Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Autor/inn/en	Tran, Henry; Smith, Douglas A.
Titel	Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools
Quelle	In: NASSP Bulletin, 104 (2020) 2, S.85-109 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636520927092
Schlagwörter	Teacher Persistence; Faculty Mobility; Human Resources; Personnel Management; Talent Development; Secondary School Teachers; Disadvantaged Schools; Faculty Development; Career Choice; Job Satisfaction; Teacher Motivation; Sustainability; Beginning Teachers; Experienced Teachers + Suchen Sie Ihr Suchwort? Humankapital; Personalmanagement; Begabtenförderung; Talentförderung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Nachhaltigkeit; Junior teacher; Junglehrer
Abstract	Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg's motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01