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We sought to identify codes and themes in the mission statements of Kentucky's school districts and examine the relationship between district characteristics and the…
We sought to identify codes and themes in the mission statements of Kentucky's school districts and examine the relationship between district characteristics and the mission statements.
We undertook a mixed methods design, specifically, a sequential transformative strategy with a theoretical lens overlaying the sequential procedures and guiding the analysis.
Analysis revealed a range of 1–7 codes per mission statement and a mean of 3.05. Generic student success and individual attention represented the most frequently occurring codes in the mission statements. Chi-square tests of bivariate association yielded no significant differences between districts by locale. Logistic regression analysis revealed that the percentage of students in the district scoring proficient or distinguished in both reading and mathematics was associated significantly (p < 0.05) with the theme of student support.
Although we cannot establish causation between mission statements content and student outcomes or vice-versa, district mission statement remain a visible and public expression of why an organization exists that should guide actions and decision-making, whether instructional, financial or otherwise.
Our study revealed shared institutional language within mission statements across Kentucky's school district, largely without regard to local context. Our analysis suggests that federal and state policy makers are influencing mission statements more so than those at the local level.
Our analysis provides further evidence that suggests that federal and state policy makers are influencing mission statements more so than those at the local level.
The purpose of this paper is to answer the following research questions: what characteristics do key Belizean educational leaders value in teacher applicants and why? What…
The purpose of this paper is to answer the following research questions: what characteristics do key Belizean educational leaders value in teacher applicants and why? What hiring tools do they use to ascertain whether teacher applicants have the characteristics they prefer?
The authors utilized a mixed-methods approach drawing upon three data sources – face-to-face interviews with Belizean educational leaders, field notes, and government documents. A card sorting activity of applicant characteristics and tools was embedded into the interview.
Informants preferred motivation, caring, subject matter knowledge, and teaching skills. Intelligence was perceived as a potentially negative characteristic unless coupled with other characteristics, such as strong teaching skills, motivation, and caring or the umbrella of other characteristics, such as content knowledge or university training/credentialing. Professional characteristics, such as where one went for teacher training and academic performance, were perceived as having less relative importance than personal characteristics. Least important were applicant demographics. Consistent with the extant literature, Belizean informants perceived the interview, evidence of prior experience, and certification as the most important tools in vetting and hiring applicants.
The exploratory study is limited by the small sample of informants, but provides insights into preferences for applicant characteristics and hiring tools in an understudied international context. This study informs future research that may seek to survey representative samples of various stakeholder groups (i.e. general managers and principals) for their preferences in applicant characteristics and hiring tools from across Belizean schools and educational providers.
The study adds to limited research on preferred teacher characteristics among educational leaders responsible for hiring and/or working with teachers and to the limited international educational leadership research.
The purpose of this paper is to determine whether teachers with high value‐added scores (as a measure of teacher quality) stay or left test grades and subjects in a…
The purpose of this paper is to determine whether teachers with high value‐added scores (as a measure of teacher quality) stay or left test grades and subjects in a medium‐sized school district.
Panel data for this paper encompass teachers providing math and reading instruction and link to individual students in grades 3‐10 from a single Florida school district (2000‐2001 to 2004‐2005). Value‐added modeling is used to estimate a measure of teacher quality, which is entered into binomial logistic regression models.
This paper finds a negative relationship between reading teachers' value‐added scores and attrition (p<0.05) – a finding consistent with the few that have examined the relationship between value added and teacher attrition. A significant relationship is not found between math value added and attrition. There is also no significant relationship between value added and transferring. Secondary and alternatively certified teachers are more likely to exit tested grades/subjects. Classroom percentages of students enrolled in the free/reduced lunch program (a proxy for poverty) are associated with leaving among math and reading teachers.
Not all turnover is negative. Evidence from this paper suggests that schools are not losing the best teachers from tested subjects and grades – those in which schools and school leaders are held accountable. While there are costs associated with turnover, it can serve as an important matching function between workers and employers.
Only, a few published studies have utilized value‐added scores as the measure of teacher quality and tested their relationship with teacher attrition.