quality of teacher development as though it is the only cause of the poor academic performance of learners in South African Senior Secondary Schools. For example, the Centre for Education Policy Development Evaluation and Management (CEPD) (2000, p.130) asserts that “Training for educators and managers has been spotlighted in the Curriculum Review Report”. Through this study the researcher wanted to explore other possible explanations for the poor academic performance of the Grade 12 learners in the Butterworth Education District. The research study seeks to investigate whether educator shortages in Senior Secondary Schools could be responsible for the poor academic performance of learners in Grade 12. It was imperative therefore to look into the views and experiences of educators in this regard, with the object of finding the extent of educator shortages in schools, and the possible measures to address the situation, if it is a reality in schools. Six schools were selected, with each providing five participants who made a sum of 30 educators who volunteered to participate in the study. The study was an interpretive survey, where the qualitative methodology was used. The data was collected using semi-structured interviews. A tape recorder was also used to ensure that participants were not misrepresented in the analysis and discussions of the findings. The data was presented, analysed and discussed according to the patterns and themes derived from the sub-research questions. It emerged from the study that there are educator shortages in most senior secondary schools in the Butterworth Education District. This was due to the policies and reports which were contrary to one another. Contradictory reports were produced by three highly respected research institutions the National Teacher Educator Audit (NTEA) there was an oversupply of educators in South African schools (Hofmeyr and Hall 1996). On the other hand the research was conducted by the Pre-Service Education and Training (PRESET) and In-service Educational Service and Training (INSET) published that there is serious educator shortage in South Africa. There was a lack of insight from the Management of the National Department of Education, together with the Provincial Managers of education. These managers of the DoE failed to note that the decisions that they had made in 1994, of ensuring that all learners between ages of 7 and 15 should be taken by parents to school, would negatively affect the future of education if it was not properly planned for. This call for all learners of the above mentioned ages to go to school was made in line with the South African Schools Act No. 84 0f 1996. The implication of the Governments call to send more learners to school, whether parents had money or not, was that more educators had to be employed in the future but that did not happen. Instead, a once-off policy of severance packages was implemented by the government, which led to a lot of good educators taking their packages and leaving the profession. Literature reveals that Teacher Training Colleges were closed at about the same time. The literature also reveals that before the closure of Teacher Training Colleges there was a challenge of redeployment which was also not properly planned, implemented and monitored by the Provincial Managers of the DoE. The study reveals that poor planning of this process led to overcrowded classrooms, a phenomenon which was further exacerbated by the fact that the salaries of Principals and the HoDs in schools were linked to the number of learners the school had admitted. This had its own ramification like schools over-admitting learners because it meant more money for the principals and Heads of Departments. The study has revealed serious consequences which emanated from the educator shortage as a result of overcrowded classes. The literature also reveal that educators get employed and use the profession of teaching as a stepping stone for better paying professions. According to Peltzer, et al. (2005, p.35) “around 21 000 educators were leaving the system annually, although up to 30% of these were temporary teachers.” South Africa faces challenges with its pool of available educators. One of these challenges is that of attracting new educators into the teaching profession and another is the challenge of how to retain those already in the system (DoE, 2005 p.13). In the event that there are teacher shortage in the system the DoE is using the available educators to teach larger classes than they are capable. This causes problems when these teachers have to teach outside their areas of specialization. These consequences include the fact that educators are teaching more than six classes a day, and educators are overloaded; they do not have sufficient time to provide individual attention to the learners, mark leaner assessments, provide feedback on time, or do remedial work. The study also revealed that most educators are suffering from burnout and stress due to too much workload. The study has also shown that educators work even on Saturdays and holidays to try to finish the syllabus. As a result, there are very few young stars who aspire to making education their career. More educators are changing their careers because they know that life is about improved standards of living. The question is: What is the use of having all the good policies aimed at improving the quality of teaching and learning if there are insufficient implementers (educators) of these policies in schools. The policies include School Based Assessment (SBA), Annual National Assessment (ANA), Systemic Evaluation, Common Tasks for Assessments (CATs), Whole School Evaluation (WSE) and the Integrated Quality Management Systems (IQMS). Recommendations have been proposed on the strategies that the DoE may employ to address the educator shortage in schools and the quality of education.
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Meader, Kurt R. "A Shortage of Male Elementary School Teachers: Exploring the Perceptions of Male Teachers Using Q Methodology." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1515846258151611.
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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.
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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues.
The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional).
The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students.
The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents.
The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.
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Burns, Bobby C. "Factors that influence teacher turnover in Texas: Correlations with variables from the academic excellence indicator system for the year 1998-99." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2817/.
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The teacher shortage problem is a national and state concern. In 1998, the Texas State Board of Education Certification reported that school districts in Texas had to hire teachers to fill over 63,000 vacancies. Teacher resignations, other than retirement, contributed to over 46,000 teachers who left the profession about 19 % of the state's total teacher workforce. A significant number of Texas teachers left the profession in the first five years. The National Commission on Teaching and America's Future (1996) called the attrition of new teachers a chronic problem for American schools. Reducing the teacher shortage in Texas must begin with reducing the teacher turnover rate. Most studies concerning teacher attrition or turnover either address salary, or working conditions. Many of the studies deal with affective and subjective data regarding teacher turnover. The studies on teacher turnover often do not address quantifiable data collected uniformly across districts. Few studies address a comprehensive set of quantitative data to determine the variables associated with teacher turnover. This study addressed teacher turnover through quantitative research of data from the Texas Academic Excellence Indicator System (AEIS) with multiple analysis to provide insights to teacher turnover conditions and trends. The population for the study included all 1042 Texas school districts, and 61 Charter schools. The Academic Excellence Indicator System (AEIS) was used to determine the variables and supply data for the study. The study addressed only district data not individual school or campus data. The data captured for this dissertation were analyzed using descriptive statistics, correlational methods, and regression tools of research.
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Straker, N. "The shortage of mathematics teachers in English secondary schools." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.
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McKee, Kerry Lyn. "A Study of Factors Related to Teacher Retention." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4406/.
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Teacher attrition is a problem with a number of implications, not the least of which is the teacher shortage. Almost half of all new teachers leave the profession within the first five years, creating a difficult model where more teachers leave the teaching profession compared to teachers entering the profession. Part of the problem is a result of career progression. However, most of teacher attrition is a result of factors such as inadequate pay, administrative support, workplace conditions, student related issues, and collegiality with peers. Without a thorough understanding of the factors that contribute to teacher attrition it is impossible to create an environment where "No Child is Left Behind". Although teachers do not enter the profession with the notion of getting rich, they do need to make enough money to support themselves and their families. Furthermore, professional status in America is closely tied to socioeconomic status. Therefore, while salary may be the largest component of teacher attrition, school and district characteristics, teacher qualifications, and demographics also affect a teacher's decision to leave the profession.
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Campbell, Nancy S. "Delaware Technical & Community College's response to the critical shortage of Delaware secondary science teachers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 89 p, 2008. http://proquest.umi.com/pqdweb?did=1601234351&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Moore, Thomas Owen. "Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1811.
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Teacher collaboration is being implemented in many schools for a number of reasons with various claimed benefits. Collaboration is being heralded by many as a fix for many of the problems affecting teachers. This study shows that teachers believe that collaboration improves their ability to teach subject content, improves teaching methods, improves teacher's ability to manage students, and provides benefits to teachers in general. The majority of participants in this survey, whether currently participating in collaboration or not, indicated that they agree that collaboration provides these benefits. This study also examines four potential indicators of teacher attrition: administrative support, teacher salaries, excitement and enthusiasm toward teaching, and intent to stay in the teaching profession. The data showed that the effect of participation in collaboration has a slight positive effect on the indicators of potential attrition but not a statistically significant influence. Low teacher salaries remain a major area of frustration for the majority of teachers and should be further examined as a contributor to teacher attrition. Teacher attrition is a problem that must be addressed if a solution to the current and future teacher shortage is to be found. Further studies need to be conducted into this critical issue to determine the causes of this problem and find solutions.
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Johnson, Terence E. "Shortage of Special Educators in the Northeastern District of Columbia: A Qualitative Descriptive Study." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1627389142962223.
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Giacometti, Karen S. "Factors Affecting Job Satisfaction and Retention of Beginning Teachers." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29595.
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In this national study, a combination of factors that affect teacher satisfaction and retention were examined. Domains that discriminate between teachers who choose to stay or leave the teaching profession were investigated. A research-developed questionnaire was administered to 450 randomly selected first, second, and third year teachers. Survey items were related to domains affecting teacher satisfaction and retention. A demographic section was included to collect background information. A principal components analysis resulted in the emergence of domains that were used in the final analysis. They are: emotional factors; school and community support; instructional support; prepration in teaching curriculum, managing students, and assessing students; collaboration; compensation and benefits; motivation to teach; and culture shock.
Eleven percent of the respondents chose to leave the profession. Results of the discriminant analysis indicated that the best predictor in choosing to leave or stay in the teaching profession was emotional factors followed by compensation and benefits and culture shock. The analysis was used to determine if the individuals in the two groups were correctly classified based on their scores on the eight predictor variables. The number of cases correctly classified was 91.4 percent.Ed. D.
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Evans, Jewel Lynn. "Factors Influencing African Americans To Select Teaching Careers In Vocational Education And Experiences That Relate To Their Progress In Vocational Teacher Licensure Programs." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30570.
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There is currently a shortage of African American vocational teachers. If the shortage is to be averted, vocational professionals must find ways to increase the number of African American teachers in vocational education (Arnold & Levesque, 1992; Martinez, 1991; Young, 1989).
The purpose of this study was to identify the factors that influenced African Americans to become vocational teachers and to identify experiences related to their progress in vocational teacher licensure programs. Factors identified as influencing African Americans to select vocational teaching careers were linked with factors found in the O'Neil, Meeker, and Borger (1978) Sex Role Socialization and Career Decision-Making model.
This qualitative study consisted of structured interviews with 12 college students who were preparing to become vocational teachers. Students were interviewed at 6 campuses in 2 southeastern states. Students represented vocational programs in (a) agriculture education, (b) business education, (c) family and consumer sciences education, (d) marketing education, (e) trade and industrial education, and (f) technology education. Six of the students were from predominantly white universities and 6 students were from Historically Black Colleges and Universities.
The findings of the study revealed that the most significant influences behind respondents choosing vocational teaching careers related to teacher role models, family support, altruism, the intangible benefits of teaching, and love for vocational professions. Most of the factors identified related to factors found in the O'Neil et al. (1978) model. A factor, entitled the Spritual Factor, emerged in addition to those identified in the original O'Neil et al. model. Positive relationships with knowledgeable faculty, supportive peers, active participation in vocational organizations, and confidence in academic preparation, enhanced the progress of students in vocational licensure programs. All universities selected in the study shared similar elements. Students and faculty at HBCUs, however, tended to lean toward a student-centered focus while students and faculty at predominantly white universities tended to lean toward an academically-oriented focus.Ph. D.
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Christensen, Steven Scot. "Teacher Recruitment: Highs School Students' and Parents' Perceptions of the Teaching Profession." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8722.
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Concern over teacher shortages has become a perplexing and persistent problem in schools. Teachers are constantly leaving the profession and new entrants into the teaching profession have decreased in recent years, creating a need for recruiting qualified individuals to become teachers and to retain those who are already in classrooms. The purpose of this study was to identify factors that best predict whether high school students are considering teaching as a career and factors that predict whether students' parents would encourage their children to become teachers. A review of the literature revealed potentially influential factors on teacher recruitment and a survey instrument was developed using those factors. All 41 school districts in Utah were invited to participate, with 9 giving permission to administer surveys to parents and juniors and seniors in high school. In all, 285 high school juniors and seniors and 495 parent surveys were analyzed. The survey of high school juniors and seniors focused on two research questions: 1) which factors predict whether high school students are willing to consider teaching as a career and 2) which factors predict whether high school students feel teaching is the best career option for them? Results indicated that high school students were more likely to consider teaching when they had confidence in their ability to be good teachers, when family members and others outside their families encouraged them to become teachers, and when they felt their community supported teachers. The survey of parents addressed two research questions: 1) what factors predict whether parents will encourage their children to consider becoming a teacher, and 2) which factors predict whether parents believe teaching would be the best career option for their children? The results of the analysis indicated 4 factors that are statistically predictive of a parent's willingness to encourage their children to consider teaching. Parents are more likely to encourage their children to become teachers when people outside the family had encouraged the children to teach, if the parents believed their child would be a good teacher, and if parents thought that expectations placed on teachers were reasonable. Results also showed, however, that when considering other professions, parents were much less likely to encourage their children to become teachers in favor of other professions.
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Dillon, Nancy Kay. "An examination of teacher education programs and school induction programs in their preparation of teachers for the first year of teaching." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0712104-112559/unrestricted/DillonN081004f.pdf.
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Thesis (Ed.D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0712104-112559 Includes bibliographical references. Also available via Internet at the UMI web site.
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Batts, Kenya Simmons. "Principal and Teacher Perceptions on Practices that Impact Teacher Job Satisfaction and Retention in Title I Elementary Schools with High Teacher Retention Rates in a Large Suburban Central Virginia School Division." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102635.
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Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs is decreasing (Sutcher et al., 2016). Increased teacher demands by school divisions, schools, families, and testing requirements have contributed to declining teacher job satisfaction and teacher retention. Teachers are leaving high poverty, high minority schools for more affluent schools (Hanushek et al., 2004). The challenge of retaining quality teachers affects schools with diverse populations and high poverty, thus contributing to achievement gaps between minority and non-minority groups (Garcia and Weiss, 2019). Teachers in high poverty or high minority schools, mostly categorized as Title I schools, report low teacher job satisfaction levels, translating into high teacher turnover.
The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools.
Data collection included five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.Doctor of Education
Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs, and remaining in the profession is decreasing. High poverty, high minority schools, and/or Title I schools are impacted more severely by the teacher retention challenges (Garcia and Weiss, 2019; Sutcher et al., 2016). The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data were collected from five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.
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Whitehouse, Dorean Marie. "Novice Teachers' Perceptions of Success in a Mentoring Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2276.
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There has been little research on what is necessary for a mentoring relationship to be considered successful from the novice teacher's perspective. Although researchers have asserted that mentoring promotes new teacher retention and improves new teacher skills, new teachers are still leaving the profession, causing a shortage of teachers in school districts across the United States. The purpose of this phenomenological study was to understand the meaning of a successful mentoring relationship from the perspective of 6 selected elementary teachers who have been in the teaching field fewer than 5 years and who have participated in a mentoring relationship for more than 2 years with the same mentor. Social cognitive theory was used to examine the mentoring relationship. Interview questions were used to examine participants' perceptions and experiences of their mentoring relationship and the impact of that relationship. Novice teachers participated in face-to-face, semistructured interviews, which were recorded and transcribed. The Modified van Kamm method was used to analyze the transcribed interviews. These results were reviewed, coded, and organized into categories and themes. The findings indicated that the experiences which had the greatest impact on the 6 novice teachers were time spent with the mentor, communication, quality of the relationship, and support from the mentor. The implications for social change may include improved mentoring programs for school districts in order that new teachers remain in the teaching profession. These results can also be used to inform mentor teachers in developing improved and more effective mentoring relationships.
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Messer, David W. "The impact of dismissal of non-tenured teachers on principals in Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0820101-094517/unrestricted/messer08312001b.pdf.
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Benfield, Suzanne Lynne. "Bedside Nurses' Perceptions of Pursuing an Academic Career as Nursing Faculty." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7785.
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There is a nursing faculty shortage at a Mid-Atlantic associate degree nursing program. In response, program administrators have hired adjunct faculty with bachelor of science in nursing degrees (BSNs), hired full-time faculty with master of science in nursing degrees in areas other than education who also are not certified nurse educators, and reduced its minimum requirement for nursing faculty clinical experience. The nursing faculty shortage combined with the resulting gaps in practice are problematic because they may (a) negatively influence the program's ability to produce degreed nurses; (b) increase faculty workload; (c) decrease the quality of student education, which may decrease licensure exam scores; and (d) increase the potential for losing program approval and accreditation. The purpose of this study was to explore the perceptions of BSNs working at the bedside regarding the pursuit of careers as nursing faculty. This purpose was reflected in the 1 overarching and 5 specific research questions developed for this study. The conceptual framework for this generic qualitative study was behavioral intent, a construct based on 4 concepts: planned behavior, self-efficacy, self-determination, and motivation. Snowball sampling was used to recruit 10 BSNs who worked at local hospitals to participate in phone interviews. Data analysis using thematic analysis and the constant comparison method indicated that some BSNs had misconceptions about the roles of nursing faculty and did not feel they were qualified to teach. With insight about barriers to becoming nursing faculty, a nursing faculty champion program was developed. If implemented, the program could initiate social change by increasing the number of BSNs who become nursing faculty, thereby decreasing the nursing faculty shortage and resulting negative outcomes and gaps in practices.
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Rattray, Stacey Michelle. "HIGH SCHOOL STUDENTS' PERCEPTIONS OF FAMILY AND CONSUMER SCIENCES EDUCATION AS A CAREER IN THE JACKSON PURCHASE DISTRICT OF KENTUCKY." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/228.
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The purpose of the study was to investigate why high school junior and senior students in the Jackson Purchase district of Kentucky choose to go or not to go into the profession of teaching Family and Consumer Sciences. The participants of the study were Family and Consumer Sciences teachers and junior and senior high school students enrolled in their classes. This study used a quantitative mode of inquiry. More specifically, two questionnaire instruments were developed and administered to participating teachers and students to answer the research questions. The questionnaire gathered data on the subject's perceptions of Family and Consumer Sciences education. In addition, demographics were derived from student participants. The study determined that students were predominantly college bound, mostly Caucasian, seniors, and female. The majority of students thought Family and Consumer Sciences was important and should be offered in high school. In addition, only 9.3% (10) have considered Family and Consumer Sciences education as a career, 63.7% have never thought of it as a possible career, and 17.8% indicated there was not enough available jobs. The study determined that most of the Family and Consumer Sciences teacher participants declared there was not a decline in enrollment in classes over the past ten years. Two of the seven teachers will be retiring within the next five years.
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Mimbs, Cheryl A. "Career choice decisions of Family and Consumer Sciences education recent graduates: implications for recruitment to address the teacher shortage." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39170.
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Napier, Elizabeth Joann. "Issues that Prevent Students of Color from Majoring in Teacher Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7169.
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As the student population in public schools throughout the United States continues to increase in ethnic diversity, the number of college students of color majoring in teacher education have remained stagnant. The local problem addressed in the study is that despite intentional recruitment efforts, college students of color are not majoring in teacher education at a university in Ohio. Bell's critical race theory was used throughout this basic qualitative study to explore what issues influence students of color to choose majors other than teacher education. Individual student interviews with 8 students of color were conducted to answer the research question regarding issues that have influenced students of color to choose majors other than teacher education at one university in Ohio. Transcripts from interview sessions were coded and analyzed to identify emerging patterns and themes. Member checks were used for accuracy in analysis, and maximum variation, with participants from 7 different majors, served to enhance credibility. At the local setting, the implications for positive social change may include bringing awareness to issues that students of color have encountered while enrolled at the study site. A broader implication for social change may be that institutions of higher education with similar demographics could benefit from the results of this study to address similar issues regarding students of color not choosing teacher education programs.
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Boyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.
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Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.
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Nymann, Angelica. "”Varför lärare?” : En kvalitativ studie om att attrahera och behålla lärare i en kommun med lärarbrist." Thesis, Högskolan Dalarna, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30299.
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Lärarbristen är ett utbrett problem i Sverige. Vikten av att kunna attrahera samt behålla lärarnas kompetens är därför stor. Syftet med denna studie är att få en förståelse för hinder som påverkar möjligheten att attrahera samt behålla lärare. Studien bygger på lärare vid grund- samt gymnasieskolor i Borlänge och deras uppfattningar kring vad som är attraktiv respektive oattraktivt i yrket. Detta genom mer djupgående intervjuer för att komma åt bakomliggande motiv och tankemönster. Resultatet visar att det lärarna främst uppfattar som attraktivt i sitt arbete är att yrket upplevs som viktigt och meningsfullt, är varierat och ombytligt, innehåller mycket social kontakt samt goda relationer och ger dem en erkänsla genom att vara eftertraktad. De faktorer som lärarna främst lyfter fram som oattraktiva är att lönerna i kommunen är för låga, arbetsbördan och stressen är stor, ledarskapet och kommunikationen brister samt konflikter med elevernas föräldrar som ställer orimliga krav och lägger sig i undervisningen.The lack of teachers is a widespread problem in Sweden. The importance of being able to attract and retain their expertise is therefore great. The purpose of this study is to gain an understanding of obstacles that affect the ability to attract and retain teachers. The study is based on teachers at elementary- and upper secondary schools in Borlänge and their views on what is attractive and unattractive in the profession. This through more in-depth interviews to access underlying motives and thought patterns. The result shows that what the teachers perceive as attractive in their work is that the profession is deemed as important and meaningful, is varied and changeable, contains a lot of social contact and good relations and gives them a recognition by being sought after. The factors that teachers mainly emphasize as unattractive are low salaries, heavy workload and great stress in combination with lacking leadership and poor communication, as well as conflicts with the students’ parents who place unreasonable demands and interferes in the teaching in a disturbing way.
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Månsson, Roger. "Lärare - en diskurs i förändring : Perspektiv på lärarbrist och profession." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-81457.
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Abstract From a Foucault-inspired, poststructuralistic approach this study reviews the problem of teacher shortage. Its purpose is to leave a contribution of alternative perspectives on teacher shortage, and relate them to the professionalization of the teacher occupation. The study examines how schools’ competency supply in Sweden can be seen from alternative perspectives than those put forward in thirteen debate articles published in 2019, and the summary of the final report from the state investigation on better schools through more attractive school professions. Applied method is Carol Bacchi’s What’s the problem represented to be? The results describe a volatile current situation that entails that other stakeholders’ agendas in addressing the teacher shortage strongly limits the possibilities of professionalizing the teacher occupation. A fear is highlighted that unilateral focus on solving the students’ situation in relation to the teacher shortage may shroud aspects of the teachers’ perspectives, which could result in the implementation of counter-productive measures.Sammanfattning Studien granskar utifrån en Foucault-inspirerad, poststrukturalistisk ansats problemet med lärarbrist. Dess syfte är att bidra med alternativa perspektiv till diskursen kring lösningar på lärarbristen, och att sätta dem i relation till yrkets professionalisering. Studien undersöker hur skolans kompetensförsörjning i Sverige kan ses ur alternativa perspektiv till de som skrivs fram i tretton debattartiklar som berör lärarbristen publicerade under 2019, samt sammanfattningen av slutbetänkandet för den statliga utredningen om en bättre skola genom mer attraktiva skolprofessioner. Som metod används Carol Bacchis What’s the problem represented to be? Resultatet beskriver ett föränderligt nuläge som innebär att läraryrkets möjligheter till professionalisering starkt begränsas av andra aktörers agendor i arbetet med att åtgärda lärarbristen. En farhåga lyfts om att ett ensidigt fokus på att lösa elevernas situation i lärarbristen riskerar att dölja aspekter av lärarnas perspektiv, vilket kan medföra att det genomförs kontraproduktiva åtgärder.
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Boyce, B. Ann, Jacalyn Lund, and Kason M. O’Neil. "PETE Doctoral Institutions: Programs, Faculty and Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4053.
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Purpose: The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. Method: This trend study incorporated 3 data sets (2005–2006, 2008–2009, and 2011–2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005–2006, 2008–2009, and 2011–2012 academic years and selected summary data from 1996–1997 through 2011–2012. Results/Conclusion: As a result of this longitudinal data collection, the following trends were revealed. First, there was a decrease in the number of D-PETE programs and an increase of nontenured and part-time pedagogy faculty. Second, initial teacher licensure programs remained in existence at the vast majority of D-PETE programs. Third, funding for doctoral students at D-PETE programs was decreasing. Fourth, racial composition of doctoral graduates and current doctoral students remained largely skewed toward Caucasians. Fifth, there was a slight decline in the percentage of doctoral graduates entering higher education, but employment rates were exceptionally high. Sixth, non-U.S. doctoral students and ABDs were marketable in the United States.
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Thomas, Sarah. "Addressing Need for Research-Focused Nurses By Increasing Interest and Socialization at the Undergraduate Level." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1645.
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The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of
Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.B.S.N.
Bachelors
Nursing
Nursing
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Han, Jinghe, University of Western Sydney, College of Arts, and Centre for Educational Research. "The retention of 'World English Speaking' student-teachers : a cultural studies perspective on teacher shortages in the context of the mobility of trans-national knowledge workers." 2006. http://handle.uws.edu.au:8081/1959.7/16964.
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The research problem that formed the basis of the investigation reported upon in this thesis relates to the challenges and opportunities that arise from the retention of World English Speaking (WES) student-teachers as they seek to gain entry into the teaching profession in Australia. Two key questions guided the exploration of this problem. How do the curriculum, teaching and assessment practices in teacher education assist and/or hinder WES student-teachers’ retention? What problems, if any, do they have in becoming Australian teachers? These are examined from the perspective of the WES student-teachers themselves, their teacher educators and the WES school teachers involved in supervising them during their practicum. Facing acute teacher shortage in some subjects and some areas in Australia, this research project investigated issues affecting retention of WES student-teachers to meet the requirements of Australia’s ethnically diversified school communities. Methodologically, this study used an evidence-driven, conceptually informed, valuerational approach to education research. A case study design provided the basis for a cross-sectional, retrospective, non-experimental plan which was used to collect and analyse data. The subjects, teacher educators and WES student-teachers were contacted via the university teacher education program; while WES school supervising teachers were selected from schools where WES student-teachers did their practicum. Theoretically it explores the power and limitations of current theorisation of teacher shortages in terms of global cultural flows, specifically the trans-national mobility of knowledge workers. This thesis situates their experiences in the context of current and projected teacher shortages as well as testing current theorisation about global cultural flows of people in terms of the trans-national mobility of knowledge workers. This thesis argues that while teacher-educators recognise the difficulties in engaging educationally with WES student-teachers, and WES student teachers and their supervising teachers are aware of and able to identify other difficulties they confront becoming “Australian teachers”, the possibilities for making productive responses is constrained by cultural as much as economic factors.Doctor of Philosophy (PhD)
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Dlamini, Zephania Torch. "Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland." Diss., 2014. http://hdl.handle.net/10500/18583.
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The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased.
A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics.
The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Rosen, Rachel. "Shortage-field Incentives: Impacts in Teacher Retention and Recruitment." Thesis, 2012. https://doi.org/10.7916/D82Z13J3.
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Shortages in the teaching subfields of math, science, special and bilingual education have been one of the most persistent problems in teacher labor markets. This problem is in part due to the single salary schedule by which most public school teachers are paid, and which usually only gives pay increases for years of experience and additional credentials. However, in recent years, to combat shortages a minority of school districts have begun to offer additional financial incentives to teachers in shortage-fields. However, there has been little rigorous empirical evidence on whether these incentives are effective for changing labor market outcomes. Utilizing an Instrumental Variables Difference-in-Differences model with a novel instrument, I estimate whether districts that provide such incentives report better recruitment conditions and experience higher rates of retention of shortage-field teachers than comparable districts that do not offer incentives. I find positive and statistically significant impacts on retention. Findings are discussed in terms of estimated incentive magnitudes, as well as in light of a document review of collectively bargained contracts from districts that provide shortage-field incentives.
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LIN, CHIA-HUEI, and 林嘉慧. "Teacher Shortage in Remote Areas!A Study on the Job Stress and Job Satisfaction of Middle School Teachers in Remote Areas of the North Coast." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/80347940140768929731.
Full textAbstract:
碩士聖約翰科技大學
企業管理系碩士班
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The main purpose of this study is to understand the current situation of the job stress and job satisfaction of teachers in remote schools of the North Coast, analyze the differences in terms of job stress and job satisfaction among teachers with different background and further discuss the correlation between teachers’ job stress and job satisfaction. This study mainly adopted the questionnaire method and selected the middle school teachers in remote areas of the North Coast as subjects. A total of 231 valid questionnaires were collected. The SPSS20.0 Chinese Window Version Statistical Software was used for analysis. This study adopted various measures including descriptive statistics, independent-sample t test, single factor variable analysis and Pearson product-moment correlation coefficient to conduct statistical analysis. According to the result analysis of the questionnaire survey, the overall job stress and job satisfaction of the middle school teachers in remote areas of the North Coast are moderate. In terms of job stress, female teachers have more job stress than male teachers in "student’s behaviors"; teachers of "31-40 years old" have more stress than teachers of "51 years old (or more)" in "role conflict"; teachers with lower degree feel more stressful than teachers with higher degree in "work load"; young teachers have higher stress levels than senior teachers in "role conflict"; teachers who are leaders of the team have more stress than supervisors and full-time teachers in "work load" and "role conflict"; teachers in small schools feel more stressful than teachers in large schools in "work load" and "role conflict". In terms of job satisfaction, teachers of "51 years old (or more)" have higher satisfaction levels than teachers of "31-40 years old" in "school administration"; teachers with lower degree have higher satisfaction levels than teachers with higher degree in "work remuneration"; married teachers have higher satisfaction levels than unmarried teachers in "school administration"; senior teachers have higher satisfaction levels than young teachers in "school administration"; teachers who serve as directors have higher level of "overall job satisfaction" than teachers who serve as team leaders or mentors; teachers in small schools have higher satisfaction levels than teachers in large schools in "parents' attitude". According to the literature review and the result analysis of the questionnaire survey, it’s discovered that the job stress is negatively correlated with the job satisfaction of middle school teachers in remote areas of the North Coast, which demonstrates that the higher the job stress, the lower the job satisfaction. Therefore, reducing the job stress of teachers in remote areas can effectively improve their job satisfaction levels and solve the problem of high flow rate of teachers in remote areas. The researcher put forward specific suggestions based on the findings for the reference of educational administration, schools in remote areas and follow-up researchers so as to solve the teacher shortage problem in remote areas.
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"The U.S. Public School System and the Implications of Budget Cuts, the Teacher Shortage Crisis, and Large Class Sizes on Marginalized Students." Master's thesis, 2018. http://hdl.handle.net/2286/R.I.49189.
Full textAbstract:
abstract: ABSTRACT
This study of the policies of the U.S. public school system focuses on state and federal funding to examine how budget cuts, the teacher shortage crisis, and large classroom sizes are interrelated. A qualitative method of approaching these issues and a meta-analysis of the findings, combined with my personal experience as a high school English teacher in the public school system points to a ripple effect where one problem is the result of the one before it. Solutions suggested in this study are made with the intention to support all U.S. public school students with an emphasis on students with special needs, English language learners, and students from low-income families. My findings show that marginalized students in U.S. public schools are experiencing a form of education injustice. This study highlights the burden placed upon the states to fund education and asserts that qualified professionals are increasingly difficult to recruit while teacher attrition rates continue to grow. The changing teacher-to-student ratio means students enjoy one-on-on time with teachers less often due to overcrowded classrooms. The interrelationship of these issues requires a multifaceted approach to solving them, beginning with a demand for more federal funding which will allow previously cut programs to be reinstated, incentives to recruit and retain highly qualified teachers which will reduce classroom sizes, and implementation of new programs targeted to ensure the success of students with special needs, English language learners, and students from low-income families.Dissertation/Thesis
Masters Thesis Social Justice and Human Rights 2018
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Nassar, Ita G. "Assessment of Kansas State University science and mathematics education graduates in terms of their undergraduate preparation, career choice, and the identification of factors contributing to teacher shortage and retention." 1989. http://hdl.handle.net/2097/22435.
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Sirois, Geneviève. "Attirer, recruter et retenir les enseignants en zones rurales : une analyse des politiques du Burkina Faso en la matière." Thèse, 2017. http://hdl.handle.net/1866/20059.
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