ERIC Number: EJ899072
Record Type: Journal
Publication Date: 2010-Oct
Abstractor: As Provided
Reference Count: 51
Getting Our Best Teachers into Disadvantaged Schools: Differences in the Professional and Personal Factors Attracting More Effective and Less Effective Teachers to a School
Rice, Suzanne M.
Educational Research for Policy and Practice, v9 n3 p177-192 Oct 2010
Of the school-level factors that have an impact on student learning, one of the most powerful appears to be the effectiveness of the individual teacher. The most effective teachers are, therefore, one of the most important tools schools and systems have at their disposal to lift the achievement of socio-economically disadvantaged students and improve equity, and policy must be designed in such a way as to draw more of them to the most disadvantaged educational settings. To do this, systems and schools need to be aware of differences in the priorities more and less effective teachers hold in deciding where to teach. This study highlighted such differences in a large sample of Australian teachers. The most effective teachers placed considerably more importance on professional factors in determining whether to transfer into a school. Implications for staffing policy are discussed.
Descriptors: Foreign Countries, Teacher Effectiveness, Disadvantaged Schools, Economically Disadvantaged, Academic Achievement, Differences, Influences, Teacher Motivation, Teacher Characteristics, Teacher Attitudes, Personnel Policy, Equal Education, Educational Policy, Teacher Recruitment, Teaching Conditions, Teacher Qualifications, Teacher Transfer
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia