利用组织领导和文化能力吸引和留住优质教师:以市中心学校为例

Sean Ratican, K. Miller, M. Kathleen Cripe, Crystal Ratican, Susan M. Miller
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引用次数: 0

摘要

对教育部门的组织领导进行战略投资,可以在吸引和留住优质教师方面获得重大回报。这些投资包括对所有学校管理人员、教师和员工进行全面的文化能力培训,以及将这些群体纳入创建协作组织文化的行列。这种投资在市中心的学校尤其重要,研究表明,文化上的无能和缺乏合作开发的组织计划导致了教师的高流失率和吸引新教师的重大困难。由于学术界已经认识到并确定了吸引优秀教师到低收入和城市地区的问题,本文将采取下一步措施,提出基于证据的新颖解决方案。这种方法的核心是学校管理者有责任建立一种组织文化,以确保公平、严格的教育,并有机会满足教师和管理者的工作需求。建立这种文化需要(a)提供经验支持的文化能力培训;(b)对管理风格进行自我评估,以制定一种旨在提高员工满意度的方法;(c)建立共同的愿景和组织领导计划,使工作环境更能吸引和满足现有和未来的教师;(d)制定灵活而实用的服务提供框架,使员工的工作场所需求得到满足。在创造这种文化的过程中,我们认为市中心教师的吸引力和留任率可以得到显著提高。
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Harnessing Organizational Leadership and Cultural Competence to Attract and Retain Quality Teachers: The Case of Inner-City Schools
Strategic investments in organizational leadership within the education sector can reap significant dividends in attracting and retaining quality teachers. These investments include comprehensive cultural competency training for all school administrators, teachers, and staff as well as the inclusion of these groups in creating a collaborative organizational culture. Such investments are particularly important in inner-city schools, where research reveals that cultural incompetence and the absence of a collaboratively developed organizational plan contribute to high levels of teacher attrition and substantial difficulties in attracting new teachers. Because scholarship has already recognized and identified the problem of attracting talented teachers to low-income and urban districts, this article takes the next step to suggest novel evidence-based solutions to the problem. Central to this approach is the school administrator’s responsibility to build an organizational culture that ensures equity, educational rigor, and opportunities for meeting teachers’ and administrators’ work-related needs. Building this culture requires (a) delivery of empirically supported cultural competency training; (b) self-assessments of management style to create an approach designed to enhance employee satisfaction; (c) creation of a shared vision and organizational leadership plan designed to make the work environment more attractive and satisfying to current and prospective teachers; and (d) development of a flexible yet practical service delivery framework that enables employees’ workplace needs to be met. In creating this culture, we argue that inner-city teacher attraction and retention rates can be dramatically improved.
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