Altruism, Jobs, and Alternative Certification: Mathematics Teachers’ Reasons for Entry and Their Retention

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-10-07 DOI:10.1177/00131245221110559

P. Callahan, Andrew M. Brantlinger

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引用次数: 2

Abstract

This study examines the relationship between alternatively certified mathematics teachers’ stated reasons for entry and their odds of retention at the school level and at the district level. Study participants were members of the 2006 and 2007 cohorts of New York City Teaching Fellows who completed three surveys over a 9-year period. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history of cohort members as well as demographic information about the teachers and sites of employment in New York City (NYC) public schools. Drawing on retention and survey data, we found that, of the four reasons for entry factors, two were predictive of NYCTF mathematics teacher retention (i.e., job benefits and alternative certification) and two were not (i.e., altruism and meaningful job). Given the cost associated with recruiting and training alternatively certified teachers, information to improve the initial selection process and increase the rate of retention makes financial sense for districts that employ alternatively certified teachers.

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利他主义、工作与替代认证:数学教师的入职原因与留任

本研究考察了交替认证的数学教师所陈述的入职原因与他们在学校和地区一级留任的几率之间的关系。研究参与者是2006年和2007年纽约市教学研究员的成员，他们在9年的时间里完成了三次调查。来自纽约市教育部(NYCDOE)的行政数据集提供了队列成员的就业历史，以及纽约市公立学校教师和就业地点的人口统计信息。根据留存率和调查数据，我们发现，在进入因素的四个原因中，两个是NYCTF数学教师留存率的预测因素(即工作福利和替代认证)，两个不是(即利他主义和有意义的工作)。考虑到与招聘和培训替代认证教师相关的成本，改善初始选拔过程和提高留用率的信息对聘用替代认证教师的地区具有经济意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.