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Recruitment and retention of teachers for Prince George inner-city schools
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Abstract |
Abstract
Inner-city schools are complex institutions and provide challenging working conditions for inner-city teachers. School districts have experienced difficulty recruiting and retaining effective teachers for their inner-city schools. This study examined potential strategies and programs to attract and support teachers for inner-city schools. The research followed a collective case study methodology and data were collected through interviews with seven experienced inner-city teachers in the Prince George School District. The interviews were recorded, transcribed, and analyzed for resonant themes. Important themes emerging from the data were: Relationships, Working Conditions, Mindset, Attributes, and Skills. Findings suggest that teachers choose to work and stay in inner-city schools because they derive enjoyment and rewards from this meaningful work. Relationships, especially those with colleagues, provided important supports for inner-city teachers. Recruitment and retention strategies should focus on the altruistic motivation of teachers rather than on financial enticements. --Leaf ii. |
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Persons
Author (aut): Richardson, Kathryn L.
Thesis advisor (ths): Kitchenham, Andrew
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DOI |
DOI
https://doi.org/10.24124/2014/bpgub1655
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Degree granting institution (dgg): University of Northern British Columbia
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Library of Congress Classification |
Library of Congress Classification
LB2835.28.C32 R53 2014
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Number of pages in document: 75
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Use and Reproduction
Copyright retained by the author.
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Rights Statement
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unbc_15483.pdf18.74 MB
25856-Extracted Text.txt131.37 KB
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English
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Recruitment and retention of teachers for Prince George inner-city schools
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application/pdf
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