Addressing Teacher Vacancies in North Carolina

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2020-04-17

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Abstract

When it comes to student learning, high-quality teachers are the most important in-school factor. Having a highly effective teacher in every classroom is a crucial component of creating a strong and equitable public education system. As such, teacher shortages have significant negative consequences for school systems and students.

Contemporary teacher shortages often refer not to a lack in the number of teachers, but rather to a lack of teachers certified to teach subject areas. Research indicates that the factors believed to be driving the current national teacher shortage include a decline in teacher preparation program enrollment, lowered student-teacher ratios, increases in student enrollment, and high teacher attrition rates. Within North Carolina, decreased teacher preparation program enrollment and teacher attrition rates appear to be the most important factors driving teacher vacancies.

This project analyzed both quantitative and qualitative data to gain a deeper understanding of teacher vacancy issues within the state. Quantitative data regarding LEA teacher vacancy, mobility, and attrition rates were combined with LEA demographic data and analyzed to better understand trends over time as well as the characteristics of LEAs most affected by teacher vacancy issues. In addition, 13 interviews were conducted with superintendents, central office administrators, principals, and teachers in two North Carolina LEAs to gain a deeper understanding of how educators are responded to teacher vacancy and turnover issues within LEAs.

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Bartlebaugh, Hannah (2020). Addressing Teacher Vacancies in North Carolina. Master's project, Duke University. Retrieved from https://hdl.handle.net/10161/20706.


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