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ERIC Number: EJ829177
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0022-4871
A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem
Swars, Susan L.; Meyers, Barbara; Mays, Lydia C.; Lack, Brian
Journal of Teacher Education, v60 n2 p168-183 2009
This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers' perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys, interviews, and open-ended questionnaires. The findings clustered around two primary dimensions: (a) congruency of teachers' beliefs and practices with organizational norms and (b) teachers' relational needs and administrators' willingness and ability to meet such needs. Although this study affirmed many of the findings in the extant literature, it also challenged others--namely, the links between teacher turnover and workplace conditions, student body characteristics, and student achievement. The recursive research design enabled the researchers to make accommodations in methodology in response to teachers' and administrators' concerns. The researchers documented these modifications and make recommendations for conducting inquiry in a PDS. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A