[DOWNLOAD] "Building Supportive and Friendly School Environments: Voices from Beginning Teachers." by Childhood Education # eBook PDF Kindle ePub Free

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eBook details

• Title: Building Supportive and Friendly School Environments: Voices from Beginning Teachers.
• Author : Childhood Education
• Release Date : January 01, 2010
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 280 KB

Description

Within the next three years, at least 25% of beginning teachers in the United States will leave the profession (The Southeast Center for Teaching Quality, 2004), contributing to a costly cycle. States expend an estimated $12,000 for each teacher who leaves the profession, with an additional 35% of a teacher's salary lost to recruitment (Texas State Board of Educator Certification, 2000). Add expenditures for induction, mentoring, and professional development, and the district has a substantial investment in each new teacher it hires. District administrators obviously are concerned with the lack of return on their investments. The profession is suffering a much greater loss, however. Teaching is a process of development. Students need teachers with experience in accommodating various needs, navigating standards-based environments, and communicating with caregivers. The high rate of teacher attrition means fewer teachers have the time to develop such skills, and so students have fewer opportunities to learn from an experienced educator. This disservice to students is of more concern than numbers and statistics. Thus, we wonder not only why teachers leave, but also what we can do to make them want to stay. Research suggests that several factors, such as personal or family reasons, job satisfaction, salary, and stress, influence teacher attrition (Darling-Hammond, 2003; Ingersoll, 2001; Vail, 2005; Zhou & Wen, 2007). The absence of high-quality induction and mentoring programs confounds these issues; teachers left without proper support and assistance are twice as likely to leave the classroom (Education Week, 2000; Levine, 2006). Pressures related to student discipline problems, high-stakes testing, and lack of parental support have led even the most dedicated idealist to leave the profession after just one to three years of teaching. Through this article, however, we would like to shift attention to why teachers stay. We will focus on variables that we, as teacher educators, mentors, and researchers, can control. Salaries, especially in these economic times, are stagnant. Standardized testing is here to stay. So, what can we change? What factors can we manipulate that will impact the internal motivation of beginning teachers and persuade them to continue preparing our future citizens? We turn to the idea of building supportive and friendly environments.

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