School Dropout Factors: A Teacher and School Manager Perspective

Autor/inn/en	Gil, Alfonso J.; Antelm-Lanzat, Ana María; Cacheiro-González, María Luz; Pérez-Navío, Eufrasio
Titel	School Dropout Factors: A Teacher and School Manager Perspective
Quelle	In: Educational Studies, 45 (2019) 6, S.756-770 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gil, Alfonso J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1516632
Schlagwörter	Teacher Attitudes; Administrator Attitudes; School Administration; Secondary School Teachers; Student School Relationship; Dropout Characteristics; Foreign Countries; Learning Motivation; Family Environment; Dropout Prevention; Secondary School Students; Youth; Spain (Valencia) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schüler-Lehrer-Beziehung; Ausland; Motivation for studies; Lernmotivation; Familienmilieu; Sekundarschüler; Jugend; Jugendlicher; Jugendalter
Abstract	The phenomenon of school dropout is perceived as a process that is caused by a variety of factors. Through a questionnaire, teachers in different academic functions (teaching and management) are surveyed to study their perception of school dropout factors at the secondary education level. Factors related to the student, school, family and commitment to learning were noted. According to teachers, the group of factors that most affect school dropout is related to commitment and support for students. In addition, statistically significant relationships between the different groups of dropout factors are verified, and no significant differences were observed between the responses of teachers with teaching functions and those with management functions. Various strategies for preventing school failure are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01