Literaturnachweis - Detailanzeige
| Autor/in | Feldman, Rachel Carly |
|---|---|
| Titel | Aftershocks: The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina |
| Quelle | (2017), (247 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Wisconsin - Madison |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3551-0511-7 |
| Schlagwörter | Hochschulschrift; Dissertation; State Policy; Teaching Conditions; Job Satisfaction; Faculty Mobility; Trend Analysis; State Legislation; Labor Legislation; Interviews; Experienced Teachers; Professional Identity; Beginning Teachers; Career Change; North Carolina |
| Abstract | This dissertation examines how teachers respond to state-wide labor reforms. In 2013 and 2014, the state of North Carolina drastically altered compensation for teachers. Policymakers affected labor by attempting to revoke tenure for all teachers (and succeeded in eliminating it for new teachers), discontinuing supplemental pay for advanced degrees, and frontloading teacher salaries. This dissertation explores the quantitative and qualitative effects of these policies, finding that state policy should be considered a working condition because, like local working conditions, it too shapes teachers' career trajectories. The first study examines trends in teacher attrition in response to the state-level policies. Using an interrupted time series design and administrative data from North Carolina, this chapter tests the effects of the 2013 and 2014 state budget policies on teacher attrition. Findings indicate an increase in teacher attrition rates of 3-4.5 percentage points after the legislation and an increase in the odds of leaving. The second and third studies rely on interviews from teachers in three North Carolina school districts. Interviews occurred with teachers from a range of teaching experiences. These two studies focus on teachers who continued to teach after the reforms and they investigate teachers' rationale and decision-making process for doing so. The second study explores teacher-stayers' sensemaking about their occupation following the reforms. Seasoned teachers with more than 5 years teaching experience made sense of the reforms within their existing professional identity and redefined their professional selves in opposition to the reforms they believed undermined their compensation. Rookie teachers--those in their first year of teaching--responded in ways that either ignored the state policy landscape or accommodated the policy changes into their definition of a professional. The third study maps teachers' decision-making process about their future career trajectories. This study shows that teachers account for multiple organizational, policy, and personal pressures when considering career changes. Specifically, the weight teachers place upon individual nodes--the district, their school, the state and their family--within this constellation of factors influences whether and how teachers' choose their next position. Jointly, these studies illustrate the complexity of teachers' considerations and responses toward state-level policy. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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