Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers
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用个人职位框架描绘中学科学教师的保留：对一年级科学教师的州队列分析
DOI：
10.1002/tea.21757
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发表时间：
2022
影响因子：
4.6
通讯作者：
Gaynor, Catherine R.
中科院分区：
文献类型：
--
作者：
Larkin, Douglas B.;Patzelt, Suzanne Poole;Ahmed, Khadija M.;Carletta, Liz;Gaynor, Catherine R.
这项研究使用州一级的人员配置数据来分析所有231名一年级中学科学教师在新泽西谁在2010 - 2011学年开始教学的五年职业轨迹。本文介绍了研究教师保留的人-职位框架，并提出了一个案例，说明在教师保留的实证报告中指定位置和持续时间的重要性，以及区分雇主和教师个人对保留的看法。在这里研究的队列中，5年的雇主保留率为38%，但那些积极教学的保留率为65%。另有24%的科学教师在第一年或之后立即改变了学区，并在第二个学区保留了四年或四年以上。16%的科学教师被确定为非白色或西班牙裔，这些教师的保留率与他们的白色/非西班牙裔同行相似。替代路线准备方案吸引了更多的中学科学教师谁确定为非白色或西班牙裔，但教师从这些程序有一个远低于5年保留在职业率（45%）比非白色或西班牙裔传统路线教师（75%）。这是更常见的科学教师在较高的SES区转移到较低的SES区比相反。在社会经济地位较高的地区，科学教师的职位更替率略低。作为一个类别，特许学校的5年科学教师留存率最低（13%）。年龄，性别，学科领域认证，或起薪的科学教师和保留在这项研究中使用的措施之间没有可识别的关系。作者讨论了研究中保留本身的表征，包括与保留相关的描述符的使用。与科学教师教育政策的影响进行了讨论，是未来使用的国家级数据系统保留研究。
This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of specifying both location and duration in empirical reporting on teacher retention, as well as distinguishing between the employers’ and individual teachers’ perspectives on retention. In the cohort studied here, the 5‐year retention‐by‐employer rate was 38%, but the retention‐in‐profession rate for those actively teaching was 65%. An additional 24% of science teachers changed districts during or immediately after their first year, and were retained in their second districts for four or more years. 16% of the science teachers in the cohort identified as non‐White or Hispanic and these teachers were retained at similar rates to their White/non‐Hispanic counterparts. Alternate route preparation programs attracted many more secondary science teachers who identified as non‐White or Hispanic, but teachers from these programs had a far lower 5‐year retained‐in‐profession rate (45%) than non‐White or Hispanic traditional route teachers (75%). It was more common for science teachers in higher SES districts to transfer to lower SES districts than the reverse. The position turnover rate for science teachers was slightly lower in higher SES districts. As a category, charter schools had the lowest 5‐year science teacher retention rate (13%). There was no identifiable relationship between the age, sex, subject area certification, or starting salary of science teachers and the measures of retention used in this study. The authors discuss the characterization of retention itself in research, including the use of descriptors related to retention. Implications relating to science teacher education policy are discussed, as is the future use of state‐level data systems in retention research.
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