Literaturnachweis - Detailanzeige
| Autor/inn/en | Tran, Henry; Dou, Jingtong |
|---|---|
| Titel | An Exploratory Examination of What Types of Administrative Support Matter for Rural Teacher Talent Management: The Rural Educator Perspective |
| Quelle | In: Education Leadership Review, 20 (2019) 1, S.133-149 (17 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1532-0723 |
| Schlagwörter | Teacher Recruitment; Teacher Administrator Relationship; Rural Schools; Teacher Employment; Teacher Attitudes; Teacher Persistence; Beginning Teachers; Experienced Teachers; Trust (Psychology); Mentors; Incentives; Teaching Conditions; Teacher Salaries; Community Characteristics; Geographic Regions; Disadvantaged Environment; South Carolina |
| Abstract | Administrative support has been frequently identified as the most important factor influencing teachers' employment decisions (Burkhauser, 2017; Ladd, 2011). While many rural schools operate in hard-to-staff contexts that suffer from severe teacher shortages, it is unknown if rural teachers require rural context specific administrative support. This study was designed to shed light on this issue by first confirming with a sample of South Carolina rural educators (n=28) through an open-ended survey that administrative support is the most important factor to advertise for teacher recruitment. The study then obtains the perspectives of a subsample of the educators (n=12), via in-depth interviews, to provide more details concerning the types of administrative supports that matter for rural teacher retention and whether the supports should differ for new vs. more seasoned teachers. Several important themes emerged from the interview findings including verification of the necessity of rural specific administrative support due to adequate rural teaching preparation, building relational trust (from open communication), providing mentorship, offering financial incentives, advertising the community, maintaining administrative consistency/stability, and providing teachers with a positive, collaborative and open work culture. Results and implications for leadership development are discussed. (As Provided). |
| Anmerkungen | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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