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What Matters Most for Recruiting Teachers to Rural Hard-to-Staff Districts: A Mixed Methods Analysis of Employment-Related Conditions.

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Title: What Matters Most for Recruiting Teachers to Rural Hard-to-Staff Districts: A Mixed Methods Analysis of Employment-Related Conditions.
Authors: Tran, Henry1, Smith, Douglas A.2
Source: American Journal of Education. May2020, Vol. 126 Issue 3, p447-481. 35p. 1 Diagram, 6 Charts, 2 Graphs.
Subject Terms: *College teacher recruitment, *Rural schools, *College students, *Employment, *Mixed methods research, Self-confidence, Utility theory
Abstract: This study reports on findings from a convergent parallel mixed methods analysis examining the perspectives of college students concerning their teaching considerations at a rural district with severe teacher-staffing problems. Based on a framework of multiple attribute utility theory, a utility analysis was used to compare the relative importance of working characteristics for a sample of college students at a regional southeastern university. A heterogeneity analysis was then conducted to explore subgroup findings. Lastly, qualitative data were collected from survey and interviews and integrated with the quantitative results to identify points of convergence and divergence. Across the different modes of analyses, administrative support, strong connection with students, and self-confidence were identified as most salient for respondents' consideration of teaching employment at the hard-to-staff district. Results from our study suggest that these areas warrant prioritized attention in policy discussions. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. May2020, Vol. 126 Issue 3, p447-481. 35p. 1 Diagram, 6 Charts, 2 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22College+teacher+recruitment%22">College teacher recruitment</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+schools%22">Rural schools</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Employment%22">Employment</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Self-confidence%22">Self-confidence</searchLink><br /><searchLink fieldCode="DE" term="%22Utility+theory%22">Utility theory</searchLink>
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  Data: This study reports on findings from a convergent parallel mixed methods analysis examining the perspectives of college students concerning their teaching considerations at a rural district with severe teacher-staffing problems. Based on a framework of multiple attribute utility theory, a utility analysis was used to compare the relative importance of working characteristics for a sample of college students at a regional southeastern university. A heterogeneity analysis was then conducted to explore subgroup findings. Lastly, qualitative data were collected from survey and interviews and integrated with the quantitative results to identify points of convergence and divergence. Across the different modes of analyses, administrative support, strong connection with students, and self-confidence were identified as most salient for respondents' consideration of teaching employment at the hard-to-staff district. Results from our study suggest that these areas warrant prioritized attention in policy discussions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/708252
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        Text: English
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      – SubjectFull: College teacher recruitment
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      – SubjectFull: Rural schools
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      – SubjectFull: College students
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      – SubjectFull: Employment
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