Could More Holistic Policy Addressing Classroom Discipline Help Mitigate Teacher Attrition?

Autor/inn/en	Ramos, Gabriela; Hughes, Thomas
Titel	Could More Holistic Policy Addressing Classroom Discipline Help Mitigate Teacher Attrition?
Quelle	In: eJEP: eJournal of Education Policy, 21 (2020) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-9232
Schlagwörter	Holistic Approach; Discipline Policy; Faculty Mobility; Student Behavior; Teacher Persistence; Stress Variables; Urban Schools; Public Schools; Job Satisfaction; Teacher Motivation; Parent Attitudes; Teacher Attitudes; Low Income Students; Administrator Attitudes; Classroom Environment; Board of Education Policy; Classroom Techniques; Leadership Effectiveness; Arizona + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Disziplinarmaßnahme; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Elternverhalten; Lehrerverhalten; Klassenklima; Unterrichtsklima; Klassenführung; Führungseffizienz
Abstract	Schools across America are losing teachers at an alarming rate. Changing workforce demographics forecasted some level of loss decades ago. More recently, however, it has been noted declines are now reaching a crisis level across parts of the United States for a variety of reasons. Today the prevailing professional literature addressing public education largely identifies financial limitations as the primary force behind these teacher shortages. Research has only recently started to include other alternative factors such as working conditions and personal satisfaction in the conversation surrounding potential reasons for the ongoing loss of teachers. This article introduces findings from a newly completed study in Arizona that confirmed classroom conditions, and most notably student discipline concerns, appear to be important considerations for teachers who are contemplating leaving their current positions. These findings contribute to the scope of the existing literature. They also advance practical implications about implementing initiatives to advance school improvement and in particular to combat teacher attrition. Finally, the article advances possible policy considerations and modifications in professional practice that could be targeted to improve classroom climate and contribute to teacher recruitment and retention successes. (As Provided).
Anmerkungen	Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01