Search results for: Teacher retention
Page 2/3 28 items
The Impact of Teachers’ Perceived Behavioral Integrity of their Supervisor on Teacher Job Satisfaction in Modern Orthodox Jewish Day Schools
This study focuses on teacher job satisfaction in Modern Orthodox Jewish day schools and how it is impacted by a teacher’s perception of their supervisor’s word-deed alignment, also called “perceived behavioral integrity,” the extent to which a supervisor’s behavior matches the values and vision he or she articulates. The literature suggests that there is a strong relationship between perceived behavioral integrity, trust, and job satisfaction. Based on surveys of 230 full-time teachers in Modern Orthodox Jewish day schools, this study considered the degree to which perceived behavioral integrity predicts teacher job satisfaction, taking the role of trust into account.
Updated: Jun. 28, 2017
'We Continue As Teachers': Success Events Perceived As Meaningful by Teachers and Encourage Them to Persevere in Teaching
This paper presents success events which were perceived as meaningful by novice teachers and which encouraged them to continue teaching and persevere in the education system. The study was conducted according to the qualitative research method and the research population consisted of 36 novice teachers who studied in an Israeli academic college of education. The study was based on written accounts, which were content analysed as is customary in qualitative research.
Updated: Mar. 09, 2016
Teacher retention and effectiveness stem from a clear vision of good teaching, strong alignment between coursework and field experiences, a focus on subject matter preparation, and a year-long internship. That view is supported by a new report from the Mandel Center for Studies in Jewish Education and funded by the Jim Joseph Foundation, which finds that graduates of the DeLeT (Day School Leadership Through Teaching) Program at Brandeis University and Hebrew Union College-Jewish Institute of Religion feel well prepared for their responsibilities as day school teachers.
Updated: Oct. 22, 2014
To further support Jewish day school teachers and to retain them in the field, the Jim Joseph Foundation and The AVI CHAI Foundation have announced combined grants of nearly $1.8 million to the New Teacher Center for its Jewish New Teacher Project, an initiative that offers teacher induction, ongoing support and training, and mentorship opportunities for day school teachers. The grants are a vote of confidence for the twelve-year-old organization following an intensive business planning process with Wellspring Consulting that charts a path to sustainability.
Updated: Jul. 16, 2014
This issue of HaYidion celebrates teachers, recognizes their challenges and addresses their issues in ways that we hope will honor their commitment and professionalism. In our Jewish day schools, we must appreciate and respect our teachers and value the many ways in which they serve our students. They open the gates to Jewish learning, without which we do not exist as a people. RAVSAK’s Executive Director Marc Kramer recently wrote that it is not enough for us and our students to just “feel Jewish,” to have a “Jewish identity.” Judaism requires a knowledge base that goes far beyond “Mah Nishtanah,” the blessings for the Chanukah candles and eating bagels. Our teachers provide this base.
Updated: Feb. 19, 2014
Some 40 percent of new teachers quit the teaching profession within six to eight years after graduating, according to a study conducted recently on behalf of the Israel Education Ministry. The study compared 500 teachers from two groups: graduates of regular teaching programs and those from outstanding students programs. The dropout rates for both groups of teachers were similar.
Updated: Nov. 28, 2013
The Jim Joseph Foundation has developed an alumni network component as part of some grants, while other grants are designed for the sole purposes of creating such networks in order to leverage newfound deep connections among cohorts of successful Jewish educational programs.
Updated: Aug. 30, 2013
This research identifies four profiles of Jewish day school (JDS) teachers and analyzes their association with teacher retention in JDSs and Jewish education. We employed a comprehensive sample of JDS teachers from the Educators in Jewish Schools Study and the DeLeT Longitudinal Project which tracks JDS teachers prepared by the DeLeT programs at Brandeis University and Hebrew Union College-Jewish Institute of Religion (HUC-JIR).
Updated: Jun. 25, 2013
The Ofek Hadash (“New Horizon”) reforms in Israeli elementary schools and some junior-high schools have failed in bringing more teachers and keeping them from leaving the educational system, despite higher salaries. The first study of its kind on the program, conducted by the Central Bureau of Statistics, examined whether the higher salaries increased the supply of new students studying to be teachers and whether the quality of those students was higher, as well as whether attrition rates for teachers had declined.
Updated: Jun. 18, 2013
The Teacher Learning Project Team at the Mandel Center for Studies in Jewish Education at Brandeis University has made available an Interactive Online Toolkit, a series of teaching modules. Each module focuses on one aspect of comprehensive, school wide induction. The exercises in each module are designed for use with school administrators or faculty who are interested in thinking deeply about how the current professional culture and structures in their school facilitate -- or hinder -- ongoing teacher learning.
Updated: Aug. 28, 2012