“如果我离开,我有一个和我一起走的人的名单:”校长对西弗吉尼亚州教师人员配备的地方影响的理解和反应

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-11-15 DOI:10.1177/0013161X211053590
Erin McHenry-Sorber, M. Campbell, D. Sutherland
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引用次数: 7

摘要

目的:在以农村为主的西弗吉尼亚州,学校正经历着普遍的教师短缺,尽管招聘和留住教师的困难在各地分布不均。以空间公平为框架,我们探讨了校长如何定义地点,地点如何影响校长对教师招聘和保留的看法,以及校长如何根据他们的领导经验、与学校社区的关系以及对地点优势和劣势的理解来应对这些人员配备挑战。研究方法/方法本研究在四个月的时间内对西弗吉尼亚州六个学区的八位校长进行了采访。我们使用我们的研究框架作为主位码和外位码的指南,在迭代周期中对访谈记录进行归纳编码。研究结果:我们发现校长对地方对人员配备的影响的理解是特定于每个社区的独特属性和他们的领导经验的安置-作为社区返回者,经验丰富但不是来自社区,以及新到的地方。他们对空间公平的理解,因为它与教师人员配备有关,从而形成了对地点的有利条件和不利条件以及招聘和保留做法的看法。这些发现使不同地理位置的农村地区的教师人员配置情况变得复杂,也使考虑到他们的领导经验和与地方的关系,领导者可以得到的回应变得复杂。研究和实践的启示对教师人员配备的地方特定影响使改善教师短缺的全州政策机制成为问题。研究结果还表明,需要在地区和州之间进行进一步深入的定性研究,重点放在种族多样化的农村地区。
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“If I Ever Leave, I Have a List of People That Are Going With Me:” Principals’ Understandings of and Responses to Place Influences on Teacher Staffing in West Virginia
Purpose: Schools across the predominately rural state of West Virginia are experiencing widespread teacher shortages, though recruitment and retention difficulties are unevenly distributed across place. Using spatial in/justice as our framework, we explore how principals define place, how place influences principal perceptions of teacher recruitment and retention, and how principals respond to these staffing challenges given their leadership experiences, relationship to school community, and understandings of place affordances and disadvantages. Research Methods/Approach This research utilized interviews with eight principals across six school districts in West Virginia over a four-month time frame. We inductively coded interview transcripts in iterative cycles using our research framework as a guide for emic and etic codes. Findings: We find principals’ understanding of place influences on staffing to be specific to the unique attributes of each community and the placement of their leadership experiences – as community returners, seasoned though not originally from the community, and new-to-place. Their understandings of spatial in/justice as it relates to teacher staffing shape ideas of place affordances and disadvantages and recruitment and retention practices. These findings complexify the teacher staffing picture across geographically diverse rural places and the responses available to leaders given their leadership experience and relationship to place. Implications for Research and Practice The place-specific influences on teacher staffing problematize statewide policy mechanisms for ameliorating teacher shortages. The findings also suggest the need for further in-depth qualitative research within districts and across states, with an emphasis on racially diverse rural places.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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