scholarly journals The Effects of Differential Pay on Teacher Recruitment and Retention

2018 ◽  
Author(s):  
Carycruz Bueno ◽  
Tim Sass
Keyword(s):  
Teacher Recruitment ◽  
Recruitment And Retention

Teacher Recruitment and Retention

1981 ◽  
Vol 49 (1) ◽  
pp. 26-29
Author(s):  
Matthew Clark
Keyword(s):  
Teacher Recruitment ◽  
Recruitment And Retention

A University Approach to Improving STEM Teacher Recruitment and Retention

2015 ◽  
Vol 51 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Keith Hubbard ◽  
Karen Embry-Jenlink ◽  
Lesa Beverly
Keyword(s):  
Teacher Recruitment ◽  
Recruitment And Retention ◽  
Stem Teacher

scholarly journals Teacher Recruitment and Retention in Select First Nations Schools

in education ◽  
2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Robin Mueller ◽  
Sheila Carr-Stewart ◽  
Larry Steeves ◽  
Jim Marshall
Keyword(s):  
Teacher Retention ◽  
First Nations ◽  
School System ◽  
Teacher Recruitment ◽  
Residential Schools ◽  
Day Schools ◽  
Factors Affecting ◽  
Recruitment And Retention ◽  
Tribal Council

Historically, the inequitable funding for First Nations schools in comparison to funding for provincial schools has been an issue from the time of early day schools, to residential schools in which students worked half a day to tend to crops in order to grow food for consumption by students and staff, and to present day where band-managed schools still experience lack of funding.  Similarly, the lower salary levels for teachers in federal and today in First Nations-managed schools has been identified as a significant issue related to teacher retention. The purpose of this research was to identify current factors affecting teacher recruitment and retention in present day First Nations’ managed schools. In this paper we report on one case study comparing funding and teacher retention in one provincial school system and schools in one Tribal Council in Saskatchewan.Keywords: funding; First Nations schools; administration; teacher recruitment; teacher retention

scholarly journals Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce

2021 ◽  
Vol 18 (04) ◽  
Author(s):  
Patricia Razafindrambinina ◽  
Aditi Dubey ◽  
Paul Ellis ◽  
Rachel Lamb ◽  
Shantam Ravan
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Teacher Recruitment ◽  
The United States ◽  
State Legislature ◽  
Minority Teachers ◽  
Education Attainment ◽  
Recruitment And Retention ◽  
Stem Workforce ◽  
K 12

The United States STEM workforce has yet to reflect the demographics of the larger population. This discrepancy begins at the base of the STEM pipeline with a significant lack of minority STEM K-12 teachers to serve as mentors and role models to minority students. Research has shown that minority students’ exposure to same-race teachers increased academic output and education attainment up to 32%. Unfortunately, minority teachers face a revolving-door effect: the cycle of increased recruitment countered by a high turnover amongst minority teachers compared to their white counterparts. Minority teachers who leave the profession consistently cite negative teaching environments, discrimination, and lack of support as the main drivers of their decision to quit teaching. The Maryland state legislature recently passed the Blueprint for Maryland’s Future Act, which attempts to address teacher recruitment and retention more comprehensively. Here, we go beyond the Blueprint’s baseline tools to recommend targeted strategies to recruit and retain minority STEM K-12 teachers in Maryland. Through the creation of a robust peer mentorship pipeline between new and experienced teachers, prioritization of school staff diversity and inclusion training, and the promotion of teacher autonomy, we will increase minority student education attainment and encourage the growth of a diverse STEM workforce in Maryland.

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