Experience predicting teachers experience and retention

The results revealed that the three factors played a great deal in projecting urban commitment and consequently urban commitment could easily predict the probability for first job location as well as retention. Review of related literature Prior Urban Experiences Research depicts that most of the public school's teachers that were hired between the years 1998 and 2000 often came from around New York and also attended schools from around New York as such when they grew up, they came back to take the teaching roles. In fact, research has it that about 92% of the teachers grew up in New York City and also attended schools from within New York (Anderson & Stillman, 2013). Another study also suggests that about 60% of teachers in different schools of New York city lived within the suburb.

There is a different reason that scholars present explaining the possible reasons why most of the teachers go back to teach within the places they grew up. Even after undergoing teaching educational programs most of them often find it hard to teach in poverty stringent urban schools and even if they enroll, they often tend to vacate before the end of two years. The same researcher also notes that most of the candidates who were likely to take teaching positions in poverty stringent urban schools are the teachers who seemed to have prior experience or those who went to such schools (Conaway et al. A post-student teaching survey that encompassed over 1000 teachers working in urban schools showcases that there was a high probability that most of the teachers who had previously attended high schools in urban district schools would prefer to go back and teach the same school or their nearby school.

This was argument backed up by Irizarry and Donaldson (2012) who also argue that Latino teachers who started their teaching roles were more likely to express preferences for teaching their home schools such as the ones they grew which also reflects most of the decisions of teachers from the white fraternity. They preferred the poverty stringent home schools rather than teaching prestigious white schools, and this explains why most of them would settle to teaching students of colour other than students from white counterparts. Since correlation analysis is special and effective tools capable of obtaining reliable information from the large sample of the population different questions concerning the same will be raised. In trying to capture the real prospects. The design provides a detailed analysis that will help focus on key points that will facilitate the study.

procedure The study will adopt a purposive sampling method sampling a total of 30 respondents from different teachers in poverty stringent schools in urban areas. Different people will be sampled randomly. About 50% of student offering to teach in poverty stringent urban school received free lunch approved the predictive power of teacher’s willingness and commitment to work in poverty stringent urban school. Besides, the odds ratio of teachers committed to working in such an environment that poverty is poverty stringent is even higher compared to those who did not go to poverty stringent urban school. Another result also depicts that graduate teachers in teaching program often express the intention of teaching in poverty stringent urban school. Logistic regression analysis depicts that teachers committed to teaching in poverty stringent urban school as a first job location showed about 50% of teachers who were receiving at least free lunch they were receiving lunch at a reduced price.

The odds ratio of about 43. Over the past decades, different studies have shown that age, race and by extension personal credentials and teaching experiences as well as the school environment can play a great deal in predicting teacher’s probability of teachers deciding to teach poverty stringent urban schools or even retain their work. However, this study depicts that urban life experiences during teacher’s early preparation as well as a strong teacher’s commitment to teaching in poverty stringent urban schools can be more important in predicting teacher’s retention. This result is crucial particularly as far as the teacher’s preparation, as well as recruitment procedures, are concerned. In essence, this implies that the power of educational programs to produce teachers willing, ready and committed to urban teaching can be highly determined by the programs ability to attract candidates who are rich in urban setting experiences.

Research depicts that most of the candidates who attended such poverty stringent urban schools often have the high probability of wanting to go back and teach students from such environment because they have been there and as such, they are rich of experiences on different aspects. Most of the educational leaders including principles often counter this kind of alarming trend by trying to improve teacher’s quality and raise student success rate. And although such reforms have the power to re-create the special environment that may make teachers want to continue teaching in poverty stringent urban schools, this study vividly depicts that any efforts geared towards stabilizing teaching should encompass some good degree of attention to the candidates coming to fill the gaps.

This study also makes it clear that there is a need for educators and leaders to ensure that the teaching program candidates pursue a practical opportunity for exposing students to such an environment. Importantly, the study also highlights that candidates who might be having prior knowledge gained in stringent poverty-environment can make the best teachers who can choose to teach such an environment for quite a long time. Finally, teachers and principals ought to draw from such experiences to inspires commitment and success in poverty stringent urban schools. Review of Educational Research, 83, 3-69. Andrews, D. J. “The hardest thing to turn from”: The effects of service learning on preparing urban educators. Equity & Excellence in Education, 42, 272-293. , & Purdum-Cassidy, B. Teacher candidates’ changing perceptions of urban schools: Results of a 4-year study.