The Movement Of Teachers Within Ontario School Boards.

Timothy Sibbald

Abstract


This study examines teacher movement between secondary schools within the same school board using qualitative multiple case study. Interviews were conducted with each participant before moving, shortly after moving and a period of time after moving schools. The coding of the interviews found evidence corroborating known themes of leadership, teacher match to the school environment, professional success, peers, working conditions, productivity, personal reasons, the school building, socio-economic situation of the community, financial considerations, and proximity to where teachers went to school, were born and have relatives. However, two additional themes, stress and the role of policies, were identified before achieving theoretical saturation; these two additional themes are the focus of this article.

Keywords


teacher movement; mobility; teacher transfer

Full Text:

PDF

References


Barbieri, G., Rossetti, C., & Sestito, P. (2011). The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications. Economics of Education Review, 30, 1430–1444.

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). Explaining the short careers of high-achieving teachers in schools with low-performing students. Understanding Teacher Quality, 95, 166–171.

Cresswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd edition). Thousand Oaks, CA: Sage.

Denzler, S., & Wolter, S. C. (2009). Sorting into teacher education: How the institutional setting matters. Cambridge Journal of Education, 39(4), 423–441.

Dozois, D. J. A., & Ouimet, A. J. (2010). Theoretical perspectives on abnormal behavior. In D. J. A. Dozois & P. Firestone (Eds.), Abnormal psychology perspectives (4th ed., pp. 22–43). Toronto, ON: Pearson Canada.

Feng L., & Sass, T. (2011). Teacher quality and mobility. Center for analysis of longitudinal data in education research. Retrieved from http://www. urban. org/publications/1001506. html

Fram, S. M. (2013). The constant comparative analysis method outside of grounded theory. The Qualitative Report, 18(1), 1–25.

Goldhaber, D., Gross, B., & Player, D. (2007). Are public schools really losing their “Best”? Assessing the career transitions of teachers and their implications for the quality of the teacher workforce (Working paper 12). Washington, DC: National Center for Analysis of Longitudinal Data in Educational Research.

Guarino, C. M., Brown, A. B., & Wyse, A. E. (2011). Can districts keep good teachers in the schools that need them most? Economics of Education Review, 30(5), 962–979.

Hanushek, E. A., Kain, J. F., & Rivken, S. G. (2004). Why public schools lose teachers. The Journal of Human Resources, 39(2), 326–354.

Horng, E. L. (2009). Teacher tradeoffs: Disentangling teachers’ preferences for working conditions and student demographics. American Educational Research Journal, 46(3), 690–717.

Jackson, C. K. (2013). Match quality, worker productivity, and worker mobility: Direct evidence from teachers. The Review of Economics and Statistics, 95(4), 1096–1116.

Jackson, C. K, & Bruegmann, E. (2009). Teaching student and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics, 1(4), 85–108.

Kauts, D. S., & Mittu, G. (2011). Study of teacher effectiveness in relation to locus of control and stress of teacher educators. Learning Community, 2(1), 25–33.

Keigher, A. (2010). Teacher attrition and mobility: Results from the 2008–09 teacher follow-up survey (NCES 2010-353). United States Department of Education. Washington, DC: National Center for Education Statistics.

Kukla-Acevedo, S. (2009). Leavers, movers, and stayers: The role of workplace conditions in teacher mobility decisions. The Journal of Educational Research, 102(6), 443–452.

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.

Lankford, H., Loeb, S., & Wyckoff, J. (2002). Sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37–62.

McGonigal, K. (2015). The upside of stress: Why stress is good for you, and how to get good at it. New York, NY: Penguin Random House.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Soniacisco, CA: Jossey-Boss.

Ontario. (n.d.). Education Facts. Retrieved from www. edu. gov. on. ca/eng/educationFacts. html

Perren, S., Keller, R., Passardi, M., & Scholz, U. (2010). Well-being curves across transitions: The development of a retrospective measure. Swiss Journal of Psychology, 69(1), 15–29.

Pole, K. (2007). Mixed method designs: A review of strategies for blending quantitative and qualitative methodologies. Mid-Western Educational Researcher, 20(4), 35–38.

Reininger, M. (2012). Hometown disadvantage? It depends on where you’re from: Teachers’ location preferences and the implications for staffing schools. Educational Evaluation and Policy Analysis, 34(2), 127–145.

Smith, T. (2012, August 20). Union embraces upheaval in public schools. The Royal Gazette online. Retrieved from http://www. royalgazette. com/article/20120605/NEWS05/706059999

Thorton, B., Perreault, G., & Jennings, M. (2008). Keeping school: Teacher transfers within a large district. Education, 129(2), 353–360.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Timothy Sibbald

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.