New Teacher Recruitment, Hiring, and Retention Strategies for the Canton Public School District

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Autor/in	Luckett, W. K., Jr.
Titel	New Teacher Recruitment, Hiring, and Retention Strategies for the Canton Public School District
Quelle	(2017), (66 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Mississippi State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-4364-5
Schlagwörter	Hochschulschrift; Dissertation; Beginning Teachers; Teacher Recruitment; Teacher Selection; Teacher Persistence; Public Schools; School Districts; Models; Educational Strategies; Occupational Information; Information Dissemination; Job Applicants; Job Application; Screening Tests; Employment Interviews; Teacher Salaries; Fringe Benefits; Beginning Teacher Induction; Mentors; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Junior teacher; Junglehrer; Lehrerrekrutierung; Public school; Öffentliche Schule; School district; Schulbezirk; Analogiemodell; Lehrstrategie; Berufsinformation; Informationsverbreitung; Bewerber; Bewerbung; Screening-Verfahren; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Lehrerbesoldung; Lehrervergütung; Sozialabgaben
Abstract	This investigation focused on identifying model foundational strategies to assist Canton Public School District (CPSD) officials in recruiting new teachers, successfully hiring them, and then retaining them the district. Located within the boundaries of the city of Canton, Mississippi, CSPD is geographically located in the central portion of the state. The district consists of 1 high school, 2 middle schools, 4 elementary schools and Canton Education Services Center. CSPD is continually affected by an ever-increasing teacher shortage because new teachers tend to leave the district after they are hired. More than 50% of new teachers leave their teaching positions in the district's schools within 5 years. The investigation utilized published literature and other archival data (e.g., scholarly papers presented at conferences) accessible to the public in the form of books, chapters in published books, journal articles, and scholarly papers presented at learned societies and associations. Two research questions guided the investigation. The first research question asked: What does the published literature and related archival data (e.g., available scholarly papers retrievable from sources such as colleges, universities, foundations, conferences, etc.) accessible to the public reveal about recruiting, hiring, and retaining teachers? Overall, the material collected and analyzed yielded abundant information. Much of the available information proved valuable because the material focused attention the "how-to-do-it" aspects of recruiting, hiring, and retaining quality new teachers. The second research question asked: Will information gleamed from an analysis of the published literature and other archival data (e.g., unpublished scholarly papers) lead to the development of foundational strategies for assisting school district officials in recruiting, hiring, and retaining new teachers for CPSD? It was possible to develop a model holding potential for improving teacher recruitment, hiring, and retention at CPSD. The model that was developed features seven foundational strategies that if implemented, hold potential for improving teacher recruitment, hiring, and retention at CPSD. The seven strategies are: (1) identify the vacancy and write the job description, (2) announce and advertise the teacher vacancy, (3) develop a customized application form, (4) paper screening process, (5) interviewing process, (6) salary and benefit package, and (7) induction and mentoring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01