Staffing for School Turnaround in Rural Settings

Recruiting and retaining effective teachers is critical to school turnaround. However, research on how improving educator quality in low-performing schools contributes to school improvement is largely situated in urban settings. This study examines staffing practices through a descriptive analysis o...

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Bibliographic Details
Published inLeadership and policy in schools Vol. 22; no. 4; pp. 1013 - 1035
Main Author Harbatkin, Erica
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 02.10.2023
Taylor & Francis Ltd
Subjects
Comparative Analysis
Education reform
Educational Change
Educational Improvement
Elementary Secondary Education
Faculty Mobility
Labor Turnover
Low Achievement
Organizational Change
Quality of education
Rural Schools
School administration
School Effectiveness
School Turnaround
Suburban Schools
Teacher Effectiveness
Teacher Persistence
Teacher Placement
Teacher Recruitment
Teacher retention
Teacher Selection
Teachers
Urban Schools
North Carolina
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Summary:Recruiting and retaining effective teachers is critical to school turnaround. However, research on how improving educator quality in low-performing schools contributes to school improvement is largely situated in urban settings. This study examines staffing practices through a descriptive analysis of the first cohort of Comprehensive Support and Improvement (CSI) schools in North Carolina. In the 94 schools slated for turnaround, ineffective teachers in rural schools were less likely to turn over than in non-rural schools. Instead of filling vacancies with more effective teachers than they lost, rural schools tended to assign their more effective teachers to tested grades and subjects.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2022.2058963