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An exploration of teacher connectedness and commitment in urban high poverty schools
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Schnaidman, Shaindl. An exploration of teacher connectedness and commitment in urban high poverty schools. Retrieved from https://doi.org/doi:10.7282/t3-rrnk-8p39

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TitleAn exploration of teacher connectedness and commitment in urban high poverty schools
NameSchnaidman, Shaindl (author); Shernoff, Elisa S. (chair); Gregory, Anne (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2020
Other Date2020-08 (degree)
SubjectSchool Psychology
Extent1 online resource (vii, 68 pages)
DescriptionTeacher turnover in urban, high poverty schools creates challenges that create challenges for schools as well as students. Current supports in place for teachers focus on teacher effectiveness as a mechanism for improving student outcomes. Effectiveness is necessary to teacher and student success, but it may be insufficient to stem the tide of attrition. An important but often overlooked construct related to teacher commitment and retention is connectedness, which can be critical to the success and long-term commitment of teachers. Using extant data from a federally funded study (Shernoff et al., 2011; Shernoff, Lakind, Frazier, & Jakobsons, 2015; Shernoff et al., 2016), this study examined the associations between teacher connectedness, commitment, experience of professional community, and effectiveness. Subjects included 15 early career teachers, and 64 mid/later career teachers from three urban Pre-K-8 schools. Results of multiple regression analyses revealed that teacher connectedness was a significant predictor of teacher commitment to remain in teaching, when controlling for teacher-student racial matching and years of teaching experience. Dosage of participation in professional learning communities was not a significant predictor of teacher sense of professional community when controlling for teacher-student racial matching and years of teaching experience. An exploratory correlational analysis with 15 early career teachers revealed that teacher sense of connectedness was not significantly associated with quality of teacher instruction. Implications for future research and practice are discussed.
NotePsy.D.
NoteIncludes bibliographical references
NoteIncludes vita
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-rrnk-8p39
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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