The Currency of Teacher Trust in Working Conditions for Teacher Retention

Autor/in	White, Jeanette
Titel	The Currency of Teacher Trust in Working Conditions for Teacher Retention
Quelle	(2023), (113 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Old Dominion University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-4222-5
Schlagwörter	Hochschulschrift; Dissertation; Work Environment; Teacher Persistence; Faculty Mobility; Trust (Psychology); Teacher Student Relationship; Parent Teacher Cooperation; Tenure; COVID-19; Pandemics; Teacher Attitudes; Public School Teachers; Teaching Conditions; State Surveys; Teaching Experience; Student Behavior; Learner Engagement; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitsmilieu; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Amtszeit; Beschäftigungsdauer; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Student behaviour; Schülerverhalten
Abstract	Virginia Public schools continue to face teacher shortages, and policymakers and school leaders are desperately seeking ways to influence teachers' decisions to stay at school. This multi-site case study of seven elementary schools offers a conceptual framework to examine how teachers' trusting relationships with students and parents relate to working conditions and retention. Teacher interview excerpts, an overall measure of teacher working conditions using the Virginia Climate and Working Conditions Survey (Virginia Department of Education, 2021), and school-level descriptive statistics were analyzed to examine the relationship between teachers' perceptions of trust and other working conditions within their schools. In this study, teachers' trust is closely related to teachers' perceptions of their working conditions. Across class groups previously identified by a latent profile analysis, teachers spoke most often about benevolence, portrayed as respect, competence, reliability in their relationships with students and parents, and the impact of COVID. Teacher trust in students and parents did not appear connected to teacher tenure or the average percentage of teachers who planned to continue teaching at their school. However, school-level teacher retention rates did relate to teachers' perceptions of working conditions through student engagement, relationships among students, relationships between students and adults, and parent involvement. The average years of teaching experience for the case study schools were associated with the teachers' responses on the state survey about managing student behavior and student engagement. The dissertation concludes with future directions for research and implications for teachers and leaders about the underlying reasons for students' misbehavior, the social context of student learning, fostering trust with parents, and paying attention to the currency of trust in strengthening satisfying working conditions. [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	2024/1/01