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Recruitment, Retention, and Renewal: Eliminating Teacher Shortage

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School districts offer day care opportunities for their employees ... University of Texas-Brownsville 76.1% University of Texas- Pan American. 74.5% TAMUK. 72.4 ... – PowerPoint PPT presentation

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Title: Recruitment, Retention, and Renewal: Eliminating Teacher Shortage


1
Recruitment, Retention, and Renewal Eliminating
Teacher Shortage
  • Presentation by
  • Robert L. Marshall Ed.D.
  • Irma Harper Marshall Ed.D.

2
  • The U. S. Department of Education predicts that
    the nation will need more than a million new
    teachers by 2010, nearly half of the current
    force of 2.6 million in elementary and secondary
    schools (National Center for Educational
    Statistics, 1998 ).

3
  • Statistics show that more than one quarter of
    all teachers who are presently teachers are over
    the age of 50 and that the attrition rate of
    beginning teachers is approximately 30 over the
    first three to five years of teaching
    (Darling-Hammond, 1998).

4
  • Indeed, nearly 50 percent of teachers in Texas
    leave the profession within five years of their
    first year of employment.
  • (Ed Fuller, SBEC 2002)

5
  • Nearly one half of Americas teachers will be
    leaving the public-school system over the next
    few years to retire or change careers
    (Southworth, 2000).

6
A study conducted by Dr. John Pisciotta indicated
that the problem of teacher recruitment and
retention in Texas will not be solved by
addressing pay or benefits. When considering
declining teacher morale, pay and benefits ranked
third behind student attitudes and behavior and
treatment by administrators, respectively (2001).

7
Teacher Shortage in Texas2001-2002
One can safely assume that the shortage of
teachers in 2001-2002 in Texas is approximately
45,000. This is a 5,000 increase from the
2000-2001 school year. (Ed Fuller,
SBEC 2002)
8
Sources of Newly Hired Teachers in Texas 2001
  • Standard Certificate 22.9
  • Returning 25.2
  • Out of State 10.6
  • ACP 11
  • Emergency Permit 19.3
  • Permanent Substitute 4.2

9
Purpose of the Study
The purpose of this study was to examine the
personal, organizational, monetary and teaching
preparation factors associated with the high
attrition rate of public school teachers in
Texas.
10
Attrition Factors
  • Personal Factors
  • Organizational Factors
  • Monetary Factors
  • Teaching Preparation Factors

11
How was the research study conducted?
  • The methods of research were both qualitative and
    quantitative in nature.

12
Population
  • Quantitative 4,577 public school teachers in
    Texas who left the teaching profession
  • 200 randomly selected 48 returned
    undeliverable - created a sampling of 152
    participants
  • 43 return rate

13
Population
  • Qualitative 10 personnel directors from various
    regions of Texas

14
Findings
  • Personal Factors
  • Teaching is a stressful profession.
  • Teaching is challenging and rewarding career.
  • Starting new families relocation of spouses
  • 80--- Largest factor for teachers leaving
  • Family moves, family and child-rearing
    considerations and marriage

15
Findings
  • Organizational Factors
  • Discipline is the biggest problem faced by
    teachers
  • Discipline is the largest organizational factor
  • 90--teachers work hours and schedules are
    convenient
  • Student discipline and unhappy with work
    environment---twice as likely to leave profession

16
Findings
  • Monetary Factors
  • Teachers salaries are adequate.
  • Benefits are competitive with other
    professions.
  • 70---teachers salaries are not adequate
  • 50--- monetary factors played a large role in
    teachers leaving their districts
  • 60 benefits were not a factor
  • Graduating teachers make 8,000 less

17
Findings
  • Teacher Preparation Factors
  • My education did not prepare me for teaching
    (Strongly disagreed)
  • 90---Colleges were not preparing the teachers
    for the reality of teaching
  • 100--- Colleges needed to get future teachers in
    the classrooms earlier
  • "They're not adequately prepared, and they're put
    into a situation completely unsupported (Archer,
    1999).

18
Statistical Significance
  • There was a significant difference in the mean
    scores of personal, organizational and monetary
    factors between age groups.
  • There was a significant difference in the mean
    scores of teacher preparation factors between
    grade-level.

19
Additional Findings
  • 73 of the teachers who left the profession did
    not participate in an induction program.       

20
Recommendations
  • Personal Factors
  • Induction and Mentoring programs
  • Staff development training in stress management
  • School districts offer day care opportunities for
    their employees

21
Recommendations
  • Organizational Factors
  • Staff developments be conducted on classroom
    management skills on a practical level

22
Recommendations
  • Monetary Factors
  • Considerations should be made regarding the
    improvement of teacher salaries and benefits

23
Recommendations
  • Teacher Preparation Factors
  • Start education students in field-based classroom
    activities earlier and increase time
  • Courses on classroom management that are
    approached through a practical perspective rather
    than just a theoretical approach

24
of Teachers Employed After 6 Years After
Obtaining Initial Certification Texas AM Systems
Institutes
  • TAMUK 175 72.4
  • TAMUI 182 71.3
  • Tarleton 316 69.5
  • TAMUC 421 68.0
  • TAMUCC 273 67.9
  • TAMUCS 627 48.5

25
of Teachers Employed After 6 Years After
Obtaining Initial Certification Top Institutions
  • University of Texas-Brownsville 76.1
  • University of Texas- Pan American
  • 74.5
  • TAMUK
  • 72.4
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