CHAPTER I INTRODUCTION With the publication of A Nation at Risk rose a series of “educational excellence” reforms designed to change the nature of schools, students, and teachers (Alliance for Excellent Education, 2004, p. iv). The National Center for Education Statistics (NCES) reported that across the nation, 9.3 percent of public school teachers leave the classroom before they complete their first year of teaching and more than one fifth of public school teachers leave their position within their first three years of teaching (Rosenow, 2005 cited in Greiner & Smith 2006). With regards to the characteritics of individuals who leave the teaching profession, the most consistent findings of the empirical research literature reports that the highest turnover and attrition rates seen for teachers occur in their first years of teaching and after many years of teaching when individuals are near retirement (Hanushek, Kain, and Rivkin 2004 cited in Guarino, Santibannez & Deley 2006). “The most 1
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
CHAPTER I
INTRODUCTION
With the publication of A Nation at Risk rose a series of “educational excellence”
reforms designed to change the nature of schools, students, and teachers (Alliance for
Excellent Education, 2004, p. iv). The National Center for Education Statistics (NCES)
reported that across the nation, 9.3 percent of public school teachers leave the classroom
before they complete their first year of teaching and more than one fifth of public school
teachers leave their position within their first three years of teaching (Rosenow, 2005
cited in Greiner & Smith 2006). With regards to the characteritics of individuals who
leave the teaching profession, the most consistent findings of the empirical research
literature reports that the highest turnover and attrition rates seen for teachers occur in
their first years of teaching and after many years of teaching when individuals are near
retirement (Hanushek, Kain, and Rivkin 2004 cited in Guarino, Santibannez & Deley
2006). “The most serious consequence and direct disadvantage of high teacher turnover
is that it erodes teaching quality and student achievemnt” (NCTAF, 2003, p.33).
Recently, the NCTAF (2003) report indicated that “many schools are becoming revolving
doors; losing as many teachers as they hire each year” (p.9). Recent research indicates
that “Teachers with positive perceptions about their working conditions are much more
likely to stay at their current schools than educators who are more negative about their
conditions of work, particularly in the areas of leadership and empowerment” (Hirsch &
Emerick, 2007, p. 14).
The Problem
According to Ingersoll, principals who face difficulties in locating sufficient
1
numbers of qualified job candidates “most commonly do three things: hire less-qualified
teachers, assign teachers trained in another field or grade level to teach in the
understaffed area, and make extensive use of substitute teachers” (1997, p. 42).
According to a report issued by the American Association of Colleges for Teacher
Education (AACTE), “The so-called teacher shortage is actually an exodus of certified
teachers, and nationwide, schools of education, with a few exceptions, graduate enough
teachers to meet the vacancies due to teacher retirement” (Ingersoll, 2002; National
Commission on Teaching and America’s Future [NCTAF], 2003). Attracting and
retaining highly qualified male and female teachers has gained national attention.
Statement of the Problem
“Arguments have been made that the current demand for teachers is not a result of
a shortage of teachers but rather due to the high attrition rate of existing teachers,
particularly those who leave education within the first 5 years of their career” (Darling-
Hammond & Sykes, 2003). They argue that school staffing problems are caused not so
much by an insufficient supply of qualified individuals, but by “too many teachers
leaving teaching” (Ingersoll, 1997 p.2). In addition, once schools and districts hire new
teachers, they must expend “enormous energies developing [these] new teachers, who are
likely to leave after only a few years and be replaced by yet another recruit in need of
special resources and support” (NASBE, 1998, p.7). Much attention and research have
been focused on teacher turnover; however, there is a need for new research on retention,
particularly amongst first through fifth year teachers in Texas public schools, especially
in urban schools.
Ingersoll and Smith (2004), in a schools-and-staffing survey, found in a sample of
2
more than 3,000 beginning teachers that those who experienced induction and mentoring
support were less likely to leave the school than were their counterparts who lacked this
support (p. 30). However, very few studies exist that examine new teachers’ perspectives
on effective and ineffective mentoring and self-efficacy scores in relation to gender. Due
to the lack of research, there is a shortage of teachers in Texas. According to the National
Association of State Boards of Education, “Most states do not need to recruit more
candidates into teacher preparation programs. Most states do not even need to attract
higher quality candidates to teaching. What states do need, however, are targeted
programs that attract candidates who are willing and able to meet the needs of the school
in which they will be asked to teach”. (1998, p.13).
Purpose of the Study
The primary purpose of the study was to identify whether teachers’ self-efficacy
level and mentoring experience have a significant impact on those who remain in the
field as opposed to those who leave. Gender was carefully analyzed to see whether there
was a relationship in how males and females view mentoring and their levels of self-
efficacy as they relate to the school setting. Given the lack of current empirical studies
using efficacy, teacher perspectives, and principals’ perceptions of mentoring programs
as predictors of retention, it was necessary to examine to what extent, if any, teachers’
mentoring experience, self-efficacy, and gender played in teacher retention.
Conceptual Framework
Bandura (1986) advanced the notion that individuals possess beliefs that enable
them toexercise a measure of control over their thoughts, feelings, and actions, that “what
people think, believe, and feel affects how they behave” (p.25). Bandura (1989) contends
3
that when people erroneously believe that they are unable to accomplish a given task,
people will choose not to act despite the promise of a rewarding consequence: “Self-
perceived inefficacy can thus nullify the motivating potential of alluring outcome
expectations”(p.1180). Bandura (1977) argued that because people are able to control
their own actions, and since interpretation should be considered a form of behavior, it
follows that how people represent their conduct is subject to the workings of the mind:
“Behavior control not only allows one to manage the aversive aspects of an environment.
It also affects how the environment is likely to be perceived. Potentially stressful
situations that can be controlled are constructed as less life threatening, and such
cognitive appraisals further reduce anticipatory emotional arousal” (p.199). Bandura
(1997) contends that nothing that happens in the world is independent of an individual’s
interpretation, but that interpretations are not independent of the actual surroundings in
the external world: “Life is full of reality checks that, in consequential matters, can bear
down unmercifully on foolish actions spawned by faulty judgment….Some
interpretations of reality have greater explanatory, predictive, and operative power than
do others” (p.475). According to Bandura (1977) “The more believable the source of
information, the more likely are efficacy expectations to change” (p. 202). Bandura
(1977) also believes that, “ In the process of self-regulation, the experiential component
acts when preexisting self-concepts exert selective influence on which aspects of one’s
ongoing behavior are given the most attention, how they are perceived, and how
performance information is organized for memory representation. Mood states also affect
how one’s performances are self-monitored and cognitively processed. For example,
when people are in a despondent mood they interpret events negatively and recall
4
unpleasant events easily, whereas in a positive mood they take a more favorable view of
matters and bring positive experiences more easily to mind” (p.337).
The conceptual theoretical mode is based on the idea that new teachers who
participate in an effective mentoring and induction program will develop coping behavior
that will help them remain in the teaching field. Those teachers who do not participate in
mentoring and induction programs may not develop those coping behaviors and,
therefore, will exit the field. The social cognitive theory views individuals as both
products and producers of their environments and social system. Bandura (1994) defined
self-efficacy as “people’s beliefs about their capabilities to produce designated levels of
performance that exercise influence over events that affect their lives” (p. 71). According
to Bandura (1994),
An individual with a high sense of self-efficacy will more likely face challenges
head-on rather than avoid them. Individuals with high level of assurance attribute
failure to inadequate knowledge and skills or to a lack of effort, both of which can
be acquired. In contrast, an individual with low self-efficacy deals with failure in
a completely different manner. These individuals will focus on their deficiencies;
obstacles to success slacken their efforts, and they often give up (p. 72)
Bandura continued, “Self-efficacy will help determine how a new teacher may or may not
be able to deal with certain situations” (p. 73). “Teacher efficacy beliefs have also been
negatively correlated with undesirable professional outcomes such as teacher burnout
Albert BanduraDavid Starr Jordan Professor of Social Science in PsychologyJordan Hall, Bldg 420Stanford UniversityStanford, California 94305-2130650/[email protected]
This questionnaire is designed to help us gain a better understanding of the kinds of things that create difficulties for teachers in their school activities. Please indicate your opinions about each of the statements below by circling the appropriate number. Your answers will be kept strictly confidential and will not be identified by name.
Efficacy to Influence Decision making
1. How much can you influence the decisions that are made in the school?1. Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
2. How much can you express your views freely on important school matters?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
Efficacy to Influence School Resources
3. How much can you do to get the instructional materials and equipment you need?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
Instructional Self-Efficacy
4. How much can you do to influence the class sizes in your school?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
84
5. How much can you do to get through to the most difficult students?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
6. How much can you do to promote learning when there is lack of support from the home?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
7. How much can you do to keep students on task on difficult assignments?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
8. How much can you do to increase students’ memory of what they have been taught in previous lessons?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
9. How much can you do to motivate students who show low interest in schoolwork?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal10.How much can you do to get students to work together?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
11.How much can you do to overcome the influence of adverse community conditions on students’learning?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
12.How much can you do to get children to do their homework?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
Disciplinary Self-Efficacy
13.How much can you do to get children to follow classroom rules?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
14.How much can you do to control disruptive behavior in the classroom?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
15.How much can you do to prevent problem behavior on the school grounds?
85
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
Efficacy to Enlist Parental Involvement
16.How much can you do to get parents to become involved in school activities?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
17.How much can you assist parents in helping their children do well in school?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
18.How much can you do to make parents feel comfortable coming to school?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great DealEfficacy to Enlist Community Involvement
19.How much can you do to get community groups in
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
20.How much can you do to get churches involved in working with the school?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal21.How much can you do to get businesses involved in working with the school?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
22.How much can you do to get local colleges and universities involved in working with the school?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
Efficacy to Create a Positive School Climate
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
23.How much can you do to make the school a safe place?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
24.How much can you do to make students enjoy coming to school?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
25.How much can you do to get students to trust teachers?
86
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
26.How much can you help other teachers with their teaching skills?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
27. How much can you do to enhance collaboration between teachers and the administration to make the school run effectively?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
28.How much can you do to reduce school dropout?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
29.How much can you do to reduce school absenteeism?
1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
30.How much can you do to get students to believe they can do well in schoolwork?
1.Nothing .2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
87
APPENDIX D
Mentoring SurveyNew Teachers
Please record the degree of your agreement to each of the following statementsby circling one number on the scale below allowing 1 to represent total disagreement and 5 to represent complete agreement.
1.Having a mentor was a positive experience for me.
1 2 3 4 5
2. I have grown professionally as I interacted with my mentorand completed the recommended activities.
1 2 3 4 5
3. I met regularly and frequently with my mentor as wecompleted formal activities as well as informally discussing myconcerns.
1 2 3 4 5
4. I have observed my mentor applying best practices as amodel for my instruction.
1 2 3 4 5
5. I received the assistance and support I needed to become aneffective teacher and part of the instructional team.
88
1 2 3 4 5
6. I had many questions that were not answered as Iparticipated in mentoring activities this year.
1 2 3 4 5
7. Adequate time was provided to complete suggestedmentoring activities and effectively address the problems weencountered this year.
1 2 3 4 5
8. The evaluating administrator respected the confidentiality ofthe mentoring relationship.
1 2 3 4 5
9. My building administrator encouraged collaboration toprovide adequate time for mentoring activities.
1 2 3 4 5
10. Support for mentoring is shown at the district level inmultiple ways.
1 2 3 4 5
11. Training and support has been provided to enable me toapply the practices that will assure all my students aresuccessful.
1 2 3 4 5
12. My building administrator and district administratorscompletely understand and support the induction/mentoringprocess.
I have been asked to participate in a research study concerning teacher retention. The purpose of the study is to obtain information concerning my views of self-efficacy and mentoring as it relates to my personal experiences. I also understand that there 150 individuals expected to participate in the study.
Each participant will be selected because of their first through fifth year teaching experience. The researcher will contact each school district and ask to speak to the principal or assistant principal. Permission will be obtained from one of the administrators or designees. Once the principal provides gives the researcher permission to conduct the survey, the researcher will provide the link as well as contact information. All participants will be aware that a follow-up call or email will be provided to make sure the answers selected is accurate. Each participant will be asked to read the form and ask any questions you may have before agreeing to be in the study.
Teacher retention has become a national crisis. Research suggests that teachers are leaving the field in record numbers, especially between the first and fifth year of teaching. The information obtained in the research will give you a voice and will be read by many administrators and teachers. Your selection in the survey is a way to ensure that your continued satisfaction in the school workplace.
By participating in the survey, there are several benefits. First, administrators are in tune to how a diverse group of first through fifth year male and female teachers’ feels about mentoring and self-efficacy. Secondly, teachers will be able to reflect on his or her
experiences as well as understand how to grow professionally. Finally, as a participant, you will have a voice in a research study concerning your area of expertise.
Before the researcher asks for volunteers, the IRB committee from Prairie View will have approved the study. I understand that I must complete all the questions on the survey to ensure valid results. Finally, I understand that all of my information will be kept confidential at all times. If I have any questions, I may contact Alfreda Love [email protected] or [email protected].
I am a student in the Ph.D. program in Educational Leadership at Prairie View A and M University. I am currently conducting research on teacher retention and ask for your participation. My dissertation topic is An Analysis of Teacher Retention in Relation to a First through Fifth Year Teacher’s Self-Efficacy Level and Mentoring Experience Based on Gender. The survey is on the following web link will be provided upon approval. Each participant will have one survey. The first survey will ask questions concerning the teacher’s level of confidence when dealing with various situations. The second survey contains questions based on your first year mentoring experience.
The questionnaire will include questions about your self efficacy levels as well as mentoring experiences. Confidentiality will be maintained at all times. . Should you have any questions, please contact Alfreda Love at emonya_love@yahoo. If you would like to speak to someone other than the researchers, you are encouraged to contact Marcia Shelton ([email protected]) in the Compliance Office for Research and Development P.O. Box 519; MS 1200 Prairie View, Texas 77446. I look forward to your response and will keep you posted on the research. I will send you various emails to remind you of deadlines and times. Sincerely,
Alfreda LoveResearcher at PVAMUStatement of Consent________________________________
Signature of investigator______________________________________ Date:___Signature of Chair__________________________________________________
REFERENCES
Airasin, P., & Gay, L. R. (2003). Educational research (2nd ed.). Upper Saddle River, NJ: Pearson Education ,101-102.
Alexander, W. M. & George, P. S. (1981). The exemplary middle school. Fort Worth,
TX: Holt, Rinehart & Winston
Alliance for Excellent Education. (2004). Tapping the potential: Retaining and developing highqualitynew teachers. (Report). Washington, DC. Retrieved June 16,2008,fromhttp://www.all4ed.org/publications/TappingThePotential/TappingThePotential.pdf.
Alliance for Excellent Education. (2006). Tapping the potential: Retaining and developing high-quality new teachers. Washington, DC: Alliance for Excellent Education. Retrieved May 21, 2007, from http://www.all4ed.org/publications/TappingThePotential/TappingThePotential.pd
Alliance for Excellent Education. (2005). Teacher attrition. A costly loss to the nation and to the states. Washington, DC: Alliance for Excellent Education. Retrieved May 21, 2007, from http://www.all4ed.org/publications/TeacherAttrition.pdf
Alliance for Excellent Education. (2006). Tapping the potential: Retaining and developing high-quality new teachers. Washington, DC: Alliance for Excellent Education. Retrieved May 21, 2007, from http://www.all4ed.org/publications/TappingThePotential/TappingThePotential.pd
Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
92
American Association of Colleges for Teacher Education, (2002, September 9). NCTAF shifts focus from supply to retention. Symposium paves way for new report AACTE Briefs, 23 (11), 1,3.
Anderman, L.H., & Midgley, C. (1998). Motivation and middle school students [ERIC digest]. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 421 281)
Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L, Pascal, A., Pauly, E., & Zellman,G. (1976). Analysis of the school preferred reading programs in selected Los Angelesminority schools (Report No. R-2007-LAUSD). Santa Monica, CA: Rand Corporation
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
Baker, Bruce Fuller, Edward J., &. Young, Michelle D (2007, April). The relationship between principal characteristics, principal turnover, teacher quality and student Achievement.” Presented at the annual meeting of the American Educational Research Association. Chicago, IL.
Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1978). Reflections on self efficacy. Advances in Behavioral Research and
Therapy, 1, 237-268.
Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ.: Prentice-Hall.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist,44, 1175-1184.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. (1996). Multifaceted impact on self-efficacy beliefs on academic
functioning. Child Development, 67, 1206-1222.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (2001). Guide for constructing self-efficacy scales. In G. V. Caprara (Ed.), La valutazione del’autoeffcacia (The assessment of self-efficacy) (pp. 15-37). Trento, Italy: Erickson. (Reprinted in Evaluar, 2001, 2, 7-37.)
93
Barnett, D. (2004). School leadership preparation programs: are they preparing tomorrow’s leaders? Education and Urban Society, 125(1), 121.
Barnett, K., & McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 406-434.
Bartell, C. A. (2005). Cultivating high-quality teaching through induction and mentoring. Thousand Oaks, CA: Corwin Press.
Bartwell, C. A. (2006). Shaping teacher induction policy. Teacher Education, 22(4), 27-43.
Benner, A. D. 2000. "The Cost of Teacher Turnover." Austin, Texas: Texas Center for Educational Research. Retrieved October 23, 2008, from http://www.sbec.state.tx.us/SBECOnline/txbess/turnoverrpt.pdf
Bennett, C. 2001. Genres of research in multicultural education. Review of Educational Research, summer, 71(2), 171-217.
Bennis, W. (2003). On becoming a leader (revised ed.). New York, NY: Perseus.
Berliner, D. (1994). Expertise: The wonder of exemplary performance. In J. Mangieri & C. C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives. Ft. Worth, TX: Harcourt Brace.
Berliner, D. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology, & Society, 24, 200-212.
Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change (Vol. 3): Factors affecting implementation and continuation (Report no R-1589/8-Hew). Santa Monica, CA: Rand. (ERIC Document reproduction service no: ED 140 432).
Bernshausen, D., & Cunningham, C. (2001, March). The role of resiliency in teacher preparation and retention. Paper presented at the Annual Meeting of theAmerican Association of Colleges for Teacher Education, Dallas, TX.
Berry, B. (2004). Recruiting and retaining “highly qualified teachers” for hard-to staff schools. Kappan, 85 (9), 684-689.
Berry, B., Hopkins-Thompson, P., & Hoke, M. (2002). Assessing and supporting new teachers: Lessons from the Southeast. Chapel Hill, NC: The Southeast Center for Teaching Quality, University of North Carolina.
Bickmore, D., Bickmore, S., & Hart, L. (2005, September). Interdisciplinary teaming as an induction practice. NASSP Bulletin, 89, 30-53.
Blank, W. (1997). Authentic instruction. In W.E. Blank & S. Harwell (Eds.), Promising
practices for connecting high school to the real world (pp. 15-21). Tampa, FL: University of South Florida. (ERIC Document Reproduction Service No. ED 407 586)
Bliss, J., & Finneran, R. (1991). Effects of school climate and teacher efficacy on teacher stress. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5) 662-674.
Brewster, C., & Railsback, J. (2001). Supporting beginning teachers: How administrators, teachers and policymakers can help new teachers succeed. Retrieved April 13, 2007, from http://www.nwrel.org/request/may01/textonly.html.
Brissie, J.S., Hoover-Dempsy & Bassler, O.C. (1998). Individual, situational contributors to teacher burnout. Journal of Educational Research, 82(2), 106-112.
Brooks, N., Bruno, E., & Burns, T. (1997). Reinforcing students’ motivation through parentInteraction. (Report No. PS-025753). Master’s thesis, Saint Xavier University &IRI/Skylight, 1997. (ERIC Document Reproduction Service No. ED411074)
Brophy, J. E., & Everston, C. M. (1974). Appendix to First Year Data of Texas Teacher Effectiveness Project: Complex Relationships Between Teacher Process Variables and Student Outcome Measures: Texas Univ , Austin Research and Development Center for Teacher Education.
Brown, S. (2003). Working: Why mentoring programs may be the key to teacher retention. Techniques, 78(5), 18-22.
Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69, 67-79.
Butt, G., & Lance, A. (2005). Secondary teacher workload and job satisfaction: Do successful strategies for change exist? Educational Management Administration and
Leadership, 33(4), 401-422.
Carter, K. (1988). Using cases to frame mentor-novice conversations about teaching Theory Into Practice, 27 (3), 214-222.
Certo, J. L., & Fox, J. E. (2002). Retaining quality teachers. High School Journal, 86(1), 57-76.
Choy, S. P., Chen, X., Bugarin, R., & Broughman, S. P. (2006). Teacher professional development in 1999-2000: What teachers, principals, and district staff report (NCES 2006-305). Washington, DC: National Center for Education Statistics.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of
95
Experimental Education, 60, 323-337.
Colgan, C. (2004). Is there a teacher retention crisis? American School Board Journal, (August), 22-25.
Cooper, J. M. & Alverado, A. (2006). Preparation, Recruitment and Retention of Teachers. International Academy of Education, Brussels; Belgium Cotton, K., & Wikelund, K.R. (2001). Parent involvement in education. Retrieved May 3, 2002,from Northwest Regional Educational Laboratory Web site: http://www.nwrel.org/scpd/sirs/3/cu6.html
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education Inc,
Darling-Hammond, L. (1997). Doing what matters most: Investing in teacher quality. New York: National Commission on Teaching and America's Future, Teachers College, Columbia University.
Darling-Hammond, L. (1998). How can we ensure a caring, competent, qualified teacher for every child? New York, NY: National Commission on Teaching $ America’s Future.
Darling-Hammond, L., Berry, B., and Wilson, S. (2001, February). A case of successful teaching policy: Connecticut’s long-term efforts to improve teaching and learning. University of Washington: Center for the Study of Teaching and Policy.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
Darling-Hammond, L., & Sclan, E. (1996). Who teaches and why. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research teacher education: a project of the Association of Teacher Educators (second ed., pp. 67-101). New York, NY: Author.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: how well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4).
Darling-Hammond, L. (2003). Keeping good teachers: why it matters, what leaders can do? Educational Leadership, 60(8), 6-13.
Darling-Hammond, L., & Sykes, G. (2003). Wanted: a national teacher supply policy for education: the right way to meet the “highly qualified” teacher challenge [Electronic Version]. Education Policy Analysis Archives, 11. Retrieved March 15, 2005, from http://epaa.asu.edu/epaa/v11n33/.
Davis, J., & Wilson, S. M. (2000). Principals’ effort to empower teachers: Effects on
teacher motivation and job satisfaction and stress. The Clearing House, 73(6), 349-353.
Dev, P.C. (1997). Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher? Remedial and Special Education, 18(1), 12-19.
Droege, S.B., & Hoobler, J.M> (2003). Employee turnover and tacit knowledge disfussion: A network perspective: Journal of Managerial Issues 15 (1), 50-66.
Deemer, S., & Minke, K. (1999). an investigation of the factor structure of the Teacher Efficacy Scale. The Journal of Educational Research, 93, 1-10.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
Den Brok, P. Darrell, F. Rickards, T., Bull, E.. (2006). Californian science students’ perceptions of their classroom learning environments. Educational Research and Evaluation, 12(1), 3- 25.
Denzine, G., Cooney, J., & McKenzie R. (2005). Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers. British Journal of Educational Psychology, 75, 689-708.
DiPaola, M. F., & Walther-Thomas, C. (2003). Principals and special education: The critical role of school leaders (COPPSE Document No. 1B-7). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.
Drago-Severson, E. (2004). Helping teachers learn principal leadership for adult growth and development. Thousand Oaks, CA: Corwin Press.
Droege, S.B., & Hoobler, J.M. (2003). Employee turnover and tacit knowledge disfussion: A network perspective. Journal of Managerial Issues, 15 (1), 50-66.
Dunn, R., Griggs, S. A., Olson, J., Gorman, B., & Beasley, M. (1995). A meta-analytic validation of the Dunn and Dunn learning styles model. Journal of Educational Research, 88(6), 353-362.
Dunn, K. (2006). Teacher mentoring and induction. Educational Leadership, 43(8), 249-254.
Egan, J. B. (1986). Induction the natural way: Informal mentoring. Paper presented at the Annual Conference of the National Council of Inservice Education. Nashville.
Eberhard, J., Reindhardt-Mondragon, P., & Stotlemyer, B. (2000). Strategies for newteacher retention: Creating a climate of authentic professional development forteachers with three or less years of experience. Corpus Christi, TX: South TexasResearch and Development Center, Texas A&M University.
97
Eccles, J., & Gootman, J. (2002). Community programs to promote youth development.Washington, DC: National Academies Press.
Education Commission of the States. (1999). Teacher recruitment, preparation and retention for hard-to-staff schools. Retrieved September 30, 2006, from http://www.ecs.org/initiatives/geringer/chicago%20hard-to-staff%20meeting%20report.htm.
Education Statistics Quarterly, U.S Department of Education, National Center for Education Statistics. (2005). The condition of Education 2005. Crosscutting Statistics, 7(1), 1-9.
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, family,and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
Epstein, J.L., & Sheldon, S.B. (in press). Present and accounted for: Improvingstudent attendance through family and community involvement. Journal of Educational Research.
Evans, E.D., & Tribble, M.N. (1986). Perceived teaching problems, self-efficacy and commitment to teaching among pre-service teachers. Journal of Educational Research, 80(2), 81-85.
Feiman-Nemser S., & Parker, M.B. (1990). Making subject matter part of the conversation on helping beginning teachers learn to teach (Research Report No. 90-3). East Lansing: National Center for Research on Teacher Learning.
Feiman-Nemser, S. (2001). From preparation to practice: designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1113-1055.
Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership
60(8), 25-29.
Feistritzer, C.E. (1999). Teacher quality and alternative certification program. Testimony before the House Committee on Education and the Workforce. Washington, DC.
Ferguson, R., & Ladd, H. (1996). Additional evidence on how and why money matters. In H. Ladd (Ed.),Holding schools accountable: Performance-based reform in education. Washington, DC: Brookings Institution.
Fraenkel, J. & Wallen, N.E. (2003). How to design and evaluate research ineducation. (3rd ed.). New York: McGraw-Hill, Inc
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Fuller, F. (2003). Beginning teacher retention rates for TXBESS and Non-TxBESS
98
teachers: Texas State Board for Educator Certification.
Fulton, K., Yoon, I., & Lee, C. (2005). Induction into learning communities. National Commission on Teaching and America's Future. Retrieved August 2005, from http://www.nctaf.org/documents/nctaf/NCTAF_Induction_Paper_2005.pdf.
Gagnon, D.L. (2004). Influencing factors that foster first-year teacher success. Unpublished doctoral dissertation, College of Education and Leadership, Cardinal Stritch University, Milwaukee, WI.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: an introduction (7th ed.). San Francisco, CA: Pearson Education, Inc.
Ganser, T. (1995, April). A road map for designing quality mentoring programs for beginning teachers.Paper presented at the Annual Conference of the Wisconsin Association for Middle Level Education, Stevens Point, WI.
Gold, Y. (1996). Beginning teacher support. Attrition, mentoring, and induction. In J. Sikula, T. Buttery & E. Guyton (Eds.), Handbook of research on teacher education: a project of the Association of Teacher Educators (2nd ed., pp. 548-594). New York, NY: Macmillan Library Reference.
Good, T., & Brophy, J. (2003). Looking in classrooms (9th ed.). New York, NY: Longman.
Greene, M. L., & Campbell, C. (1993). Becoming a teacher: The contribution of teacher education.Lethbridge: University of Lethbridge, Alberta.
Gritz, R. M. and N.D. Theobald (1996). “The Effects of School District Spending Priorities on Lengthof Stay in Teaching.” Journal of Human Resources 31:3:477–512.
Grolnick, W.S., & Slowiaczek, M.L. (1994). Parents’ involvement in children’s schooling: Amultidimensional conceptualization and motivational model. Child Development, 65,237-252
Guskfy, T. (1987). Context variables that affect measures of teacher efficacy. Journal of Educational Research, 81, 41-47.
Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.
Guskey, T.R (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259.
Reviewof the Research Literature on Teacher Recruitment and Retention.” Santa Monica, CA: RANDCorporation. TR-164-EDU.
Imazeki, Jennifer (2005). “Teacher Salaries and Teacher Attrition.” Economics of Education Review24:431-449.
Theobald, Neil D. (1990). “An Examination of the Infl uence of Personal, Professional, and SchoolDistrict Characteristics on Public School Teacher Retention.” Economics of Education Review 9:3:241–250.
Haack, P.A. (2006). Mentoring and professional development programs: Possibilities and pitfalls. Music Educators Journal, 92(4), 60-64 W
Hallinger, P., & Heck, R. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.
Hanushek, E., Kain, J., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of Human Resources, 39, 326-354.
Harrell, P., Leavell, A., Van Tassel, F., and McKee, K. (2004). No teacher left behind: Results of a five year study of teacher attrition. Action in Teacher Education, 26(2), 47-59.
Harris, D. and S. Adams (2003). Putting teacher labor markets in context: A comparisonof turnover across professions and industries. Economic Policy Institute, Washington,DC.
Harvard Management Update. (April, 2000). Employee retention: What managers can do. Boston: Harvard Business School.
Heifetz, R., & Laurie, D. (2001). The work of leadership. Harvard Business Review (December), 131-140.
Heifetz, R., & Linsky, M. (2002). Leading with an open heart [Electronic Version]. Leader to Leader, 26, 28-33, from http://leadertoleader.org/leaderbooks/L2L/fall2002/heifetz.html.
Heller, D. A. (2004). Teachers wanted: Attracting and retaining new teachers. Alexandria, VA: Association of Supervision and Curriculum Development.
Henke, R., Chen, X., Geis, S., & Knepper, P. (2000). Progress through the teacherpipeline: 1992–93 college graduates and elementary/secondary teaching as of 1997.Washington, DC: National Center for Education Statistics.
Henke, R., Zahn, L., and Carroll, C., (2001). Attrition of New Teachers Among Recent College Graduates: Comparing Occupational Stability Among 1992-93 Graduates Who Taught and Those Who Worked in Other Occupations (NCES 2001-189).
100
U.S. Department of Education, National Center for Education Statistics, Washington DC.
Herbert, K., & Ramsay, M. (2004). Teacher turnover and shortages of qualified teachers in Texas public school districts. Austin, TX: Texas State Board for Educator Certification.
Henderson, A. T. (1987). The evidence continues to grow: Parent involvement improves studentAchievement. (Report No. ISBN-0-934460-28-0). Columbia, MD: National Committeefor Citizens in Education. (ERIC Document Reproduction Service No. ED315199)
Herman, J.L., & Yeh, J.P. (1980). Some effects of parent involvement in schools.(Report No. CSE-R-138). Paper presented at the annual meeting of the AmericanEducational Research Association, Boston, MA. (ERIC Document Reproduction ServiceNo. ED206963)
Hirsch, E., & Emerick, S. (with Church, K., & Fuller, E.). (2007). Teacher working conditions are student learning conditions: A report on the 2006 North Carolina teacher working conditions survey. Hillsborough, NC: Center for Teaching Quality. Retrieved June 22, 2007, from http://www.teachingquality .org/pdfs/twcnc2006.pdf
Hollins, E.R. (1996). Culture in School Learning: Revealing the Deep Meaning. Mahwah, NJ: ErIbaum.
Holloway, J. (2001). The benefits of mentoring. Educational Leadership, 58(8), 85-86.
Houchins, D., Shippen, M. & Cattret, J. (2004). The retention and attrition of juvenile justice teachers. (2004). Education and Treatment of Children, 27(4), 374-393.
Howard, T.C. (2003). Who receives the short end of the shortage? Implications of the U.S teacher shortage on urban schools. Journal of Curriculum and Supervision, 18(2), pp.142-160.
Hoy, W. K. (2001). Wayne K. Hoy’s web site: Instruments. Retrived July 14, 2007, from http://www.coe.ohio-state.edu/whoy.
Hudson, M.J. (1998). Linking school and community to build national recruitment and preparation programs for teachers of color: Emerging leadership qualities. Education and Urban Society, 31, 62-72.
Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173-180.
Hull, J. W. (2004). Filling in the gaps: understanding the root causes of the teacher shortage can lead to solutions that work. Threshold (Spring), 8-15.
101
Hurst, B. & Reding, G. (2002). Teachers mentoring teachers. Phi Delta Kappan Fastback. Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
Imants, J. and Van Zoelen, A., 1995. Teachers’ Sickness Absence in Primary Schools, School Climate and Teachers’ Sense of Efficiency. School Organization 15, 77-87.
Imazeki, Jennifer (2005). “Teacher Salaries and Teacher Attrition.” Economics of Education Review24:431-449.
Ingersoll, R.M. (1999). The problem of under-qualified teachers in American secondary schools. Educational Researcher, 28(2), 26-37.
Ingersoll,R.M. (2000). Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers? Renewing our Schools: Securing our future. A National Task Force on Public Education. A joint initiative of the Center for American Progress and the Institute for America’s Future. Retrieved October 1, 2006 , from http://www.americanprogress.org/kf/ingersoll-final.pdf
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Ingersoll, R. (2002a). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86(June), 16-31.
Ingersoll, R.M. (2002b). Out-of-field teaching, educational inequality, and the organization of schools: An exploration analysis. Seattle, WA.
Ingersoll, R. (2003a). Is there really a teacher shortage? (Research Report No. R-03-4). Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.
Ingersoll, R.M (2003b). The Teacher Shortage: Myth or Reality? Educational Horizons, 81(3), 146-152
Ingersoll, R. (2003c). Understanding the problem of teacher quality in American schools. Education Statistics Quarterly 1(1).
Ingersoll, R. (2003d). Who controls teacher’s work? Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.
Ingersoll, R., & Kralik, J. (2004). The impact of mentoring on teacher retention: What the research says. Education Commission of the States Retrieved on December 15, 2007: from http://www.ecs.org/clearninghouse/50/36/5036.htm
Ingersoll, R., & Smith, T. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
102
Ingersoll, R., & Smith, T. (2004). Do teacher induction and mentoring matter? Educational Leadership, 87(March), 28-40.
Irvin, J.J. (2003). Educating teachers for a diverse society. Seeing with the cultural eye. New York, NY: Teachers College Press.
James, W. (1975). Pragmatism. Cambridge, MA: Harvard University Press. (Original work published 1885)
James, W. (1985). Psychology: The briefer course. Notre Dame, IN: University of Notre Dame Press. (Original work published 1892)
Jensen, M. C. (1987). Induction programs support new teachers and strengthen their schools. Eugene, OR: Oregon School Study Council.
Johnson, B. (2003). Teacher collaboration: good for some, not so good for others. Educational Studies, 29(4), 337-350.
Johnson, S. (2006). The workplace matters: Teacher quality, retention, and effectiveness.
Washington DC: National Education Association.
Johnson, S. M., Birkeland, S., Kardos, S. M., Kauffman, D., Liu, E., & Peske, H. G. (2001). Retaining the next generation of teachers: The importance of school-based support. Cambridge, MA: Harvard Education Letter Research Online. Retrieved May 14, 2008, from http://www.gse.harvard.edu/~ngt/.
Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E., & Donaldson, M. (2004). The support gap: New teachers’ early experiences in high-income and low-income
schools [Electronic Version]. Education Policy Analysis Archives, 12. Retrieved December 11, 2004 from http://epaa.asu.edu/epaa/v12n61/.
Johnson, S. M. (2004). Finders and keepers: Helping new teachers survive and thrive inour schools. San Francisco: Jossey-Bass.
Johnson, S. M., Berg., J. H., & Donaldson, M. L. (2005, February). Who stays in teaching and why: A review of the literature on teacher retention. Cambridge, MA: The Project of the Next Generation of Teachers, Harvard Graduate School of Education.
Kaplan, L. S., & Owings, W. A. (2004). Introduction: Teacher effectiveness [Electronic Version]. NASSP Bulletin. Retrieved March 25, 2004 from http://80 elibrary.bigchalk.com.zproxy.tamu.du:2048/libweb/elib/do/document?Set=sear.
Kauffman, D., Johnson, S., Kardos, S., Liu, E., & Peske, H. (2002). “Lost at sea”: New teachers’ experiences with curriculum and assessment. Teachers College Record, 104(2), 273-300.
Kaye, B., & Jordan-Evans, S. (2001). Retaining key employees. Public Management, 83, 6-12.
Kelly, S. (2004). An event history analysis of teacher attrition: Salary, teacher tracking, and socially disadvantaged schools. The Journal of Experimental Education, 72(3), 195-220.
Kleinhenz, E., & Ingvarson, L. (2000). Teacher accountability in australia: Current policies and practices and their relation to the improvement of teaching and learning. Research Papers in Education, 19(1), 31-49.
Krieg, J.M. (2006). Teacher quality and attrition. Economics of Education Review, 25, 13-27.
Kushman, J.W., Sieber, C., & Heariold-Kinney, P. (2000). This isn't the place for me: School dropout. In D. Capuzzi & D.R. Gross (Eds.), Youth at risk: A prevention resource for counselors, teachers, and parents (3rd ed., pp. 471-507). Alexandria, VA: American Counseling Association.
Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory Into Practice, 31(4), 312-320.
Lake, W. (2006). Why teachers deserve the money. The Tribune, 5(6), 5-10.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Toronto, Canada: Center for Applied Research and Educational Improvement and Ontario Institute for Studies in Education.
Levine, A. (2006). Educating school teachers. Washington, DC: The Education Schools Project. Retrieved July 15, 2007, from www. edschools.org/teacher_report.htm.
Levy, Abigail, Fields, Erica & Jablonski, Erica. (2006). Overview of research. What we know and don’t know about the consequences of science and math teacher turnover. Paper presented at the NCTAF Symposium on the Scope and Consequences of K-12 Science and Mathematics Teacher Turnover.
Loehr, J., & Schwartz, T. (2003). The power of full engagement. NY: Free Press.
Lopez, A., Lash, A., Schaffner, M., Shields, P., & Wagner, M. (2004). Review of
104
research on the impact of beginning teacher induction on teacher quality and retention. Menlo Park, CA: SRI International. Retrieved May 30, 2006, fromhttp://policyweb.sri.com/cep/publications/publications.jsp.
Lumsden, L.S. (1994). Student motivation to learn (ERIC Digest No. 92). Eugene, OR: ERIC Clearinghouse on Educational Management. (ERIC Document Reproduction Service No. ED 370 200)
Mark, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
Mathisen, S. B. (2006). Bullying at work. Antecedents and outcomes. (Doctoral dissertation), University of Bergen Norway.
Menchaca, V. (2003). A wake-up call for principals: Are your novice teachers leaving? Catalyst for Change, 33(1), 25-27.
Mertler, C. A., & Vannatta, R. A. (2006). Advanced and multivariate statisticalapproach: Practical application and interpretation (3rd Ed). Glendale, CA:Pyrczak Publishing.
Minarik, M., Thornton, G., & Perrault, G. (2003). Systems thinking can improve teacher retention. The Clearing House, 76(5), 230-235.
Morice, L. & Murray, J. (2003). Compensation and teacher retention: A success story. Educational Leadership, 60(8), 40-43.
National Commission on Teaching & America’s Future. (1996). What Matters Most: Teaching for America’s Future. New York, NY: Author.
National Commission on Teaching and America’s Future [NCTAF]. (2003). No Dream Denied: A Pledge to America’s Children. Washington, DC: Author. Available online at www.nctaf.org.
National Education Association (2002-2005). Better beginnings: Helping new teachers survive and thrive. Retrieved January 1, 2008 from http://www.nea.org/teachershortage/betterbeginnings.html.
National Partnership for Teaching in At-Risk Schools. (2005). Qualified teachers for at-risk schools: a national imperative. Washington, DC. Retrieved May 14, 2008, from http://www.ncrel.org/quality/partnership.htm.
No Child Left Behind (2001). [Available from http://ed.gov].
Odell, S., & Huling, L. (2000). Quality mentoring for novice teachers. Reston, VA:
105
Kappa Delta Pi International Honor Society.
Olson, L. (2003). Swimming upstream. Education Week on the web: Editorial Projects in
Education, 22(17), 21.
Onafowora, L. Teacher Efficacy Issues in the Practice of Novice Teachers. Educational Research Quarterly, 28, 34-42.
O’Neill, L. M. (2004). Support systems: Quality induction and mentoring programs. Threshold (spring), 12-14.
Orfield, G., & Lee, C. (2005). Why segregation matters: Poverty and educational inequality. The Civil Rights Project. Harvard University.
Owings, W. A. (2004). Introduction: Teacher effectiveness [Electronic Version]. NAASP Bulletin. Retrieved March 24, 2007, from http://80-elirary.bigchalk.com.ezproy.tamu.edu:2048/libweb/elib/do/document?set=sear.
Pajares, F. (1996). Review of Educational Research, 66(4), 543-578
Pajares, F. (2002). Overview of social cognitive theory and self-efficacy. Retrieved May 14, 2008, from http://www.emory.edueducation/mfp/eff.htm].
Papalewis, R., Jordan, M., Cuellar, A., Gaulden, J., & Smith, A. (1991). School administrators for the culturally and linguistically diverse: A formal mentor training program in progress. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED 333 094)
Pong, S., Pallas, A. (2001). Class size and math achievement in the United States and abroad. Educational Evaluation and Policy Analysis, 23(3), 251-273.
Protheroe, N., Lewis, A., & Paik, S. (2002). Promoting teacher quality. Retrieved January 18, 2003 from www.ers.org/spectrum/win02a/htm.
Public Education Network. (2003). The voices of the new teacher. Washington, DC: Public Education Network.
Ravitch, D. (2003). Strengthen teacher quality: A brief history of teacher professionalism.A paper presented at the White House Conference on Preparing Tomorrow’sTeachers. Washington, D.C. Retrieved on June, 29, 2007 from www.ed.gov.
Reyes, P. & Hoyle, D. (1992). Teachers’ satisfaction with principals’ communication Journal of Educational Research 85(3), 163-168.
Riggs, I. M. (1994). Toward enhancing science teaching self efficacy: An inservice
project.Paper presented at the annual meeting of the National Association for Research in ScienceTeaching, Anaheim, CA.
Rivkin, S., Hanushek, E., & Kain, J. (2000). Teachers, schools, and academic achievement.Unpublished manuscript.
Rosenholtz, S. J. (1985). Effective Schools: Interpreting the Evidence. American Journal of Education, 352-388.
Rosenow, D. (2005). Stress, burnout and self-esteem among educators. Journal of Border Educational Research, 4, 87-90.
Rowland, Cortney and Coble, Charles (2005) Targeting Teacher Recruitment and Retention Policies for At-Risk Schools North Central Regional Educational Laboratory , Naperville, Sargent, B. (2003). Finding good teachers and keeping them. Educational Leadership, 60(8), 44-47.
Rowan, B., Correnti, R., & Miller, R. (2002). What large-scale survey research tells usabout teacher effects on student achievement: Insights from the Prospects Study ofElementary Schools. Teachers College Record, 104(8), 1525–1567
Rowley, J.B. (1999). The good mentor. Educational Leadership, 56(8), 20-22.
Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement: Tennessee Value-Added Assessment System (TVAAS).
Retrieved September 2000 from http://www.mdk12.org/practice/ensure/tva/tva_2.htm
Sargent, B. (2003). Finding good teachers and keeping them. Educational Leadership, May 2003, Vol. 60, No. 8, 44-47.
Sheldon, S.B., & Epstein, J.L. (2001a, August). Focus on math achievement: Effects of familyand community involvement. Paper presented at the annual meeting of the AmericanSociological Association, Anaheim, CA. Retrieved July 5, 2002, from National Networkof Partnership Schools Website: http://www.csos.jhu.edu/p2000/type2/issue11/ ttype2k4.htm
Sheldon, S.B., & Epstein, J.L. (2001b). Improving student behavior and discipline with familyand community involvement. Retrieved July 5, 2002, from Johns Hopkins University,National Network of Partnership Schools Web site:http://www.csos.jhu.edu/ p2000/type2/issue12/ttype215.htm
Shockley, R., Guglielmino, P., & Watlinton, E. (2006). The costs of teacher attrition. A paper presented at the International Congress for School Effectiveness and Improvement. Fort Lauderdale, Florida.
Simon, B.S. (2000). Predictors of high school and family partnerships and the influence
107
of partnerships on student success. Doctoral dissertation, Johns Hopkins University, 2000.Retrieved July 5, 2002, from National Network of Partnership Schools Web site:http://www.csos.jhu.edu/p2000/type2/issue10/ttype2j4.htm12
Singer, K. F. (1995). Participatory decision making and teacher job satisfaction. Unpublished doctoral dissertation, Widener University.
Smith, T., & Ingersoll, R. (2004a). Reducing teacher turnover. What are the components of effective induction? American Education Research Journal, 41, 687-714.
Smith, T., & Ingersoll, R. (2004b). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Stedman, J.B. (2004 June 16). K-12 Teacher quality: Issues and legislative action. Washington, DC: Congressional Research Service. (CRS Report No. RL30834).
Southeast Center for Teaching Quality (2002). Recruitment and retention strategies in a regional and national context. Retreived March 03, 2003 from http://www.teachingquality.org/resources /pdfs.
Sparks, D. (2002). High-performing cultures increase teacher retention. Washington, DC: National Staff Development Council.
Strizek, G. A., Pittsonberger, J. L., Riordan, K. E., Lyter, D. M., & Orlofsky, G. F. (2006). Characteristics of schools, districts, teachers, principals, and school libraries in the United States: 2003-04 schools and staffing survey. Retrieved December 16, 2007.fromhttp://nces.ed.gov/pubsearch/pubinfo.asp?pubid=200631
Strong, M., & St.John, I. (2001). A study of teacher retention: The effects of mentoring for beginning teachers. Santa Cruz: University of California, Santa Cruz.
Strong, M. (2005). Teacher induction, mentoring and retention: A summary of the research. The New Educator, 1, 181-198.
Taylor, D. & Tashakkori, A. (1997). Toward an understanding of teachers desire for participation in decision-making. Journal of School Leadership, 7(Nov), 609-628.
Texas Center for Educational Statistics. (2000). The Cost of Teacher Turnover. Austin TX: Texas State Board of Educator Certification.
Texas Education Agency. n.d., Public Education Information Management System. Online, http://www.tea.state.tx.us
Theobald, N. D., & Laine, S. W. M. (2003). The impact of teacher turnover on teacher
108
quality: Findings from four states. In M. L. Plecki & D. H. Monk (Eds.), School finance and teacher quality: Exploring the connections (pp. 33-54). Larchmont, NY: Eye on Education.
Thompson, S. (2004). Developing teacher leaders: The principal’s role. Reston, VA: National Middle School Principal Association.
Trubowitz. S. (2004). The why, how, and what of mentoring. Phi Delta Kappan 86(1), pp.59-62.
Tschannen-Moran, M., & Woolfolk Hoy, A (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-785
Upson, L., Koballa, T., & Gerber, B. (2002). Preparing science specific mentors: A look at onesuccessful Georgia program. In Proceedings of the Annual International Conference of theAssociation for the Education of Teachers in Science, Charlotte, NC.
U.S. Department of Education, International Affairs Office. (2004). Attracting, developing and retaining effective teachers. Washington, D.C. Education Publications Center:.
U.S. Department of Labor. (2006). Occupational Outlook Handbook, 2006-07 Edition, Teachers-Preschool, Kindergarten, Elementary, Middle, and Secondary. Washington, DC: Bureau of Labor Statistics. Retrieved December 17, 2006, from http://www.bls.gov/oco/ocos069.htm.
Van Voorhis, F.L. (2001). Interactive science homework: An experiment in home and schoolconnections. National Association of Secondary School Principals Bulletin, 85(627),20-32.
Veenman, S., & Denessen, E. (2001). The coaching of teachers: Results of five training studies. Educational Research and Evaluation, 7 (4), 385-417.
Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement [Electronic Version] from www.mcrel.org.
Wheatley, M. (2002). Turning to one another: Simple conversations to return hope to the future. San Francisco: Berrett-Koehler Publishers, Inc.
Wildman, T. M., Maggliaro, S. G., Niles, R. A., & Niles, J. A. (1992). Teacher mentoring: An analysis of roles, activities, and conditions. Journal of Teacher Education, 43(3), 205-213.
Williams, J. S. (2003). Why great teachers stay. Educational Leadership, 60(8), 71-74.
Wilkinson, G. A. (1994). Support for individualizing teacher induction. Action in
109
Teacher Education, 16(2), 52-62.
Wilson, S., Darling-Hammond, L., & Berry, B. (2001). A case of successful teaching policy: Connecticut’s long-term effects to improve teaching and learning. Seattle, WA: Center for the Study of Teaching and Policy.
Wilson, S. (2006). Principals’ efforts to empower teachers. The Clearinghouse, 83(1), 3-10.
Woods, E.G. (1995). Reducing the dropout rate. In School Improvement Research Series (SIRS): Research you can use (Close-up No. 17). Portland, OR: Northwest Regional Educational Laboratory. Retrieved October 2, 2000, from the World Wide Web: http://www.nwrel.org/scpd/sirs/9/c017.html
Woods, A. & Weasmer, J. (2002). Maintaining job satisfaction: Engaging professional as active participants. (ERIC Document Reproduction Service No. ED6519795)
Wong, H.K. (2005). What the World Can Teach US About New Teacher Induction. Phi Delta Kappan, 86(5), 379-384.
Wright, S., Horn, S., & Sanders, W. (1997). Teacher and classroom context effects onstudent achievement: Implications for teacher evaluation. Journal of PersonnelEvaluation in Education, 11, 57–67.
Zellman, G.L., & Waterman, J.M. (1998). Understanding the impact of parent schoolinvolvement on children’s educational outcomes. The Journal of Educational Research,91(6), 370-380.
Zembylas, M. & Papanastasiou, E. (2005). Modeling teacher empowerment: The role of job satisfaction. Educational Research and Evaluation, 11(5), 433-459.
Zuckerman, J. T. (1999). From dependence to self-reliance and competence: One first- year science teacher in a mentoring relationship. American Secondary Education, 28(2), 17-22.
[email protected]. 2006-2007- Principal Certification-Texas A and M University2005-Present- Pending Ph.D. Prairie View and Texas A and M University (Educational Administration 2002-2005 Masters in Educational Leadership. Prairie View A and M University
PERTINENT EMPLOYMENT
2005-Present-Waco ISD Assistant Principal2002-2005-Tennyson Middle School-Teacher/Coach2000-2007-United States Army Reserve-Administration
Topic Researched
An Analysis of First through Fifth Year Teacher’s Self –Efficacy Scores and Mentoring Scores in Relation to Gender.
PROFESSIONAL SOCIETIES
111
NAACPAfrican American Chamber of CommerceHigher Ground ProductionsSouthern Leadership SocietyTeam in TrainingWaco Striders ClubWho’s Who among Athletes?Who’s Who Among ProfessionalsNational Congress for WomenAmerican Federation for TeachersAfrican American Administrators
HONORARY SOCIETIES
Kappa Delta Sigma-Full memberVolunteerSt. Judes Children’s ResearchToys for TotsCaritasSalvation Army
PROFESSIONAL SPEAKING ENGAGEMENTS
Upcoming-2008 Florida ISD-Involving Parents and the Communities in School Business
2007-Empowering the Community through Education A National Perspective of Special Education Through the Eyes of an AdministratorA Well Rounded Professional Development for Students
2006-Implementing the Realms of Meaning in a School Setting Ethics in the Educational System Change Agents in Business and Schools
Professional MeetingsTexas A and M Symposium on EducationPrairie View A & M Symposium on EducationSan Antonio Symposium
PUBLICATIONS IN NATIONAL JOURNAL
Love, Alfreda and Kritsonis, William. (2007). A Principals Role in Teacher Retention.
112
Love, Alfreda, and Kritsonis, William (2006). Change Agents Understand Direction
Love, Alfreda (2005). A Well Rounded Professional Development for Students
Love, Alfreda. (2005). A National Perspective of Special Education Through the Eyes of an Administrator