Throughout the country, states and districts offer financial incentives in an attempt to attract and retain teachers working in difficult to staff urban schools (Murphy & DeArmond, 2003). According to Cavallo, Ferreira, and Roberts (2005), approximately one-fifth of teachers working in high-poverty districts transfer or resign each year, leaving school administrators with few alternatives to fill classroom vacancies.
A possible cause of high teacher turnover rates among urban school educators may be the excessive stress levels associated with working conditions (Bruno, 2002). A scarcity of data exists regarding the effects identified stressors have on the role expectations of teachers who have left the field of education or who have transferred to other districts (Bruno). According to Olson, pre-service teachers construct images of the teacher’s role, which are embedded, unexamined, and introduced, prior to entering college. To date, no studies were found that examine teacher role expectations about teaching in urban settings, let alone, any that examine teachers’ actual experiences teaching in urban schools.
A qualitative, phenomenological, hermeneutic research was used to examine the experiences of 20 teachers who work, or have worked, in urban schools located in Baltimore City Public Schools System or Anne Arundel County Public Schools System. Meaning ascribed to the phenomena of urban teaching was examined with qualitative phenomenological research (Creswell, 2002). Findings from the study suggest that role stress and role conflict exist among urban teachers. The nature of the findings from this study is significant in that it may help urban leaders recognize the strain placed on urban teachers and make efforts to find solutions that might alleviate some of the burdens associated with urban teacher roles. In recognizing the effects of role conflict and role stress among teachers, urban leaders may be able to build better relationships with staff members. With the realization that urban teachers feel overwhelmed by various roles, urban leaders might want to make a reduction of role expectations. This approach may improve relationships with staff members and may lead to a healthier school climate.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 70/09, Dissertation Abstracts International|
|Subjects:||School administration, Teacher education|
|Keywords:||Discipline, Educators, Effects of urban teaching, School leadership, Teacher-student relationships, Urban education, Urban school leadership, Urban student discipline, Urban teaching|
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