Making Do: Why Do Administrators Retain Low-Performing Teachers?

Autor/inn/en	Rodriguez, Luis A.; Hunter, Seth B.
Titel	Making Do: Why Do Administrators Retain Low-Performing Teachers?
Quelle	In: Educational Researcher, 50 (2021) 9, S.673-676 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Luis A.) ORCID (Hunter, Seth B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211039450
Schlagwörter	Decision Making; School Administration; Principals; Assistant Principals; Beginning Teachers; Experienced Teachers; Teacher Effectiveness; Teacher Improvement; Value Added Models; Teacher Persistence; Low Achievement; Job Performance; State Policy; Educational Legislation; Federal Legislation; Tennessee + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterdurchschnittliche Leistung; Work performance; Arbeitsleistung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Previous reports suggest that administrators rarely dismiss low-performing teachers despite the changing policy landscape allowing them to do so. This brief uses survey data from Tennessee to investigate the underlying reasons explaining administrators' decisions to retain low-performing teachers. The presented analysis suggests that administrators largely retain low-performing teachers due to a persistent belief that these teachers will improve with time; further analysis presents some evidence regarding observable improvement among low-performing teachers. The brief concludes with a brief discussion of implications for policy and practice. (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