New York school teacher brain drain--Paper代写范文

Paper代写范文:“New York school teacher brain drain”，这篇论文主要描述的是在美国纽约的学校出现了教师人才流失比较严重的现象，根据纽约教育部门的数据显示约有20%的教师在受聘一年内就离职，在对教师的调查中发现，影响教师是否继续留任教学的最重要因素是学校的领导，这种教师流失的现场对于纽约的教育来说造成了比较严重的影响。

In the NYC public school district 19-25% of new teachers leave the system within one year of being hired. The current number of teachers employed by NYC school system is about 80, 000. (Wolf, 2003) That account to about 16 to 20 thousand teachers leaving the teaching career within the first year. The Department of Education (DOE) estimates that the three-year attrition rate in New York City schools is approximately 40%. This pattern of teacher dissatisfaction is repeated in other big city school districts. For example in Ohio When asked which teaching and learning condition was the single most important factor that influenced their willingness to remain teaching at their school, one out of three Ohio teachers indicated that school leadership was the most critical factor.

Retaining teachers is a far larger problem than training new ones—and a key to solving teacher “shortages.” In the years ahead, the chief problem will not be producing more new teachers, as many seem to believe. The main problem is an exodus of new teachers from the profession, with more than 30% leaving within five years. This, too, chiefly hurts low-income schools, which suffer from turnover rates as much as 50% higher than affluent schools (Ingersoll, 2001, p. 516). Such churning, which results in a constant influx of inexperienced teachers, is caused largely by insufficient preparation and support of new teachers, poor working conditions and uncompetitive salaries. (Loeb, Darling-Hammond, & Luczak 2005).

Is the attrition of teachers with less than three years experience due to problems of leadership? Although, there are multitude of reasons behind why teachers leave the field with less than three years teaching experience this paper will focus on the leadership inefficiencies and lack of support to name a few. The following literature review will be in support of the primary reasons behind attrition of many teachers with less than three years experience due to leadership deficiencies.

What are the factors that are causing high rate of attrition of new teachers who are less three years in the profession?

It has been shown that 30% of new teachers usually depart their teaching in a period of three years and closes to 40 to 50% of teachers depart at five years in the profession. The highest attrition rates have been experienced in areas of special education, mathematics and science. Most of the teachers have shown that they are usually dissatisfied with the discipline in students and the school environment with a high percentage showing dissatisfaction in the kind of leadership that they are provided with in the schools. A study by Ingersoll (2003) found out that 39% of teachers leave the teaching professionals in pursuit of new jobs whole 29% leave their jobs due to dissatisfaction.

This dissatisfaction has been shown to be contributed by demographics regarding the organization structure and leadership rather than those demographics within the student population. The question of leadership and involvement of teachers in decision making are some of the two organizational demographic that have come out very strongly in support of attrition of teachers especially beginning teachers. Lack of congruence between teacher’s perception and administrative perceptions has been shown to be one to the leading factors that is causing high rate of attrition of teachers. (Ingersoll, 2003)

The highest rate of attrition has been found to be among the newly beginning teachers and has been attributed to many factors. Some of these factors are directly related to dissatisfaction with the administration while others have been found to be due to teacher’s personal reasons which stems from dissatisfaction within the job. Newly recruited teachers have expressed their dissatisfaction with the kind of leadership in maters of the way they are involved in decision making, lack of support from administration, lack of motivation and other factors as the main cause of their dissatisfaction.

The challenge of facing new teachers can be expressed by an array of factors stemming from the kind of leadership and practices in the organization. Most new teachers lack organization mentoring, peer support and adequate resources all which are determined by the kind of leadership in the organization. For example, in some districts, new teachers are supposed to be assigned to a mentor which does not happen in most instances.

These mentors should come from the experienced teachers who are supposed to provide guidance to the new teachers on the way they should carry out their duties. Lack of this guidance and mentoring exposes new teacher to stress and anxiety while standing in front of hundreds of students in an effort to deliver quality presentation. According to Sharon Feiman-Nemser (2003), new teachers should be supported by experienced teachers to become competent in teaching. She also stress that teachers need more than three years of support in order to achieve the needed competence.

According to Conger and Kanungo (1988), teachers are not involved in decision making of the school which limits their overall participation in the operation of the school. This is usually caused by many factors including the structure of the organization, the rational behind participation in the process and the society or cultural practices of the school. Beginning teachers are likely to experience professional vulnerability in the early stage of their career which limits their participation in the process. Hence if they are not led by competent and mentoring principals who are likely to involve them into the process, they are likely to get frustrated very fast. Hence involvement of new teacher in the process of decision making lies on the leadership quality and skills of the principal and other school leaders especially those in the administration.

Pacanowsky (1988) showed that lack of leadership skill in the school constrain the communication process between teachers and the administrators of the school. Hence new teachers are not given enough information regarding the curriculum, instructions, use of facilities, management, operations, and other important aspects of their work. This is caused by limited support by the management of the school and especially the principal. Some times, beginning teachers are not sure of the task that they have to carry out or that is assigned to them because they are not informed of what they have to do in their school. For example, if the principal and the assistant are used to communicating to the teacher on duty scheduling through circulars picked in their office, new teachers who are not informed of the process are likely to be blamed for having failed in their duties since they will not perform most of the duties that they have been assigned.

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Bandura (1986) stress that lack social recognition of teachers has been shown as one of the leading factor that is leading to high attrition of beginning teachers. This is one aspect that has been overlooked by many school leaderships. Bandura (2000) showed that if teachers are not socially recognized, they are likely to feel alienated and not a part of the school. This stems from poor management and leadership in the administration. Social recognition of teachers entails that beginning teachers will be appreciated in terms of their achievement in the school. The effectiveness of recognition of beginning teachers lies in the way the administrators motivate the teaching staff.

For example those teachers with strong leadership skills should be guided to develop their leadership potential. Beginning teachers should be recognized in a way that helps them to exert their authority. It has been found that beginning teachers may have self efficacy but lack exercise of their authority in their work. This makes them find it hard to deal with students especially in areas of ensuring that students have the right behaviors and attitude to what they are supposed to do. If these teachers are not support by the administration and by other teachers in finding a foot to exert their authority, they get discouraged and dissatisfied in their work, which make them quite early. Failure by the administration to guide teachers on matters concerning exerting discipline in the class room is one of the main reasons why many teachers find it difficult to deal with students especially if the teacher is young in age. (Bandura, 1997)

Beginning teachers need interpersonal support of administrative guidance, enablement and motivation in order to be able to function within the culture of the organization. To have this effect, the voice of the teacher must be heard within the administrative circles. This depend on the time the principle and other administrators put aside to consult with teachers. Goddard (2003) showed that the way the administration listens to complains from the new teacher determines how they are able to offer support to them. It has been shown that few principals offer their time to listen to the teachers and especially new teachers. They may have complains to seek but they have no one to turn to since the administration have no time for them.

Looking closely at teacher movers and leavers, studies have found that most teachers are frustrated by the level of empowerment which is compounded by the level and quality of leadership in their school. Teachers feel that they are not empowered enough to take the problems faced in their career in the initial years of practice. Leadership is very crucial in any institution and to any individual. The fact that most of these teachers have little experience in the career, they need to be guided in what their work. (Goodard et al., 2004)

A study carried out in Ohio found out that a great percentage of teachers feel that lack of empowerment and leadership is the greatest cause of frustration in their career. Leadership in schools is provided by principals who oversee the working of the teachers especially the newly recruited teacher. While the principals are the one placing new recruitment for more teachers, they are the one who are supposed to oversee that most of the newly recruited teachers are retained in the profession. In order to understand the important of leadership in retention of teacher we have to look closely at some of the most important qualities that enhance leadership in school principal.

One to the most important factor in understanding how principals offer leadership to their school is the background of their training. The experience of the principal is very crucial as it determines the skills that the principal hold in leading others. First the principal must start at the basic level of teaching and later move to the level of assistant principal before moving to the post of a principal. The necessary skills gained in these ladders of leadership helps the principle to know how to handle teachers and understand the basic experience of being a young teacher. This experience also helps the teachers to play the role of an instructional leader in guiding teachers.

A study carried out in Charlotte-Mecklenburg School revealed that it is only 63 percent of principals who feels comfortable acting as instructional leaders. The study revealed that only 50% of principal spent 50% of their time playing the role of an instructional leader while the rest of the time was spent playing the role of an operation manager. This is despite the fact that 80% of the teachers knew that they are supposed to spend about 70% of the day playing the role of an instructional leader.

This study also found out that principal felt that the role of an instructional leader mandated them to carry out some very crucial duties including, providing additional support for new teachers, assisting new and old teacher to develop effective lesson plans and deliver these plans to the student in a effective manner, providing and assisting teachers in modeling their teaching practices, ensuring that teacher maintain quality in the curriculum, informing teachers of the new education research in providing means for them to access these new education research in order to enhance the development of their career, collaborating with teacher in analyzing the students achievement data and helping teacher to understand the use of such data, and providing the teacher with a customized professionals development.

In playing the role of operational manager, the principal is supposed to oversee the day to day running of the school and performance of the teachers. In this regard the principle must provide support services to the teachers in broad manners. As an operational manager, the principal has to coordinate such role as budgeting, scheduling of teachers and other staffs, coordinating transportation for teachers and students, ensuring maintenance and acquisition of new facilities that enhance teaching and learning which ensure that teachers and especially new teachers have all the facilities that makes teaching easier. The principal also plays the role of hiring of new staff.

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This will involve analyzing the ratio of staff to students in order to determine where the school needs to hire new teachers. This is a duty that is related to scheduling since the principal has to make sure that new teachers are not overworked. The principal also plays a crucial role as a public relation and marketer of the school. This means that it is the principal takes the leadership role of representing the school in the community and at the same time creates a good name for the school in the community and in the outside world. The principal acts as the link between the teachers, students and the parents. This study found out that most of that principal understood these roles which they were supposed to play in providing the leadership role for the school and student. (Darling-Hammond and Bransford, 2005)

Another factor that comes out strongly is the preparation that the principle has had before assuming the leaders role of the school. Apart from the experience that the principle might have gained in the teaching and administration career, the background training in administration is also very crucial. In the survey highlighted above it was found out that 63% of principles had received graduate degree training in administration. This background training had been shown to be very crucial in enhancing the administration capability of principle since they will be having the basics of training in leadership. In this regard a principle must be given continuous training in their career in order to enhance their effectiveness in their work. On the job training can be one of the most effective ways in helping the principles gain the needed experience in their job.

This is despite the background study that they may be having or the experience that they may have acquired in their teaching profession. This means that as principle self directed profession development is also very crucial in enhancing their ability to lead teachers and students. This helps them to develop their innate leadership characteristics. (Boyd et al., 2006)

It has been shown that an effective principal must have attribute of a successful entrepreneur. This means that like a businessman, the principal must have some basic entrepreneurial skills that helps to run the school in that same manner as an organization that is geared toward producing the best. There is need for the principal to have skill in providing leadership for the organization same as s CEO will provide for a business organization.

One of the most important skills that a principle must hold is visionary leadership. This means that they must have skills to lead the school with a vision. In this regard, teachers must be taken as managers from the organization. They have to be seen same as line and department managers who assist the organization to perform its operation. The principle should be able to conceptualize a vision and goals for the school and take the necessary skills to integrate the operation of teacher and the student in order to achieve this vision. A principal must realize that he or she needs teachers in order to reach to that vision.

Hence in playing the leadership role, this paper can highlight a number of strategies that principles need to use in order to enhance the retention of teachers in the profession especially new teachers. First in the use of time teacher must be provided with time to help then collaborate with other experienced teachers who will give them tip on the career. In this regard, they must be given time to interact with other teachers which can be provided in form of interactive teachers session. In playing ht role of a mentor for the young teachers, principal must give guidance to the teachers regarding their career more so regarding the school where they are working.

When teachers are not given time to interact with other experienced teacher, they feels that they are starting their career on their and the practice of what was learnt in class become difficult. Many feels discouraged at this point and decide to leave their career. The principal should also find time to provide every teacher with a daily individual planning time within the school day. This means that the principle will understand how the teachers spend their time in the school and the principle can advise them accordingly.

From time to time, there is need for the principles to carry out team meeting which help to bond the teachers. Hence from this can deduce the failure by principle to allocate time to their management role as regards the development of teacher may have led to attrition of new teachers since they feel like they are not given enough support in their work. (Bandura, 1993)

In the use of facilities as resources, it has been shown that there should be use of persons to provide teachers with additional human resource the support classroom instruction. This means the principle should not assume that teachers have been trained enough in school to have enough knowledge to handle classroom instruction. They need to support them by providing extra information in he use of classroom in order to enhance their effectiveness. This is one of the support strategies that help new teachers to understand the operation of their new teaching schools.

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One of the area in which teachers feels to have been left out is the area of decision making. It has been shown that most teachers are not consulted when principles are making decisions for the schools and even in mater regarding the working of the new teachers. Most teachers are not consulted in mater regarding allocation of resource. They are sometimes allocated teaching resources that are not enough and hence they get discouraged in their work. It is to be understood that most teacher having made the teaching plan understand the resources that are needed in the plan and allocating these resource without consulting them makes them feel not appreciated. (Goddard, 2001)

Involving teacher in decision making on some matter regarding the operation of the school makes them feel more appreciated and empowered. This means that they will feel a part of the school and understand the operation of the school. Once decision a made without involving teacher makes them feel more of outsiders than a part of the school. In some cases if the decision is to be implemented by teachers, it may face some resistance or even they may not effectively implement it as needed.

Empowering teachers also calls for establishment of a reward system that will help in recognizing teacher for a job well done. In this regard it does not concern introducing performance payment for teachers but it involves rewarding or recognizing them for their achievement both formally or informally. This can be achieved through establishment of leadership positions in which teachers will be rewarded with position according to their achievements Establish position like lead teacher, mentor, team leaders, representative, and other will help teacher feel a part of the teaching system and work as a team in achieving the set goals and objectives.

Many teachers have left the teaching profession for other professional which provided them with professional development. This means that there is lack of professional development in school. Principals have not been able to help new teacher to develop their profession in line with teaching career. Principles should provide training opportunities for teachers who can be identified as having potential leadership skills. This will help them move up the ladder to administration to one day acquire the role of a principles.

It has been shown the many teacher especially new teacher dumps other teaching career once they find another career that will enhance their profession ands self development. Principles should conduction peer education programs in the school in order to involve old teacher to help the new teachers to develop their careers. (Feiman-Nemser, 2001)

In playing the role of a leader, the principal should be able to provide new teachers with the role of a mentor. The principal should not only be an effective leader to the teacher but should also be an effective mentor to them. This means that new teacher should be provided with necessary leadership skills which help to mould their career. The principle should be subject of reference for guidance on matters concerning their professional. The first step that can be taken to mentor teachers is by the orienting them to new school.

Many teachers feel that they are discouraged in their profession within the first day of being posted to a new school because they are not oriented in the school. This means that there is not one to welcome them in the school and they find themselves in a strange environment all together. This is one of the roles that principals should assume as a part of their duties. There should be a systemic manner in which principles provide each new teacher with a mentor who can help them when they face any problem in their career. Supporting new teacher should also provide a way in which new and old teachers can work together in and outside the classrooms. (Darling-Hammond and Sykes, 2003)

Hence there is need to carry out some construction measure to ensure that the rate of attrition of teacher is reduced. Socio cognitive theory of operation with self of organization efficacy will also center on enablement of teachers. (Bandura, 1997). They have to be empowered in order to be able to participate in key decision making in the organization. They must feel to be a part of the system that is running the school in the sense that they must be given authority to make their own decision and at the same time be able to participate in making decision that concerns their work in the school. The support system must be working in order to integrate the new teacher to the system.

They must be support in order to make decision concerning curriculum, instruction, and scheduling and classroom management. In this regard they need to get the necessary guidance and leadership from the administration. This should be carried out in line with other factors that are presumable causing attrition of beginning teachers. According to Hays and Gendar (2000) increasing the salaries of begging teacher in a short period within their career can have an effect reducing the number of teacher who will be leaving teaching professional for other careers which are considered to be somehow lucrative.

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