美国农村学校教师短缺与流动性的组织分析

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
R. Ingersoll, Henry Tran
{"title":"美国农村学校教师短缺与流动性的组织分析","authors":"R. Ingersoll, Henry Tran","doi":"10.1177/0013161X231159922","DOIUrl":null,"url":null,"abstract":"Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to suburban and urban schools. This study utilizes an organizational theoretical perspective focusing on the role of school organization and leadership in the causes of, and solutions to, teacher shortages and staffing problems. Data/Methods: The study entailed secondary statistical analyses of the nationally representative Schools and Staffing Survey, its successor the National Teacher Principal Survey, and their supplement the Teacher Follow-Up Survey, conducted by the National Center for Education Statistics. Findings: The analyses document that, contrast to urban and suburban schools, the student population and teaching force in rural schools has dramatically shrunk in recent decades, that despite this decrease in students, and demand for teachers, rural schools have faced serious difficulties filling their teaching positions, and that these teacher staffing problems are driven by high levels of preretirement teacher turnover. Moreover, the data document that teacher turnover varies greatly between different kinds of schools, is especially high in high-poverty rural schools, and is closely tied to the organizational characteristics and working conditions of rural schools. Implications: Research and reform on teacher shortages and turnover have focused on urban environments because of an assumption that schools in those settings suffer from the most serious staffing problems. This study shows that teacher shortages and teacher turnover in rural schools, while relatively neglected, have been as significant a problem as in other schools.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"396 - 431"},"PeriodicalIF":2.4000,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis\",\"authors\":\"R. Ingersoll, Henry Tran\",\"doi\":\"10.1177/0013161X231159922\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to suburban and urban schools. This study utilizes an organizational theoretical perspective focusing on the role of school organization and leadership in the causes of, and solutions to, teacher shortages and staffing problems. Data/Methods: The study entailed secondary statistical analyses of the nationally representative Schools and Staffing Survey, its successor the National Teacher Principal Survey, and their supplement the Teacher Follow-Up Survey, conducted by the National Center for Education Statistics. Findings: The analyses document that, contrast to urban and suburban schools, the student population and teaching force in rural schools has dramatically shrunk in recent decades, that despite this decrease in students, and demand for teachers, rural schools have faced serious difficulties filling their teaching positions, and that these teacher staffing problems are driven by high levels of preretirement teacher turnover. Moreover, the data document that teacher turnover varies greatly between different kinds of schools, is especially high in high-poverty rural schools, and is closely tied to the organizational characteristics and working conditions of rural schools. Implications: Research and reform on teacher shortages and turnover have focused on urban environments because of an assumption that schools in those settings suffer from the most serious staffing problems. This study shows that teacher shortages and teacher turnover in rural schools, while relatively neglected, have been as significant a problem as in other schools.\",\"PeriodicalId\":48091,\"journal\":{\"name\":\"Educational Administration Quarterly\",\"volume\":\"59 1\",\"pages\":\"396 - 431\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-03-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Administration Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/0013161X231159922\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0013161X231159922","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

目的:本研究的目的是提供全国中小学教师短缺和农村学校教师流动的总体情况,将农村学校与郊区和城市学校进行比较。本研究采用组织理论视角,重点关注学校组织和领导在教师短缺和人员配备问题的原因和解决方案中的作用。数据/方法:该研究对具有全国代表性的学校和人员配置调查、其后续的全国教师校长调查及其补充——由国家教育统计中心进行的教师后续调查进行了二次统计分析。调查结果:分析表明,与城市和郊区学校相比,近几十年来,农村学校的学生人数和教师队伍急剧减少,尽管学生人数和对教师的需求有所减少,但农村学校在填补教学职位方面仍面临严重困难,这些教师配置问题是由高水平的招聘前教师流动造成的。此外,数据文件显示,不同类型学校的教师流动率差异很大,尤其是在高贫困农村学校,这与农村学校的组织特征和工作条件密切相关。影响:关于教师短缺和流动的研究和改革集中在城市环境上,因为人们认为这些环境中的学校面临着最严重的人员配备问题。这项研究表明,农村学校的教师短缺和教师流动虽然相对被忽视,但与其他学校一样是一个严重的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis
Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to suburban and urban schools. This study utilizes an organizational theoretical perspective focusing on the role of school organization and leadership in the causes of, and solutions to, teacher shortages and staffing problems. Data/Methods: The study entailed secondary statistical analyses of the nationally representative Schools and Staffing Survey, its successor the National Teacher Principal Survey, and their supplement the Teacher Follow-Up Survey, conducted by the National Center for Education Statistics. Findings: The analyses document that, contrast to urban and suburban schools, the student population and teaching force in rural schools has dramatically shrunk in recent decades, that despite this decrease in students, and demand for teachers, rural schools have faced serious difficulties filling their teaching positions, and that these teacher staffing problems are driven by high levels of preretirement teacher turnover. Moreover, the data document that teacher turnover varies greatly between different kinds of schools, is especially high in high-poverty rural schools, and is closely tied to the organizational characteristics and working conditions of rural schools. Implications: Research and reform on teacher shortages and turnover have focused on urban environments because of an assumption that schools in those settings suffer from the most serious staffing problems. This study shows that teacher shortages and teacher turnover in rural schools, while relatively neglected, have been as significant a problem as in other schools.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信