Teacher Education and Curriculum Studies
Volume 3, Issue 4, December 2018, Pages: 34-38
Received: Oct. 15, 2018;
Accepted: Nov. 16, 2018;
Published: Dec. 24, 2018
Views 356 Downloads 96
Louis Warren, Department of Elementary and Middle Grades Education, East Carolina University, Greenville, USA
This study investigates the relationship between teacher leaders and teacher attrition and its impact on students attending public schools in the United States. Teacher leadership has been recognized as being an integral part in operating schools efficiently and effectively with outcomes of success. School administrators have realized the value that teacher leaders bring into the schools. Teacher leaders can influence the schools’ climates which in turn influences the learning environments in the classrooms. Teachers are collaborative and supportive for one another and especially for beginning teachers when there are teacher leaders on the faculty. In the United States during the last decade, teacher attrition isn’t decreasing but appears to become an even more serious problem in the coming years. Approximately 40 percent of beginning teachers will leave the classroom within their first five years of teaching. Teacher attrition is even a higher percentage within schools that serve minority and low-income students. This study identifies some of major contributing factors being attributed to the high rates of teacher attrition rate. In addition, this discusses what are some of the possible approaches in reducing this high rate of teachers exiting the profession.
The Relationship Between Teacher Leaders and Teacher Attrition, Teacher Education and Curriculum Studies.
Vol. 3, No. 4,
2018, pp. 34-38.
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Barth, R. S. (2001). Teacher leader. Phi delta kappan, 82(6), 443-449.
Bogler, R., & Nir, A. E. (2015). The contribution of perceived fit between job demands and abilities to teachers’ commitment and job satisfaction. Educational Management Administration & Leadership, 43(4), 541-560.
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Palo Alto, CA: Learning Policy Institute.
Cummings, W. K. (2014). Education and equality in Japan (Vol. 869). Princeton University Press.
Entwistle, N., & Ramsden, P. (2015). Understanding student learning (Routledge revivals). Routledge.
Firestone, W. A. (2014). Teacher evaluation policy and conflicting theories of motivation. Educational Researcher, 43(2), 100-107.
Hughes, A. L., Matt, J. J., & O'Reilly, F. L. (2015). Principal Support Is Imperative to the Retention of Teachers in Hard-to-Staff Schools. Journal of Education and Training Studies, 3(1), 129-134.
Katzenbach, J. R., & Smith, D. K. (2015). The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press.
Mottet, T., Richmond, V. P., & McCroskey, J. C. (2015). Handbook of instructional communication: Rhetorical and relational perspectives. Routledge.
Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage.
Murphy, J. F., & Louis, K. S. (2018). Positive school leadership: Building capacity and strengthening relationships. Teachers College Press.
Simon, N. S., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1-36.
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.