District Support of Alternative Permit Teachers for Increasing Efficacy and Retention

Autor/inn/en	Harrington, Lisa; Walsh, Nichole
Titel	District Support of Alternative Permit Teachers for Increasing Efficacy and Retention
Quelle	In: Management in Education, 36 (2022) 2, S.72-81 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walsh, Nichole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020620942508
Schlagwörter	Alternative Teacher Certification; School Districts; Teacher Effectiveness; Teacher Persistence; Elementary School Teachers; Secondary School Teachers; Content Analysis; Teacher Recruitment; Minority Group Teachers; Learner Engagement; Teaching Methods; Classroom Techniques; Self Concept Measures; Self Efficacy; California; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inhaltsanalyse; Lehrerrekrutierung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Self-efficacy; Selbstwirksamkeit; Kalifornien
Abstract	With a rise of alternative permit (AltPermit) teachers coming to education, many have little to no preparation or self-efficacy for the demands needed to support all learners. Low teacher efficacy is associated with high rates of attrition. As a result, districts throughout the United States struggle to retain the teachers they recruit and hire for these hard-to-fill positions. Using a mixed-methods approach, teacher efficacy and retention of AltPermit P-12 new hires is examined in one of the largest districts in California. The district provided year-long supports to impact teacher efficacy and retention. Although survey results did not show a statistically significant impact on teacher efficacy, document analysis indicated positive retention trends and recruitment of more ethnically diverse teachers as compared to the district's overall teacher population. Interviews illustrated positive perceptions of district supports as a means to increase teacher efficacy and job retention, particularly for special education teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01