Browsing by Author "Horner, Glenda S."

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An Examination of Classroom Management and Beginning Teacher Retention: A Case Study
(2021-05) Sewell, Khayla Deann; Johnson, Detra D.; Butcher, Keith A.; Horner, Glenda S.; Klussmann, Duncan F.
Background: Turnover among teachers, or the ability to retain teachers, is higher than retention in most other professions (Ingersoll & Merrill, 2017). Teacher retention in urban schools that serve a majority student population of color is especially acute (Albright et al., 2017; Bowsher et al., 2018). One of the major reasons cited by teachers in urban schools who elected to exit the profession was classroom management. This study aimed to explore the classroom management practices of secondary teachers in urban schools through the theoretical framework of Culturally Responsive Classroom Management. Research Questions: (1) How do beginning secondary teachers in urban high schools understand and conceptualize their classroom management practices? (1a) What is the level of self-awareness of their own culture of beginning secondary teachers in urban schools? (1b) What is the level of knowledge that beginning secondary teachers in urban schools have of their students’ cultural backgrounds? (1c) What is the level of awareness of the political, social, cultural, and economic context of education held by beginning secondary teachers in urban schools? (1d) To what extent do beginning secondary teachers in urban schools infuse classroom management practices with culturally appropriate strategies? Methods: The research questions were answered using a qualitative research design. Participants were five beginning teachers from an urban high school in the southeastern part of the United States. Data collection included semi-structured interviews, follow-up interviews, and a focus group. Thematic analysis technique was used to analyze the data for emergent themes. The data was validated by respondent validation, triangulation, and dialogic engagement (Creswell & Poth, 2018; Morrow, 2005; Nowell et al., 2017; Ravitch & Carl, 2016). Results: Data analysis revealed the following themes: Learning by Doing, Circumscribing Awareness, Caring Kinship, Scratching the Surface, Varying Approaches, and Adapting. One subtheme, Not Urban, was also generated. The themes indicated that the participants possessed some knowledge of each of the four pillars of culturally responsive classroom management. Yet, when considered in total, the participants did not operate as culturally responsive educators applying such strategies to their pedagogical practices. Given that the participants were novice teachers, this researcher believes that the teacher preparation process, both conventional and alternative certification, may not provide teacher candidates with the information needed to lead diverse classrooms. Conclusion: This researcher believes it takes a special heart to enter teaching, and it takes a special heart to stay in the profession. Just as students enter classrooms with valuable experiences that can be used to enhance their learning, most teachers enter the profession wanting to make a positive change in the lives of their students. But it is difficult to become an effective teacher if one exits because of disappointment or disillusionment. Excellent teachers begin with excellent classroom management. Thereupon, it is incumbent upon educational leaders to ensure teachers are armed with the tools and strategies they need to enter diverse classrooms.
Examining the Impact of First-Year Mentoring and SElf-Efficacy on Novice Teachers' Turnover Intentions
(2021-08) Hayes, Felicia; Rangel, Virginia Snodgrass; Butcher, Keith A.; Davis, Bradley W.; Horner, Glenda S.
Background: Novice teacher turnover is problematic in public schools across the United States, requiring school officials to hire a great number of new teachers to fill vacant positions each year. Turnover is detrimental for schools, requiring districts and campuses to continuously provide on-going induction opportunities to their new teachers. First-year mentoring is one common form of induction, but it is unknown as to which components of mentoring or the induction process are truly the most effective in novice teacher retention. Little research exists on specific components of first-year mentoring and whether self-efficacy helps explain its relationship to the intentions of novice teachers to stay or leave their classrooms. Purpose: The purpose of this study was to examine the relationship between having a mentor in the first year, novice teachers’ perceptions of self-efficacy, and turnover intentions. This study sought to answer the following two research questions: (RQ1) For novice teachers who were assigned mentors in the first year of teaching, does a relationship exist between their intent to leave their current position and (1) the subject the mentor taught or (2) the frequency in meeting with the mentor? If so, to what extent? (RQ2) To what extent do novice teachers’ perceptions of their self-efficacy help to explain their intent to leave their current position, controlling for whether they were assigned a mentor in the first year of teaching? Methods: A quantitative, cross-sectional design was used with data collected from the National Center for Education Statistics’ 2011-12 Schools and Staffing Survey (SASS). The data set consisted of a representative sample of approximately 6,000 novice public school teachers across the U.S. in grades K-12. Self-efficacy was measured using teachers’ responses to a series of questions aligned to Tschannen-Moran and Hoy’s (2001) Teacher Efficacy Scale. Using the NCES Power Stats application tool, logistic regression analyses were conducted to answer both research questions. Results: In the analysis for Research Question 1, I was unable to reject the null hypotheses; however, the odds ratio showed a 3% increase in the likelihood that a novice teacher would intend to stay in the profession having been assigned a same-subject mentor in their first year of teaching. Another important finding from this analysis showed that there is a relationship between the assignment of same-subject mentors and particular grade-level schools. In response to Research Question 2, I found a statistically significant relationship between possessing a sense of preparedness in classroom management and the novice teachers’ turnover intentions. Another important finding from this research question was that novice teachers who were assigned mentors were found statistically less likely to leave their current position when possessing a strong sense of preparedness in teaching the content standards. Conclusion: This study contributes to the literature by providing additional evidence about specific measures of self-efficacy that may impact novice teachers’ turnover intentions. It is recommended that school administrators should continue to work to develop and implement research-based protocols for preparing mentors to work with their new teachers during induction that help to increase teacher retention and reduce the detrimental effects that attrition has on public schools.
EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY
(2016-12) Ferdinand, Michele A.; Rangel, Virginia Snodgrass; Rolle, R. Anthony; Emerson, Michael W.; Horner, Glenda S.
Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year new teachers enter the profession lacking the appropriate skills required to meet the needs of students in classrooms across the nation. When teachers participate in new teacher induction, research indicates that attrition rates decrease, while teacher satisfaction and commitment levels increase. A qualitative case study method was utilized to elicit and analyze novice teachers’ perspectives on the new teacher induction program in a large school district in Texas. The purpose of the study was to understand the extent to which first-year teachers perceived that the program met the needs of new teachers during their induction year, and the extent to which the program influenced their decision to remain in the district. The research problem presented in this qualitative case study was framed by the Mutual Benefits Model which is derived from Social Exchange Theory. Data were collected through the analysis of archived documents, researcher reflexivity, field notes, audio recordings and transcripts from a focus group interview, and two individualized interviews with four first-year teachers from various schools within the district. First Cycle Coding was utilized to identify concepts, and emerging themes from the interview transcripts and field notes. In this study, four specific components were examined: professional development training, collaborative support through professional learning communities, feedback and evaluation, and mentoring support. The findings suggest that the first-year teachers’ experiences with the new teacher induction program were supportive and collaborative. Additionally, findings indicated that the experiences and participation in the new teacher induction program positively influenced two of the four study participants to remain in the district. One study participant did not reveal a reason for remaining, and the fourth participant cited personal reasons for remaining in the district and profession. The findings of this study can contribute to the existing research and the current new teacher induction program framework by clarifying the roles of new teachers, campus administrators and mentors. Implications suggest that the district could enhance the new teacher induction program by providing differentiated professional development for first-year teachers new to the profession, not just to the district. Additionally, implications for more research for policy should consider the elements of alternative certification programs, specifically web-based models, on pedagogy.
The Impact of Varying Levels of Blended Teaching Readiness on Student Achievement Outcomes
(2023-12) Akers, Meredith Arlene; Rangel, Virginia Snodgrass; Davis, Bradley W.; Klussmann, Duncan F.; Horner, Glenda S.
Background: Blended learning combines online and face-to-face instruction and can result in significant gains for students. While many state and federal policies require the use of technology within face-to-face classrooms, teachers are left to discover the best way to incorporate technology on their own. High-quality professional development can help prepare teachers for new instructional practices and improve students’ learning. Purpose: This study aimed to examine the relationships between blended learning professional development, teachers’ self-assessed readiness to teach in a blended learning environment, and student achievement outcomes. Methodology: In this quantitative study, I surveyed 73 third-fifth grade teachers in a large suburban school district in southeast Texas to determine their level of readiness and participation in blended learning professional development. I matched 1771 students’ 2022-23 Math scores and 1120 students’ Reading scores to their teachers and used mediation analysis to test the relationships of interest. Results: I found that readiness to teach in a blended learning environment was less important for student achievement in Math and Reading than teacher participation in blended learning professional development. Math teachers with two or more years of blended learning professional development had students with scores that on average were five points higher than students who had teachers with no exposure to blended learning professional development. Furthermore, there was no mediation effect for Math achievement; however, blended learning readiness negatively mediated the relationship between Reading achievement and teacher professional development, which was contrary to my hypothesis. Conclusion: The results of this thesis suggest that any amount of blended learning professional development has a significant, positive impact on student achievement outcomes for Math. District and campus leaders should provide educators with professional development specific to blended learning as a key step toward making gains in student learning.