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An exploration of teacher connectedness and commitment in urban high poverty schools
Descriptive
TitleInfo
Title
An exploration of teacher connectedness and commitment in urban high poverty schools
Name
(type = personal)
NamePart
(type = family)
Schnaidman
NamePart
(type = given)
Shaindl
NamePart
(type = date)
1993
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Schnaidman, Shaindl, 1993-
Role
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(type = text)
author
Name
(type = personal)
NamePart
(type = family)
Shernoff
NamePart
(type = given)
Elisa S.
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Elisa S. Shernoff
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Gregory
NamePart
(type = given)
Anne
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Anne Gregory
Affiliation
Advisory Committee
Role
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internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
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theses
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2020
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2020-08
Language
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(authority = ISO 639-3:2007);
(type = text)
English
Abstract
Teacher 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.
Subject
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Topic
School Psychology
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Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
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ETD_10961
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 68 pages)
Note
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Psy.D.
Note
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Includes bibliographical references
Note
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Includes vita
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier
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doi:10.7282/t3-rrnk-8p39
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Schnaidman
GivenName
Shaindl
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2020-05-13 22:31:56
AssociatedEntity
Name
Shaindl Schnaidman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
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Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ETD
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2020-05-05T09:48:49
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2020-05-05T09:57:42
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