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Title: PATTERNS AND TRENDS THAT IMPACT TEACHER ATTRITION AND RETENTION: A RETROSPECTIVE STUDY.
Creator: Wittel, Kerry A., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: This study intended to examine factors potentially contributing to teacher retention and attrition at the local (district) level and the costs associated with this teacher movement. A secondary data set from a large urban school district in the southern United States served as the unit of analysis for this study. Demographic data on 25,724 teachers, from 2010-2019 were used in the analysis. A correlation, multiple regression, chi-square, and a demographic frequency distribution were run for...
Show moreThis study intended to examine factors potentially contributing to teacher retention and attrition at the local (district) level and the costs associated with this teacher movement. A secondary data set from a large urban school district in the southern United States served as the unit of analysis for this study. Demographic data on 25,724 teachers, from 2010-2019 were used in the analysis. A correlation, multiple regression, chi-square, and a demographic frequency distribution were run for each of the three criterion variables: teacher job attrition, teacher school attrition, and teacher retention. The predictor variables used in the analysis were gender, certification, total number of years teaching, and race/ethnicity. Student demographic data from the district were used as a comparison to teacher data from the same school district. Results indicated trends particular in teacher movement, whether job or school, impact the number of years a teacher stays in teaching. Special education certified teachers appear to be the most vulnerable to teacher movement. Teacher retention (leaving) averages over 17% each year over 10 years, costing $36 million dollars annually or over $367 million dollars over 10 years. At that rate, this district could experience a complete turnover of staff in only 5.7 years. Latino teachers are underrepresented in this teacher population and are out of proportion with the majority Latino student population. Black teachers change jobs and schools at statistically significantly higher rates than their White or Latino peers. National data are not longitudinal, and do not track teacher job movement, only teacher school movement. Current local data are critical for educational agencies, administrators, and decision makers to combat the teacher shortage. Findings from this study may inform the field about factors, trends, or patterns that contribute to teacher retention and attrition.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014062
Subject Headings: Teacher turnover, Teacher attrition, Teacher retention
Format: Document (PDF)

Title: THE DEVELOPMENT AND VALIDATION OF A TEACHER EDUCATION CENTER EVALUATION INSTRUMENT.
Creator: HUTCHINSON, CYNTHIA JANKO., Florida Atlantic University, Rothberg, Robert A., Wiegman, Robert R.
Abstract/Description: The purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument...
Show moreThe purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument was designed using a four point Likert type rating scale. The instrument was distributed to 500 school personnel in three Florida county school districts by the On-Site Review of Master Inservice Plan Visiting Teams. The three counties were selected to provide a cross section of teacher education center counties in Florida. There were 335 respondents, or a 67 percent return. The following conclusions were based upon the analysis of data: 1. The teacher education center evaluation instrument proved to be reliable, the alpha coefficients for the field testing being acceptable 2. The teacher education center evaluation instrument proved to have construct validity, the components being easily interpreted using the principal components evaluation 3. The teacher education center evaluation instrument proved to have content validity, having a positive judgmental rating by the respondents 4. The four major components of teacher education center evaluation--decision-making, relationship to the program of the school, commitment to teacher education, resources--proved to be easily interpreted in each county of the field testing. In summary, this study provided statistical data which indicated that the teacher education center evaluation instrument developed was reliable, as noted within the limitations of the study, and that it had content and construct validity. Possibilities for future research were outlined.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11732
Subject Headings: Teacher centers, Teachers--In-service training
Format: Document (PDF)

Title: NO SUBSTITUTION FOR SUBSTITUTE TEACHING EXPERIENCES: A CASE STUDY EXPLORING PERSPECTIVES OF NEW SUBSTITUTE TEACHERS.
Creator: Barnes, Linda S., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Substitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they...
Show moreSubstitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they believed influenced their confidence for instruction and perceived strengths and weaknesses of the required training in a large urban public school system. This case study explored perspectives of 32 new substitute teachers. An online survey, semi-structured interviews, and artifact reviews captured data. Online tools organized data for coding and analysis to discover themes and answer research questions. Findings indicated that the initial experiences substitute teachers had while working were varied, significant and often had a direct impact on their own performance and perceptions of school community members. Lesson plans, student activities and classroom management contributed to a new substitute teacher’s success in the classroom. Opportunities to interact with school community members strengthened a sense of belonging. These feelings were reflected in their own confidence as a substitute teacher. Additional factors impacting confidence included a personal knowledge of subject areas being taught, consistency with job assignments and building relationships with students in the classroom. The required training for the new substitute teachers highlighted more strengths than weaknesses along with a few recommendations for improvement. Implications from this study can uncover, design and implement a pipeline to full-time teaching - experience as a substitute teacher. There are no substitutes for an optimistic, well-prepared, engaged substitute teacher. By understanding the perceptions of new substitute teachers, a new direction improving the work of this instructional position as a valuable school community member is justified.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013905
Subject Headings: Substitute teachers, Teachers—Training of
Format: Document (PDF)

Title: A COMPARISON OF TEACHERS' ATTITUDES AND STUDENTS' SELF-ESTEEM.
Creator: CAREY, FORBES BRUCE, Florida Atlantic University, McCleary, Edward J.
Abstract/Description: The purpose of this study was to examine the relationship between the leadership style of a teacher (based on the teacher's attitudes of students as measured by the Supervisory Attitudes Scale), and the amount of self-esteem of the students (based on the school environment as measured by the Semantic Differential Scale). The study attempted to answer the question, "Does the leadership style of a teacher affect the measure of self-esteem in the students?" The sample for this study consisted of...
Show moreThe purpose of this study was to examine the relationship between the leadership style of a teacher (based on the teacher's attitudes of students as measured by the Supervisory Attitudes Scale), and the amount of self-esteem of the students (based on the school environment as measured by the Semantic Differential Scale). The study attempted to answer the question, "Does the leadership style of a teacher affect the measure of self-esteem in the students?" The sample for this study consisted of two hundred grade six teachers and their six thousand students located in six districts of the Toronto Board of Education, Toronto, Ontario, Canada. The Teachers' attitude Scale was administered to the two hundred grade six teachers to determine by district the fifteen per cent most authoritarian and the fifteen per cent most non-authoritarian teachers . It was concluded that teachers' leadership attitudes did have a significant effect on students' self-esteem, and that students of teachers with Theory X attitudes had a significantly lower measure of self-esteem than students of teachers with Theory Y attitudes.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11669
Subject Headings: Teacher-student relationships
Format: Document (PDF)

Title: AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN THE VARIOUS CHARACTERISTICS OF SELECTED COLLEGE TEACHERS AND THE TEACHING METHODS THEY EMPLOY IN THE CLASSROOM.
Creator: BRAUNSTEIN, SUSAN TABOR, Florida Atlantic University, Voss, Stephen
Abstract/Description: Introduction. Students and faculty agree that there is a great need to improve teaching at the community college. Although students learn in a variety of styles, many teachers rely on just a few teaching methods. This over-reliance on too few methods is a serious problem. Purpose of the Study. The purpose of the study was to investigate the relationship between an instructor's educational preparation and experience and the choice of instructional methods employed in the classroom. Procedures....
Show moreIntroduction. Students and faculty agree that there is a great need to improve teaching at the community college. Although students learn in a variety of styles, many teachers rely on just a few teaching methods. This over-reliance on too few methods is a serious problem. Purpose of the Study. The purpose of the study was to investigate the relationship between an instructor's educational preparation and experience and the choice of instructional methods employed in the classroom. Procedures. The data were collected by direct observation, and the instrument was administered by one observer. Both format and procedure were identical for all observations. The population observed was the entire teacing staff at Florida Institute of Technology, Jensen Beach Campus. Factors considered for correlation with method use included vocational or academic teaching area, part-time or full-time status, exposure to professional education courses, and exposure to methodology workshops. Findings of the Study. The research data indicated that the mean number of methods employed by vocational instructors was higher than the number employed by academic instructors, and part-time instructors had a higher mean number of methods than full-time, although neither gain was statistically significant. Exposure to professional education courses seemed to have no effect on the number of methods employed as both those with and those without such courses employed the same number of methods. The only factor which did yield a statistically significant difference in means was exposure to methodology workshops. The research data indicated that teachers believed training in method and student learning style had little influence on method choice. Factors which were found to be important were course content, preferred teaching style, and class size. Recommendations. It was recommended that further studies should be undertaken to clarify the importance of training in methodology as a determining factor in method choice; to establish what instructors know about student learning styles; to provide a knowledge base on actual behavior of part-time instructors; and to determine the precise nature of those workshops which have proven, by direct independent observation, to have a positive correlation with the number of methods employed.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11794
Subject Headings: Teaching, Community college teachers
Format: Document (PDF)

Title: A study of return-to-industry experiences of Florida community college vocational faculty between 1986 and 1990.
Creator: Sullivan, David E., Florida Atlantic University
Abstract/Description: The survey research in this study was a delayed post-examination of characteristics and outcomes of return-to-industry experiences of vocational community college faculty in Florida. A questionnaire was sent in 1990 to all community college faculty who participated between 1986 and 1990 in the Florida Vocational In-Service and Business Exchange Program. The survey population included all persons who had received grants in support of return-to-industry experiences for faculty or institutional...
Show moreThe survey research in this study was a delayed post-examination of characteristics and outcomes of return-to-industry experiences of vocational community college faculty in Florida. A questionnaire was sent in 1990 to all community college faculty who participated between 1986 and 1990 in the Florida Vocational In-Service and Business Exchange Program. The survey population included all persons who had received grants in support of return-to-industry experiences for faculty or institutional upgrading over the four-year period. The questionnaire designed for this study solicited information about measurable outcomes affecting the participants and their institutions following the experiences. Questionnaire responses indicated perceived outcomes of curricular change, participant's increased knowledge, increased industry contacts, and updated knowledge of equipment and employment needs in participating industries. Initial data on the characteristics of each experience were gathered from the files of the Florida Department of Education in Tallahassee. These files contained data relating to the amount, the number of days, and the participant's department and college for each grant. Responses were analyzed using Pearson-r correlations and multiple regression analysis to determine whether significant relationships existed between and among reported characteristics of the experiences and the outcomes perceived by participants. Results of the regression analysis support the presence of a relationship between initial goals of the experience and actual outcomes. Statistically significant relationships were found to exist within the group as a whole and when grouping participants by year as separate reference groups. These relationships were determined by using responses to the questionnaire as variables in a correlation analysis. The results of this study may serve as a reference for administrators, participants, funding agencies, and state education agencies for planning, budgeting, implementing, and evaluating future return-to-industry and staff development programs.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12323
Subject Headings: College teachers--Tenure
Format: Document (PDF)

Title: STATUS OF SUBSTITUTE TEACHER PROGRAMS AND A MODEL STAFF DEVELOPMENT PLAN FOR THREE SOUTH FLORIDA COUNTIES.
Creator: BRAKE, HAROLD M., Florida Atlantic University, Urich, Ted R.
Abstract/Description: Purpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices...
Show morePurpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices and procedures for the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? (2) What alternatives can be developed for a model program to improve the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? Procedure. This study was limited to the three school districts of Broward, Martin, and Palm Beach, located on the southeast coast of Florida. These three school districts represented small, moderately large, and large school districts in South Florida. Four surveys were developed for this study. The four surveys were designed to obtain information and perceptions from the four district groups that deal with substitute teachers: (1) the district office, (2) principals, (3) teachers, and (4) substitute teachers. The instruments dealt basically with the four areas of substitute teacher services: (1) selection, (2) placement, (3) training or orientation, and (4) evaluation. Conclusions and Recommendations. Although selection procedures and placement procedures were rated as "satisfactory" or above by the vast majority of principal, teacher, and substitute teacher respondents in all three school districts, there was still need for improvement in these substitute teacher services. Orientation procedures and evaluation procedures were areas of concern of principal, teacher, and substitute teacher respondents in all three school districts. These areas of substitute teacher services need to be improved to meet the needs of principals, teachers, and substitute teachers. In summary, substitute teachers make a valuable contribution to the continuity of the educational program. It is the responsibility of the administration to provide the best possible substitute teacher service to assure the success of the educational program when the regular teacher is absent.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11839
Format: Document (PDF)

Title: EXPLORATION AND COMPARISON OF EFFICACY AND MINDSET PERCEPTIONS HELD BY 9-12 SCHOOL LEADERS AND TEACHERS.
Creator: Keene, Bonnie, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’...
Show moreThis quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’ perceptions of school leader efficacy and teacher mindset correlated, meaning a significant portion of variance in teacher perceptions of school leadership efficacy can be predicted by the mindset held by the teacher toward capacity to grow in ability and talent. However, school leaders’ perceptions of self-efficacy and teacher mindset did not correlate, suggesting school leader self-efficacy beliefs do not predict their beliefs in teacher growth potential. Over the years, the terms “efficacy” and “mindset” have been thoroughly researched; however, never in a context surrounding school leaders’ and teachers’ perceptions of each other’s capabilities. Therefore, this study sought to explore and compare school leaders’ and teachers’ perceptions of efficacy and mindset for each other to gain insight into the workplace environment within educational 9-12 systems.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014109
Subject Headings: Educational leadership, Teachers
Format: Document (PDF)

Title: BURNOUT: THE DEVASTATING IMPACT ON A NEW TEACHER.
Creator: Leichtman, Kevin, Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This autoethnographical study was conducted to add teacher voice and perspective in the topic of new teacher burnout, which has been linked to beginning teachers’ historically high attrition rates within the first five years of their careers. The study was centered on a burned out new teacher who faced cognitive dissonance through attempting to implement critical pedagogy in the context of standards-based reform. Data was gathered through field notes and artifacts encompassing the first five...
Show moreThis autoethnographical study was conducted to add teacher voice and perspective in the topic of new teacher burnout, which has been linked to beginning teachers’ historically high attrition rates within the first five years of their careers. The study was centered on a burned out new teacher who faced cognitive dissonance through attempting to implement critical pedagogy in the context of standards-based reform. Data was gathered through field notes and artifacts encompassing the first five years of the teacher’s career, which spanned two schools and six grade levels in a large, low socioeconomic, southern school district. The data underwent multiple levels of analysis and classifications to allow for emergent themes. This data was then displayed as narrative vignettes, giving a representative sample of the field notes that detailed the experience of new teacher burnout. The data from this study found similarities with the current research on burnout in identifying significant contributors to new teacher burnout. Findings suggested that contributors to burnout work simultaneously and have consistent and pervasive effects. This made every contributor to burnout impactful, as the teacher was constantly suffering from negative health effects of the constant state of burnout.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013386
Subject Headings: Attrition of teachers, New teachers, Burn out (Psychology)
Format: Document (PDF)

Title: Attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract.
Creator: Johnson, Katherine McDonald., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: Tenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature...
Show moreTenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature includes an introduction to the tenure issue and history of tenure. Relative research and the pros and cons of tenure are also presented. Finally, the status of tenure in Florida is summarized. Eight hundred and seventy-nine faculty members composing a stratified random sample from 21 of Florida's 28 community colleges were asked to complete and return a Likert scaled survey. Six hundred and seventy surveys were returned, comprising a 76 percent response rate. Survey results were analyzed using five separate one-way analyses of variance, for the measuring of attitude as related to age, gender, rank, years of employment, and tenure/continuing contract status. Of the five hypotheses tested there were significant differences in attitude regarding tenure as related to rank and tenure/continuing contract status. Results of this survey were then compared to a 1971 survey on tenure published by the Commission on Academic Tenure. Upon this comparison, it was found that in this community college survey as well as the survey conducted in 1971, faculty displayed significant differences in attitudes regarding themselves and their institutions depending on their tenure/continuing contract status. This community college survey compared to the 1971 survey produced findings indicating that a greater sense of freedom to express ideas was related to faculty rank. Community college faculty and administrators may find this study useful as they evaluate academic freedom in the classroom versus job security.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12268
Subject Headings: Community college teachers--Florida--Attitudes, College teachers--Tenure
Format: Document (PDF)

Title: Cultural sensitivity of novice and experienced teachers of English to speakers of other languages.
Creator: Belli, Gregory Charles, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this survey study was to measure and compare the levels of cultural sensitivity of novice and experienced teachers of ESOL in the public schools of Palm Beach County, Florida, as measured by Margaret L. Ford's Teacher-Student Interaction Instrument (TSI). Correlational statistics (t-tests, ANOVA's, crosstabulations, c2 significance tests, and multiple regression analysis) were used to determine: (1) if novice and experienced ESOL teachers were distributed differently along...
Show moreThe purpose of this survey study was to measure and compare the levels of cultural sensitivity of novice and experienced teachers of ESOL in the public schools of Palm Beach County, Florida, as measured by Margaret L. Ford's Teacher-Student Interaction Instrument (TSI). Correlational statistics (t-tests, ANOVA's, crosstabulations, c2 significance tests, and multiple regression analysis) were used to determine: (1) if novice and experienced ESOL teachers were distributed differently along Banks' levels of ethnicity, as measured by the TSI, (2) whether four demographic variables (age, gender, regional tenure, and ethnic group identification) were significantly correlated to TSI scores, and (3) if the demographic variables and teacher experience were significantly correlated with TSI score in a predictor model. The responses of 126 elementary and secondary ESOL teachers who completed the 42 item Likert scale questionnaire and seven biodata items, were used to do the analyses. The predominant TSI scores of respondents were in the categories of Biethnicity and Multiethnicity, with only 8.7% in level three, Ethnic Identity Clarification; and no respondents were in the guardedly ethnocentric lower levels, Ethnic Psychological Captivity and Ethnic Encapsulation. No statistically significant correlations were obtained in the comparison of each variable with TSI score (level of ethnicity ) or combined in the multiple predictor model. The higher percentages and ranges of TSI scores than previously reported in the literature appear to confirm the efficacy of: (1) the inclusion of core courses in multicultural education in teacher preparation programs, (2) the continued requirement of 30 to 300 hours of multicultural education workshops for inservice teachers, and (3) the use of the TSI as a survey instrument, a screening tool to indicate levels of cultural sensitivity, or as an item bank for fruitful discussion among teachers on matters relating to cultural diversity. Research suggests that the variables examined in this study may be used more effectively as predictors of cultural sensitivity if an additional measure of previous multicultural experience is also obtained.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12589
Subject Headings: English teachers, Multicultural education, Teachers--Training of
Format: Document (PDF)

Title: A study of teacher change and its meaning.
Creator: Wills, Eileen W., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to investigate how teachers change from being disseminators of information in teacher-centered classrooms and become constructive classroom change agents using a more facilitative teaching style in a learner-centered classroom. The study identified the forces that lead to change and examined what this change means for teachers. It included teachers who have made positive improvements by changing or broadening their instructional practices. This qualitative study...
Show moreThe purpose of this study was to investigate how teachers change from being disseminators of information in teacher-centered classrooms and become constructive classroom change agents using a more facilitative teaching style in a learner-centered classroom. The study identified the forces that lead to change and examined what this change means for teachers. It included teachers who have made positive improvements by changing or broadening their instructional practices. This qualitative study examines one important reform program in a district of over 217,000 students. Twenty teachers were interviewed and observed who had participated in a two-year training program, TEAMS (Teachers Exploring and Mastering Strategies), that was based on the Models of Teaching Program developed by Bruce Joyce, Marsha Weil, and Beverly Showers. In numerous schools, six valued teachers were selected by their principal to train with the principal in workshops, meet in study groups, and work with a university coach for the purpose of infusing new facilitative strategies into their teaching repertoires. Teachers in this study showed a positive response to long-term intermittent training with study groups conducted monthly. This approach provided an environment for the development of learning communities, which was enhanced by the requirement that teachers observe each other as they practice the new strategies. Teachers responded positively to working with a coach who gave teachers strong support for using the newly learned strategies. Having the coach observe the teaching of new strategies, as well as being in each other's classrooms, compelled teachers to implement the strategies which helped them overcome the discomfort factor. Results of this study confirmed that teachers implement strategies that have the greatest impact on student achievement. Teachers' attitudes and beliefs about teaching changed and became more positive as they saw students become more engaged in learning. Although teachers did move to become more facilitative and depend less on teacher-directed instruction and rote memory for students, these strategies were not abandoned. Teachers in this study reported feeling more professional and had a heightened sense of efficacy as teachers, and they were more inclined to seek additional training that would increase their facilitative skills.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12571
Subject Headings: Teachers--In-service training, Teachers--Attitudes
Format: Document (PDF)

Title: An Investigation of Kindergarten Teachers’ Attitudes, Knowledge, and Reported Practices Regarding Teacher Leadership in the State of Kuwait.
Creator: Aleisa, Bashayer, Bogotch, Ira, Barakat, Maysaa, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school...
Show moreThis study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013167
Subject Headings: Kindergarten teachers, Kuwait, Educational leadership
Format: Document (PDF)

Title: Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.
Creator: Perez, Kristen, Kumar, David D., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Professional development has been deemed ineffective for several decades. This ineffectiveness could stem from the one-size-fits-all professional development designs, and the inconsistencies and contradictions pointed out in professional development research (which is used to create these designs). Investigating how subject taught (STEM and non-STEM), Title I status of the school (Title I and non-Title I), and grade level of instruction (elementary, middle and high) could influence teachers’...
Show moreProfessional development has been deemed ineffective for several decades. This ineffectiveness could stem from the one-size-fits-all professional development designs, and the inconsistencies and contradictions pointed out in professional development research (which is used to create these designs). Investigating how subject taught (STEM and non-STEM), Title I status of the school (Title I and non-Title I), and grade level of instruction (elementary, middle and high) could influence teachers’ preferences regarding components included in an effective design is a step toward resolving some of these inconsistencies. The research design was an embedded mixed method – an overall causal-comparative design embedded with interviews. Interviews determined teachers’ perceptions of an effective professional development design. The survey investigated preferences for nine components: content knowledge, pedagogical knowledge, active learning, duration, alignment with goals and policies, follow-up, collaboration, support, and resources (tangible and intangible). In the interviews, teachers communicated a need for differentiation based on grade level of instruction, Tittle I status of the school, and subject taught, with high percentages of agreement with the final questions of the survey. The ordinal logistic regression indicated that subject taught and Title I status of the school did not have a statistically significant effect on the dependent variable. Breaking up participants according to grade level of instruction (elementary versus secondary) had a statistically significant effect on teachers’ preferences regarding the components included in an effective professional development design. This indicated that professional development should be differentiated based on elementary and secondary instruction. When the researcher reviewed the components, some showed that the independent variables, Title I status of the school and grade level of instruction had a statistically significant effect. Although the ordinal logistic regression revealed a lack of statistical significance, percent differences indicated that factors such as subject taught, Title I status of the school, and grade level of instruction influenced teachers’ preferences regarding specific components in an effective professional development design. These findings illustrate promise that in a larger study, statistical significance might be present. Thus, professional development should be differentiated based on subject taught, Title I status of the school, and grade level of instruction.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005953
Subject Headings: Professional development for teachers, STEM
Format: Document (PDF)

Title: PREVALENCE, SOURCES, AND SYMPTOMS OF TEACHER STRESS AMONG PUBLIC SCHOOL TEACHERS IN FLORIDA.
Creator: BUCKLEW, NANCY DEZZUTTI, Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: Purpose. The purpose of this study was to determine the prevalence, sources, and symptoms of teacher stress among public school teachers in Florida. Procedure. Stress was defined as a response syndrome of negative affects resulting from aspects of the teacher's job and mediated by the perception that the demands constitute a threat to self-esteem and by coping mechanisms activated to reduce the perceived threat. The instrument used in collecting the data for this study was a mail...
Show morePurpose. The purpose of this study was to determine the prevalence, sources, and symptoms of teacher stress among public school teachers in Florida. Procedure. Stress was defined as a response syndrome of negative affects resulting from aspects of the teacher's job and mediated by the perception that the demands constitute a threat to self-esteem and by coping mechanisms activated to reduce the perceived threat. The instrument used in collecting the data for this study was a mail questionnaire, with a scale ranging from zero to four, for assessing the intensity of each item. The questionnaire consisted of biographical and school environmental characteristics, fifty possible sources of teacher stress, a general stress question, and sixteen possible symptoms of teacher stress. As a pilot study, the questionnaire was administered to a group of public school teachers in Palm Beach County for the purpose of examining each item for clarity. Items found to be ambiguous were revised or deleted. The 325 sample population was randomly selected from the Florida Teaching Profession/National Education Association membership. The mail questionnaire had a 78 percent response for a total of 248 respondents. The data were transformed to computer cards and submitted for statistical analysis through the Florida Atlantic University Computer Center, Boca Raton, Florida. Means, rank-order, T-tests, analysis of variance, and factor analysis were applied to the data for the purpose of determining the level of significance in deciding to reject or accept the research hypotheses at the .05 level. Conclusions and Recommendations. It is concluded from the results of the analysis that teacher stress is prevalent in Florida. Forty-one percent of the respondents reported being a teacher was either very stressful or extremely stressful. Self-reported teacher stress appeared to be similarly distributed for the biographical and school environmental characteristics. Pupil misbehavior accounted for the largest percentage of sources of stress with high means. The priority source of stress as perceived by the teachers was inadequate teaching salaries. Teachers, regardless of biographical or environmental characteristics, appear to share common perceptions concerning the sources and symptoms of teacher stress. Recommendations for reducing and/or dealing with stress are presented with suggestions ranging from inservice programs, a teacher social support system to administrative consistency and teacher bargaining unit concerns.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11776
Subject Headings: Job stress
Format: Document (PDF)

Title: The development and evaluation of a model for teacher reflection.
Creator: Tate, Arthur Wyman, Jr., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The eighties will be known as a decade of reform, a time when several key reports highlighted serious deficiencies in education and alerted the public to the possibility of a crisis in this country. It has been suggested that for education to improve, teachers must become more aware. What is needed, many believed, is for teachers to become more reflective. Reflection, in the context of teaching, refers to teachers thinking systematically about their work, evaluating what happens in the...
Show moreThe eighties will be known as a decade of reform, a time when several key reports highlighted serious deficiencies in education and alerted the public to the possibility of a crisis in this country. It has been suggested that for education to improve, teachers must become more aware. What is needed, many believed, is for teachers to become more reflective. Reflection, in the context of teaching, refers to teachers thinking systematically about their work, evaluating what happens in the classroom and eventually making changes to improve teaching and learning. Although the literature was replete with theory on how a practitioner can approach the act of reflection, there was no practical model which could be directly applied to the classroom situation. The purpose of the study was to provide teachers with a practical model for daily reflection in the classroom. A model was designed using reflection, decision making and problem solving theory. The model was tested using a two-phased pilot study, followed by experimental use by 60 teachers in grades K-12. Participants used the Teacher Reflection Model for 10 school days and filled out and returned a questionnaire. The questionnaire provided Likert-type attitude statements that were rated by the respondents on a scale of from 1 through 5, according to their agreement or disagreement with the statement. The attitude statements were designed to measure the practicality of the model. The average of the scores of the attitude statements became the Attitude Index for the teacher and provided a measure of practicality for the Teacher Reflection Model. Several subgroups within the sample of 60 teachers were compared using a t-test to analyze whether there was a significant difference in their average Attitude Index. Linear correlation tests were run to evaluate the relationships between the computed Attitude Index, the years of teaching for the respondents and the average time needed to fill out the Daily Reflection Form. Results of the study indicate that the Teacher Reflection Model is a practical instrument to assist teachers to reflect and that the questionnaire was a reliable instrument to evaluate the model. Several recommendations for improving the model are included in the study.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12305
Subject Headings: Teachers--Attitudes, Attitude change
Format: Document (PDF)

Title: MEMBERSHIP SATISFACTION OF THREE TEACHER COLLECTIVE BARGAINING UNITS WITH BARGAINING AGENT PERFORMANCE IN THREE SELECTED EAST COAST COUNTIES DURING A PERIOD OF DEMOGRAPHIC CHANGE.
Creator: WALKER, JOYCE A., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine whether the teacher bargaining unit members of three selected lower east coast counties of Florida were satisfied with the performance of their bargaining agents. The population selected was the entire membership of the three bargaining units. A stratified random sampling of 20 percent each of senior high, junior high, and elementary personnel was used to give a proportional sample. A Likert-type survey scale consisting of forty items was constructed...
Show moreThe purpose of this study was to determine whether the teacher bargaining unit members of three selected lower east coast counties of Florida were satisfied with the performance of their bargaining agents. The population selected was the entire membership of the three bargaining units. A stratified random sampling of 20 percent each of senior high, junior high, and elementary personnel was used to give a proportional sample. A Likert-type survey scale consisting of forty items was constructed, validated, and distributed to the stratified random sample. 271 responses were received. The main hypothesis that the membership was satisfied with the bargaining agent performance was tested statistically by a "t" test and was not accepted. Nine areas of dissatisfaction were: salary, pay supplements, overtime, pay scale steps, increments for degrees/hours, medical plans, dental plans, number of students, and planning time. Secondary hypotheses that no significant differences existed among subgroups were generally supported, but there were exceptions, such as in sex, age, and membership status. It was concluded that the agents should strive to improve in the areas of dissatisfaction in negotiations.
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Date Issued: 1985, 1985
PURL: http://purl.flvc.org/fcla/dt/11859
Subject Headings: Collective bargaining--Teachers--Florida
Format: Document (PDF)

Title: DESIGN OF A MODEL TO TRAIN SECONDARY AND POST SECONDARY INSTRUCTORS IN THE DISCUSSION METHOD OF TEACHING.
Creator: WINEBRENNER, LAWRENCE MURRAY, JR., Florida Atlantic University
Abstract/Description: A training model in the use of the discussion method by secondary school teachers and community college faculty was developed, evaluated, and tested to determine its effectiveness. The study was done at Florida Atlantic University in an Improvement in College Instruction class in the summer term of 1980. Sixteen of eighteen students enrolled in the course completed it. Prior to conducting the course a test was given to the students examining their knowledge about discussion and the use of...
Show moreA training model in the use of the discussion method by secondary school teachers and community college faculty was developed, evaluated, and tested to determine its effectiveness. The study was done at Florida Atlantic University in an Improvement in College Instruction class in the summer term of 1980. Sixteen of eighteen students enrolled in the course completed it. Prior to conducting the course a test was given to the students examining their knowledge about discussion and the use of discussion. The same test was given to the students after the module was used to improve their discussion skills. Video tapes were used as discussions were held and students viewed the tapes to evaluate themselves using three evaluation instruments. Students evaluated their discussion skills prior to the training experience and again after the training was completed. Five hypotheses were established. A t-test measured hypotheses one through five to determine whether significant differences existed between pretraining and posttraining scores on four evaluation instruments (Subject Matter, Flanders Interaction Analysis, Group Member, and Self). Three of the hypotheses were rejected using a.01 level of significance and a fourth hypothesis was rejected using a.05 level of significance. These four hypotheses examined change in the group and the individuals. A fifth hypothesis examined changes in students' perception of the quality of their first discussion and was not rejected. The five hypotheses were used to answer three research questions regarding an increase in subject matter scores, a change in group behavior, and a change in perception of group behavior. The results of the study indicate that subject matter scores increase and group behavior changes, but the group's perception of their behavior shows no significant change. It was recommended that the study be replicated using a larger population, subjects from a variety of backgrounds and measures of specific kinds of behavior in the groups.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11898
Subject Headings: Teachers--Training of, Discussion
Format: Document (PDF)

Title: A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
Creator: Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
Format: Document (PDF)

Title: Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.
Creator: Schaub, Cynthia R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals...
Show moreThe purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals of the college of education in which this program resides. Findings from this study revealed that through reflection and discourse, a majority of the senior students did show development in their professional beliefs about diversity concepts and issues. These findings may add to literature on program evaluation in the study of diversity concepts and infusion throughout upper division coursework. This study was limited due to an extremely low response rate and other spurious factors.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362566
Subject Headings: Teachers, Training of, Teachers, Attitudes, Teaching, Sociological aspects, Teacher-student relationships, Multicultural education
Format: Document (PDF)

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