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pednauki 2016.4
| Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №4(52), 2016 ж.
181 Grissmer and Kirby (1991) stated that the rate of teachers’ retention in education is ruled by many external factors, for example typical turbulence in the career caused by formation of a family and a job change by spouse. In our current society of job impermanence and quick alteration, it would be normal to view the rate of 50% retention in any field as realistic. Many aspects studied include the autonomy of teachers, financial motives, geographic reasons, different options of a career and personal account (Bond, 2001; Johnson, Berg, & Donaldson, 2005; Papin, 2005). Some studies explained statistics of teacher retention in comparison with other professions. Factors influencing retention have worldwide features based on the similar requirements of training. The retention rates illustrate a gap amongst different jobs. Lawyers have a retention rate of 95.7% within five years (Melendez, 2008) and physicians a 91% retention rate for the same period (Sox, 2006). Teachers have a 50% retention rate and it is far lower than other professions. Thus, research into internal and external factors, which govern teachers’ decisions to stay, must be carefully constructed in order to change the situation. The factors impelling the decisions to retain can be divided into two groups based on how they are controlled by an individual. They are the internal factors within the persons’ control and an example of an internal factor is a sense of altruism. Altruism is a feature of many teachers and it is very significant cause of teacher retention (Foor, 1997; Yavuzer et al., 2006). The external factors are those which are out of the person’s control. For example, payment is an external factor that affects retention when salaries are compared to other jobs (Han, 1994). The issue of teacher attraction and retention is essential for a number of reasons. According to Berliner (2004) firstly, it is teacher competency which is a teacher centric reason. Another reason is the professionalism of a teacher. Some reasons are discipline centric such as quality of instruction delivery and all of them have practical features. Typically by the third year at school teachers gain a level of adequate competence and they can attain a level of “expert” around the fifth year of teaching. However, there is a reason to accept that all teachers cannot be experts just because of their individual characteristics. From this point, competent and professional teachers are required to stay in teaching, in order to allow their excellent and competent experience to materialise in their students. Second, according to Darling-Hammond and Berry (1999), the process of teacher retention is central to build a basis of teacher-practitioners who will provide the required experience and vision to maintain the system of education with development of quality teaching ready for reforms. Teaching is not a fixed object and needs modifications and constant checks on the basis of existing and prospect requirements (Cochran- Smith & Fries, 2001; Darling-Hammond, 1996; Feiman-Nemser, 2001). With the aim for better understanding their teaching practice teachers can use the important practice of reflection (Liaw, 2009; Marcos et al., 2011). There is a reason in the assumption that the longer a teacher is retained, the more increase there will be in the subjection to situations and circumstances which are required for reflection and personal improvements in teaching practice (Richardson, 1990). Third, success in teacher induction, training, and professional development depend on retention issues. In order to meet variety criteria as lead teachers, attending teacher or mentors, retained teachers will confidently develop the required dispositions (Cochran-Smith and Lytle, 1999; Schwille and Dynak, 2000). These guides will have knowledge, experience and the proficiency for program purposes implementation (Schwille and Dynak, 2000). Student outcomes can also be affected by teacher retention in different ways. Firstly, the high teacher turnover at school means that students of this school will get on average, less experienced and less effective teachers (Rockoff, 2004; Hanushek et al., 2004; Kane, Rockoff and Staiger, 2006). Secondly, high turnover produces instability at school and it creates an environment in which it is more difficult to give coherent instruction. The process of instability at school can cause problems with realizing reform because new teachers come every year and they tend to repeat the same mistakes rather than to improve them. Thirdly, the process of constant recruiting of new teachers needs a lot of work to do, a lot of time and it is very high in price. Moreover, with all these features, teacher turnover at schools decreases the achievement of students because teachers, who have a tendency to leave, are more experienced and more effective in teaching. Teachers face a number of persisting challenges which includes a low level of respect from the nation, the community, parents, administrators and students. There is a hope for the education future with the increase of social demands, and at the same time education is accused for the past mistakes. For that reason, the issue that schools are suffering from a mass exit of professional teachers is not surprising. Most teachers decided to leave the profession and they are seeking more respect and not only better opportunities (Goodlad, 2001). |