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ERIC Number: ED555457
Record Type: Non-Journal
Publication Date: 2013
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-5631-2
ISSN: N/A
Recruitment and Retention of Effective Teachers in Multicultural Classrooms: A Qualitative Study
Phan, Michael N.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The purpose of this qualitative exploratory case study was to explore how pre-service training and professional development affected recruitment and retention of effective teachers serving in multicultural classrooms. The research questions under investigation were: (1) what pre-service training did effective educators receive before entering service in the multicultural classroom? (2) what professional development did effective educators receive as part of their ongoing training? (3) how does pre-service training affect the recruitment and retention of effective educators serving in the multicultural classroom?; and (4) how does professional development affect the recruitment and retention of effective educators? There were six participants and ten interview questions. Data were collected using structured interviews, and NVivo 10 was used to code and analyze data. Six major themes emerged from the interview data: (1) the inadequacy of multicultural pre-service training, (2) the practicality of collegiate pre-service training, (3) the efficacy of professional development in teacher careers, (4) the general effectiveness of pre-service training, (5) the usefulness of professional development for teacher recruitment and retention, and (6) leader support of training and development. Findings corroborate that the literature on teacher preservice training and professional development is inadequate. Pre-service training influences recruitment and retention through three mechanisms: (a) developing openness, (b) addressing student needs, and (c) generating knowledge. Professional development impacts recruitment and retention of effective educators through diverse means, not for one reason. Implications for education practitioners and recommendations are included for adoption or to investigate in future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A