A Model for Recruiting and Retaining Teachers in Alaska's Rural K-12 Schools

Autor/inn/en	Adams, Barbara L.; Woods, Ashley
Titel	A Model for Recruiting and Retaining Teachers in Alaska's Rural K-12 Schools
Quelle	In: Peabody Journal of Education, 90 (2015) 2, S.250-262 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2015.1022115
Schlagwörter	Teacher Recruitment; Teacher Persistence; Models; College School Cooperation; Rural Schools; Alaska Natives; School Districts; Program Effectiveness; Mentors; Beginning Teachers; Beginning Teacher Induction; Mixed Methods Research; Interviews; Self Efficacy; Coding; Teacher Characteristics; Stress Management; Coping; Teaching Conditions; Public Schools; Elementary Secondary Education; Teacher Background; Social Influences; Learner Controlled Instruction; Grants; American Indian Students; At Risk Students; Longitudinal Studies + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Analogiemodell; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Inuit; School district; Schulbezirk; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Self-efficacy; Selbstwirksamkeit; Codierung; Programmierung; Stressmanagement; Stressbewältigung; Bewältigung; Lehrbedingungen; Unterrichtsbedingungen; Public school; Öffentliche Schule; Sozialer Einfluss; Grant; Finanzielle Beihilfe; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The Alaska Statewide Mentor Project (ASMP) is a joint effort of the University of Alaska and the Alaska Department of Education & Early Development to address the persistently low teacher retention rates in the state, especially in rural districts that predominantly serve Alaska Native (AN) students. Over six years, teacher retention in rural districts, measured from year to year, has increased from an average of 67% to an average of 77% among new teachers who receive ASMP mentoring (Adams & Jordan, 2012). We conducted a midcareer teacher study to determine whether ASMP also affects long-term retention and, if so, to identify contributing factors. Using an explanatory sequential mixed-methods approach, we first calculated longitudinal retention rates and then interviewed midcareer teachers to identify factors supporting teacher efficacy connected to teacher retention. Interview data were coded using a framework from community psychology that employs a strengths-based perspective grounded, in this case, by the orienting concepts of "stress" and "coping." The data produced a model of strengths contributing to teacher efficacy related to typical stressors in Alaska's public K-12 schools, a model that includes factors specific to teacher background, professionalism, socializing in the community, and being student-focused. In this paper, we compare and contrast these results to findings by others in northern rural remote areas in order to present practical implications for teacher recruitment, professional development, mentoring and support, and school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01