ERIC Number: ED439115
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Persisters versus Nonpersisters: Characteristics of Teachers Who Stay in a Professional Development Program.
Edwards, Jennifer L.; Green, Kathy E.
This study evaluated differences between persisters and nonpersisters in a 3-year teacher development program. Participants were K-12 teachers from a large school district with both urban and suburban schools. They were part of a grant to help teachers implement state content standards through cognitive coaching, nonverbal classroom management, and monthly dialogue groups. Teachers participated in either treatment or control groups, completing evaluations just before the training began in November 1994 and 10 months after the initial training in September 1995. The assessment measured personal empowerment, teacher efficacy, learner-centered beliefs, conceptual level as psychosocial variables, and school culture. It also examined satisfaction with teaching, satisfaction with current teaching position, and enthusiasm for teaching. Of the 230 treatment group participants, 61.7 percent persisted to project completion. Of the 195 comparison group teachers, 83.1 percent persisted to the final data collection. Few effects were found for personological, background, or school climate variables, with gender and school socioeconomic status being the exceptions. The primary source of differences between persisters and dropouts was in response to the treatment. Participants engaging more actively in the project were more likely to persist. Persistence was also a function of support of the school principal. (Contains 30 references and 10 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A