集团校暖文化背景下低年级学段外籍教师管理办法

外籍教师对于以外语为特色的集团制民办学校的教育教学工作起着重要的教育作用。现阶段社会上外籍教师队伍良莠不齐,部分用人单位不重视外籍教师管理工作,外籍教师无法真正融入学校的教育教学工作,从而使得优质人才留不下来,造成人员流失频繁的现状。本文从笔者工作校区低年级的外籍教师管理工作入手,结合学校暖文化的管理模式,阐述外籍教师管理方法。     

高校“柔性”管理的实施途径

随着社会的发展,人才的竞争越来越激烈。当前中西部地区高校教师队伍严重流失,这种现象对学校的发展产生了很大的影响。面对人才的激励竞争,高校管理者应更加重视教师情感的培养和精神的慰藉,通过“柔性”管理稳定教师队伍。高校的“柔性”管理应通过营造尊师氛围、采取激励措施、实行民主管理和管理者的人格力量来实现。     

农村薄弱学校骨干教师的流失与应对

农村薄弱学校师资是保障学校转向优质学校的关键。当前,农村薄弱学校由于各种原因导致教师大量流失,而在流失的教师队伍中骨干教师的流失严重影响着农村薄弱学校的整体发展。本文将影响农村薄弱学校骨干教师流失的因素划分为外部因素和自身因素,在整合与分析原因的基础上,从政策指导与倾斜、组织管理规范、专业发展与人文关怀、师德培养四个方面出发,为减少骨干教师流失提出可参考的建议。     

民办高校教师流失现象及原因与对策探讨

民办高校作为社会主义教育事业的重要组成部分,为社会发展培养了大量的人才;而民办高校教师流动率较高却成为民办高校持续发展面临的一个重要问题。文章从民办高校教师流失特点和形式入手,着重从培训制度、社会认同、福利保障、考核制度等方面分析民办高校教师流失的主要原因,从而为改善教师流失现状提供依据,并提出应从国家和社会与学校两个层面采取一系列措施稳定民办高校教师队伍。     

提升教师专业素养 铸就优质学校品牌

优质教育是学校生存和发展的条件,而学校的发展关键在于教师队伍的成长,没有教师生命质量的提升,很难有学生的主动发展;没有教师的教育创新,很难有学生的创新精神。教师是学校在为学生开发和提供源源不断优质教育资源中最活     

民办高校教师流失现象及原因与对策探讨

民办高校作为社会主义教育事业的重要组成部分,为社会发展培养了大量的人才;而民办高校教师流动率较高却成为民办高校持续发展面临的一个重要问题。文章从民办高校教师流失特点和形式入手,着重从培训制度、社会认同、福利保障、考核制度等方面分析民办高校教师流失的主要原因,从而为改善教师流失现状提供依据,并提出应从国家和社会与学校两个层面采取一系列措施稳定民办高校教师队伍。     

激励理论在欠发达地区高职院校教师队伍建设管理中的运用

文章借鉴激励理论,剖析了欠发达地区高职院校教师队伍建设和管理中存在的主要问题,指出在对教师进行管理时,应根据教师的需求特点采取相应的激励措施,即满足教师合理需要,增强激励的针对性;重视激励因素,激发教师工作成就感;改革分配制度,营造公正、公平的竞争氛围;实行柔性管理,重视软环境建设,以实现教师个人发展目标和学校发展目标的统一,推进院校的和谐发展.     

构建职业生涯规划机制解决私立学校教师流失问题

教师流失是影响教师队伍稳定的大问题.教师流失对私立学校教育的不利影响较其他类型学校更为严重,留住优秀教师、稳定教师队伍对于私立教育良性发展尤为重要.教师流失的深层次原因在于教师对自身价值实现的追求,因此靠薪酬留人越来越难,用教师职业生涯设计留住人才是大势所趋,帮助教师做好职业生涯规划最终将实现私立学校和教师的共同成长.     

兴办寄宿制学校 推进新疆农牧区教育的跨越式发展

新疆农牧区的繁荣稳定和长治久安,人才是关键,教育是基础。农牧区的生产生活的流动性、季节性和偏远性特点决定了必须发展寄宿教育。新时期新疆农牧区教育发展成就斐然,但教师结构性缺编严重,人员编制标准亟待制定;教师和学生用房严重不足;学校公用经费和寄宿生补助标准仍不能满足需求;在县乡集中办学的需求十分迫切;校产流失严重。必须加大农牧区教育投入,推进教育布局科学化,加强教师队伍建设,制定编制标准,妥善处置闲置校产,加快教师周转房建设,加强双语教学,构建寄宿制学校管理科学化的长效机制。     

谈调动教师积极性的策略

只有打造全面和谐发展的教师队伍，营造和谐的校园文化氛围，调控好教育内部和外部各种要素的相互关系，才能培养出全面、和谐发展的学生。如何稳定教师队伍、培养教师献身教育的事业心？如何最大限度地调动广大教师的工作积极性、充分挖掘每个教师的工作潜力？如何建立一支师德高尚、业务精湛的教师队伍？这些都是搞好学校管理工作的重中之重，也是教师队伍管理工作中的难题。遵循教师职业的特殊性，依靠教师本身的自觉性，把握教师管理工作的原则性、灵活性和规律性，     

Can districts keep good teachers in the schools that need them most?

This study investigates how school demographics and their interactions with policies affect the mobility behaviors of public school teachers with various human capital characteristics. Using data from North Carolina from 1995 to 2006, it finds that teachers’ career stage and human capital investments dominate their decisions to leave public school teaching and school demographic characteristics play a dominant role in intra-system sorting. Schools serving at-risk children struggle to attract and retain teachers with desirable observable characteristics. We find evidence to suggest that across-the-board school-based pay-for-performance policies have small but significant associations with mobility decisions and appear to exacerbate inequities in the distribution of teacher qualifications.     

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Relying on the contingency theory, the present study examines the influence of school characteristics and principal–teacher gender (dis)similarity on the relationship between principals’ systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principal–teacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers’ withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers’ withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers’ performance and a school's success.     

New conceptualizations for special education

During their secondary school years, a considerable number of students seriously consider choosing between learning and leaving. Leaving school early means that students do not complete their education. Early school leaving is the last step in a process in which students gradually lose interest and develop the intention to leave school. This study focuses on students with special needs and the impact of their social relations with parents, teachers and peers on their intentions to leave school early. The sample for this study comprises 1873 typical students and 132 students with special needs aged 16 from secondary schools in a large region of Norway. The intention to leave early can be predicted by teacher support and by loneliness as an indicator for peer support. The findings suggest that especially peer support is, for all students, a key variable in staying motivated for school. For students with special needs, teacher support is also important to stay in school in the early years. Over time, however, the support from teachers becomes less important for students with special needs. They too become more dependent on support from peers.     

Preparing German pre-service teachers in special needs education for school development—Can we do otherwise?

Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap in the professionalisation of pre-service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre-service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre-service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre-service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education.     

Leaving or staying in teaching: a ‘vignette’ of an experienced urban teacher ‘leaver’ of a London primary school

In the field of teacher attrition, there is a significant body of literature on why teachers leave high-needs urban schools and particularly why beginning teachers leave their schools and the profession. However, there is little research on the reasons why experienced teachers leave the teaching profession. This paper examines this subject by considering whether teachers experience an ‘identity crisis’ in their careers which prompts them to leave. Drawing on identity theory, data from a single case study of an experienced urban teacher are taken from a wider qualitative research study carried out in London, England. The case is made that decisions to leave or stay in a school are contingent on a number of personal, professional and situational factors related to the teacher’s identity. The article concludes that one way to understand why long-serving teachers leave the profession is to examine aspects of their teacher identity and explore how a crisis in professional identity can contribute towards teacher attrition. In the light of this alternative approach towards understanding attrition, at the very least, supportive structures can be put in place to encourage more teachers to stay and contribute to the success and well-being of children from disadvantaged backgrounds.     

Item analysis of Guglielmino's self‐directed learning readiness scale

The present study was designed to ascertain the effect of a sabbatical year on teachers’ professional identity, feelings of job burnout and intentions to leave either their workplace or the profession. The sample was drawn from those members of the Israel primary school teacher population who were eligible to be on a sabbatical during the 1991‐92 school year. The subjects filled out survey questionnaires before and after taking their sabbaticals. The findings indicate that a sabbatical in conjunction with a professional training programme had great impact on strengthening the teachers’ professional image, and reducing their feelings of job burnout and intentions to leave their workplace or profession.     

乡村教师职业吸引力的实证研究——基于“离”与“留”强意愿的对比

依据18省35县8086份调查问卷分析发现:"离"与"留"强意愿教师在人口特征分布、工作提供和空间特质满意度、个人志趣认可度方面均有显著差异。工资、工作条件以及公共服务最令教师不满;两个群体之间差距最为突出的是生活便利、家庭关涉、领导公正、公共服务和设备正常度的满意度。回归显示,实际工资、工作条件、领导公正、晋职时长以及空间特征与教师持留任强意愿正向显著;领导公正、家庭关涉和公共服务的改善最有利于增强教师的留任强意愿。为改善乡村教师职业吸引力,需要探寻校社共同体建设以改善乡村教师的工作和生活条件,提高校长的领导能力并积极营造人文的学校管理环境,提升乡村教师的工资水平并合理分配绩效工资以缩小群体内差距。     

高校教师自动离职现象的分析研究

近年来，我国高校连续扩招，办学规模不断扩大，但作为培养人才的高校自身却面临着人才不同程度流失和师资紧缺的窘境。为此，我们应对高校人才流动的特点和高校教师“不辞而别”的原因进行分析。并从改革传统管理模式、建立公平竞争的用人机制、事业留人、加大知识要素参与分配力度等方面改革现行人事管理制度。切实解决人才流失问题。     

Explaining the gap in charter and traditional public school teacher turnover rates

This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts. We test whether the turnover gap is explained by different distributions of factors that are empirically and theoretically linked to turnover risk. We find that the turnover rate of charter school teachers was twice as high as traditional public school teachers in 2003–04. Differences in the distributions of our explanatory variables explained 61.0% of the total turnover gap. The higher proportions of uncertified and inexperienced teachers in the charter sector, along with the lower rate of union membership, were the strongest contributors to the turnover gap. Charter school teachers were more likely to self-report that working conditions motivated their decisions to leave the profession or move schools, although we found no measurable evidence that the actual working conditions of charter and traditional public schools were different.     

Should I Stay or Should I Go? Comparing Teacher Mobility in Florida's Charter and Traditional Public Schools

Currently, we know very little about the mobility decisions of charter public school teachers and how these compare to the decisions made by traditional public school teachers. In addition, it is unclear whether the teachers who leave charter schools tend to be weaker or stronger than their peers. Using statewide administrative data, I begin to answer these questions by studying the magnitude and nature of teacher turnover in Florida's charter public schools compared with turnover in the state's traditional public schools. It appears that Florida's charter school administrators may be better able to recruit and retain teachers with high academic skills than their traditional counterparts. In addition, the mobility patterns exhibited by Florida's charter school teachers differ from those exhibited by traditional school teachers in important ways, including greater sensitivity to accountability measures and less sensitivity to salary considerations.