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Teacher tenure and its effects on school climate and culture : = A comparative analysis of tenure granting public schools and non-tenure granting charter schools on Long Island.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher tenure and its effects on school climate and culture :/
其他題名:	A comparative analysis of tenure granting public schools and non-tenure granting charter schools on Long Island.
作者:	Darch, Darlene.
面頁冊數:	1 online resource (133 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9781369749564

Teacher tenure and its effects on school climate and culture : = A comparative analysis of tenure granting public schools and non-tenure granting charter schools on Long Island.
Darch, Darlene.

Teacher tenure and its effects on school climate and culture :A comparative analysis of tenure granting public schools and non-tenure granting charter schools on Long Island. - 1 online resource (133 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.

Includes bibliographical references

The purpose of this study is to explore the climate and culture of public and charter schools in New York State and what factors contribute to these. As the debate over teacher tenure continues, this study will look at the possible positive and negative effects tenure policies have on the climate and culture of schools. Does the presence or lack of tenure policies have an impact on school climate and school culture? The research for this study used a mixed method of quantitative and qualitative data. Quantitative data was collected on teachers in each school including: age, years of experience, education, years at that school or district, and teaching certifications. Qualitative data was collected using on-line surveys of both public school and charter school teachers. The data showed that a combination of the average age, years of teaching experience, and years of dedication to a school or district, show an extremely high turnover rate of teachers in charter schools. This high turnover rate will undoubtedly have a negative effect on many areas of the charter school setting. Continued, ongoing professional development is not possible when the staff is constantly changing. The only professional development that can be implemented are short term or single training sessions. Ongoing, meaningful professional development is conducted over years, with knowledge and skills scaffolding over years of training and collegial teamwork. Such high turnover rates in any school or district will also have a very significant impact on relationships with the families of the students and the community as a whole. Teachers are not staying long enough to build meaningful relationships within the school or community. The climate and culture of a school are built over years, with the school community developing meaningful and trusting relationships with the families and communities they serve. These relationships are built over years with teachers, administrators, social workers, school nurses and other support staff, which provide a consistent, safe, nurturing environment for the students and their families. This is not possible if the teachers and administrators in a school or district are constantly changing.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369749564Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher tenure and its effects on school climate and culture : = A comparative analysis of tenure granting public schools and non-tenure granting charter schools on Long Island.
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520 $a The purpose of this study is to explore the climate and culture of public and charter schools in New York State and what factors contribute to these. As the debate over teacher tenure continues, this study will look at the possible positive and negative effects tenure policies have on the climate and culture of schools. Does the presence or lack of tenure policies have an impact on school climate and school culture? The research for this study used a mixed method of quantitative and qualitative data. Quantitative data was collected on teachers in each school including: age, years of experience, education, years at that school or district, and teaching certifications. Qualitative data was collected using on-line surveys of both public school and charter school teachers. The data showed that a combination of the average age, years of teaching experience, and years of dedication to a school or district, show an extremely high turnover rate of teachers in charter schools. This high turnover rate will undoubtedly have a negative effect on many areas of the charter school setting. Continued, ongoing professional development is not possible when the staff is constantly changing. The only professional development that can be implemented are short term or single training sessions. Ongoing, meaningful professional development is conducted over years, with knowledge and skills scaffolding over years of training and collegial teamwork. Such high turnover rates in any school or district will also have a very significant impact on relationships with the families of the students and the community as a whole. Teachers are not staying long enough to build meaningful relationships within the school or community. The climate and culture of a school are built over years, with the school community developing meaningful and trusting relationships with the families and communities they serve. These relationships are built over years with teachers, administrators, social workers, school nurses and other support staff, which provide a consistent, safe, nurturing environment for the students and their families. This is not possible if the teachers and administrators in a school or district are constantly changing.
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