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Research On The Governance Of Teacher Attrition In American Public Schools

Posted on:2023-06-29Degree:DoctorType:Dissertation
Country:ChinaCandidate:J ChenFull Text:PDF
GTID:1527306809497614Subject:Comparative Education
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A stable teaching force is a fundamental guarantee for promoting educational equity and enhancing educational quality.Public basic education in the United States has long been plagued by the problem of teacher attrition,and the U.S.government has used a variety of multiform policy tools and accumulated and explored many experiences in the long-term management of the teacher attrition problem.The problems that exist in the U.S.teacher workforce also exist in China,and although they are manifested in different ways,the goals of stabilizing the teacher workforce and improving teacher quality are the same.Therefore,a proper understanding and appreciation of the strategies for managing teacher attrition in U.S.public elementary and secondary schools will provide us with experiences and references for building a high-quality teacher workforce.Therefore,this study chooses to take the governance of teacher attrition in U.S.public elementary and secondary schools as the research object,analyze the historical evolution of teacher attrition governance in the U.S.since the mid-20 th century,and explore the governance initiatives and lessons learned by the U.S.government to address the problem of teacher attrition,together with providing references to the current teacher workforce construction in China.Based on the official policy texts,data survey reports of teacher organizations and educational management agencies,and related studies,this paper examines the governance of teacher attrition in public elementary and secondary schools in the United States,using labor market supply and demand theory,incentive theory,and modern governance theory as the theoretical basis.The main body of the paper is divided into three parts.The main body of the paper is divided into three main parts.The first part(Introduction and Chapter 1)introduces the background and significance of the study,relevant domestic and international research,concept definition,theoretical basis of the study and research methods and ideas.Part Ⅱ(Chapters 2,3,and 4)examines the governance of teacher attrition in the United States in three separate chapters based on the historical stages of teacher attrition governance in the United States,exploring the social context,patterns and causes of teacher attrition,governance initiatives,and effects of teacher attrition governance in the United States during its different historical periods.Chapter 2 examines the governance of teacher attrition in the United States from the mid-20 th century to the 1980 s.During this period,the demand for teacher development began to shift from basic satisfaction with teacher quantity to enhancement of teacher quality,a reform phase aimed at continuously improving teacher quality standards and improving and developing the teaching force,and governance strategies gradually shifted to internal professional regulation.The main factors influencing teacher attrition in this stage include low teacher salaries,regional inequality in educational resources due to the unbalanced state of education finance,the unfavorable social status of teachers,the lack of pre-service teacher training,the lowering of standards for teacher entry thresholds,and centralized management.Accordingly,the U.S.has adopted teacher attrition governance measures mainly including: increasing the investment in basic education to improve teachers’ salaries,raising the threshold of teacher entry,developing professional certification standards for teacher education,improving the legal rights protection system for teachers,and enacting teacher incentive policies to increase teachers’ salaries.In terms of governance effects,the number of primary and secondary school teachers has been improved and the quality of teachers has been enhanced,but the structural problems caused by regional imbalance remain prominent.In terms of the relationship between governance subjects,the spontaneous market regulation function plays a major role at this stage,and the government’s instrumental regulation mechanism is not yet sound.Chapter 3 examines strategies for managing teacher attrition in the United States from the early 1980 s to the end of the 20 th century.This period was a time when basic education pursued equal educational resources and opportunities,and teacher attrition patterns were more pronounced in terms of teaching age and discipline.The causes of teacher attrition during this period included low teacher salaries,lack of organizational support for new teachers during critical periods,lack of uniform national certification standards,and burnout due to work environment stress.During this period,the U.S.governance initiatives included increased education funding,establishment of national teacher evaluation standards,expansion of new approaches to teacher certification systems,beginning teacher support programs,emphasis on teacher professional development,and implementation of a teacher career ladder program.In terms of governance effectiveness,the above governance measures have improved the overall quality of teachers through economic incentives and promotion of teacher professional development,and more adequate teacher preparation and in-service training have been effective in preventing the number of new teacher attrition to some extent;however,with the opening of the external employment environment,the structure of teacher attrition has undergone new changes,and the lack of uniformity in teacher certification across states has exacerbated teacher attrition.The attrition of teachers entering the teaching profession through non-traditional pathways has been accentuated.In terms of the relationship between governance actors,the failure of spontaneous regulation of the teacher labor market during this period has prompted increased government attention to the attrition problem.Chapter 4 examines the governance of teacher attrition in the United States since the 21 st century.This period was a time of pursuit of quality and balance and equality of outcomes in U.S.basic education.The United States enacted a series of education acts that were permeated with demands for high-quality teachers,especially the enactment of the No Child Left Behind Act,which led to the promotion of the goal of quality and balanced education in U.S.basic education.The main reasons for teacher attrition during this period included: low teacher salaries,teaching by those without rigorous professional training,educational accountability that increased teacher work pressure,and uneven educational resources.The U.S.has addressed the problem of teacher attrition as a complete and systematic problem and has implemented targeted and diversified strategies to address it,including: enhancing rewards for outstanding teachers,raising the social status of teachers,improving the work environment,reducing the burden on teachers,strengthening support for teacher education,a scientific and standardized evaluation system for outstanding teachers,providing special support for teacher retention in high-need areas,and optimizing the teacher evaluation system.The government has been able to optimize the teacher evaluation system,improve the teacher salary system,and introduce policies to motivate teachers.In terms of effectiveness,the trend of teacher attrition in the U.S.has slowed to a certain extent,but the diverse student composition of the new era has also exacerbated teacher attrition in high-need schools and districts.In terms of the relationship between governance actors,this period has reinforced the government’s leading role in combating teacher attrition,while social support and oversight have also played an active role.The third part(Chapter 5)summarizes and analyzes the overall situation of teacher attrition in the United States from two dimensions: historical longitudinal and international horizontal;and systematically clarifies the characteristics of teacher attrition management strategies in the United States from four aspects: content,categories,subjects,and effects;explores the common problems in managing teacher attrition in the United States over a long period of time,analyzes the three pairs of tensions in the practical dilemma,and then summarizes the management experience of teacher attrition in the United States The study also explores the common problems of teacher attrition in the United States over a long period of time and analyzes the three pairs of tensions in the dilemma.
Keywords/Search Tags:teacher attrition, U.S.public elementary and secondary schools, teacher policy teacher attrition governance
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