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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.50,Issue6,P.548-574

语言

英文

关键字

teacher shortage; teacher employment; urban education; administrator effectiveness; TURNOVER; EMPOWERMENT; ADJUSTMENT

作者单位

[Wronowski, Meredith L.] Univ Oklahoma, Dept Educ Leadership & Policy Studies, Norman, OK 73019 USA. Wronowski, ML (reprint author), Univ Oklahoma, Dept Educ Leadership & Policy Studies, Educ Adm Curriculum & Supervis EACS Program, Jeannine Rainbolt Coll Educ, 820 Van Vleet Oval,Collings Hall,Room 202, Norman, OK 73019 USA. E-Mail: mlwronowski@ou.edu

摘要

This research addresses the problem of teacher shortages in urban, high-needs schools. A grounded theory methodology was used to expand insights related to teacher recruitment and retention by collecting and analyzing qualitative (interview and observational) data from nine successful urban teachers. A two-part model of recruitment and retention emerged from this analysis. The model recommends that recruitment practices should be directed at locating individuals who have specific personality traits, the ability to practice cultural awareness and acceptance, and who build effective relationships with students. Organizational retention practices should be focused on increasing teacher empowerment within an organizational learning framework.