Pabson Smith - Academia.edu (original) (raw)
Papers by Pabson Smith
This paper argues that in respect of the day to day work activities required in being a headteach... more This paper argues that in respect of the day to day work activities required in being a headteacher, the work relationship with teaching and non-teaching staff has changed fundamentally all over the world including Nepal. This paper identifies the causes of headteacher turnover by conducting qualitative interview in Chitwan District Nepal. Using the accounts of two headteachers, interviewed in respect of their job dissatisfaction factors followed up by means of an opened-ended interview in 2011. It is argued that lack of technological demand and social identity, there is always the problem for the recruitment and retention of headteachers in Nepalese schools. It has concluded that technological and social issues are the key causes of headteacher attrition in Nepalese schools
Teachers’ attrition and migration is a debatable issue in the Nepalese context. The rate of teach... more Teachers’ attrition and migration is a debatable issue in the Nepalese context. The rate of teachers’ attrition is mounting day by day in Nepal. On average, seven percent of teachers from the public schools and thirteen percent of the teachers from the private schools leave their profession every year in the U.S.A. This study will evaluate the factors affecting teachers’ attrition and retention in the Nepalese context. There are certain factors that can directly affect the recruitment and the retention of the teachers in schools. Literature reveals that weak administrative support, lack of community support and poor salary are the key causes of teachers’ attrition in Nepal. However, the researcher of this proposal argues that a lack of administrative support is the main cause of teachers’ attrition in Nepalese schools. Literature suggests that the effective leadership is a strong predictor of teachers’ intentions to stay in the teaching profession. This research study will follow a Mixed Methods Research to collect the evidence. It is argued that Mixed Method Research is suitable to obtain a more in depth and flexible understanding of personal beliefs, insights and explanations, concerning to specific issues for the experience of teachers on the key causes of their attrition and retention at schools in Chitwan District, Nepal (Patton, 2002).
This paper argues that in respect of the day to day work activities required in being a headteach... more This paper argues that in respect of the day to day work activities required in being a headteacher, the work relationship with teaching and non-teaching staff has changed fundamentally all over the world including Nepal. This paper identifies the causes of headteacher turnover by conducting qualitative interview in Chitwan District Nepal. Using the accounts of two headteachers, interviewed in respect of their job dissatisfaction factors followed up by means of an opened-ended interview in 2011. It is argued that lack of technological demand and social identity, there is always the problem for the recruitment and retention of headteachers in Nepalese schools. It has concluded that technological and social issues are the key causes of headteacher attrition in Nepalese schools.
Drafts by Pabson Smith
An effective and comprehensive induction program is imperative to support the beginning teachers ... more An effective and comprehensive induction program is imperative to support the beginning teachers and also helps the policy makers to reform the educational strategies for the beginning teacher’s retention and better student achievements. The empirical literature defines the word induction is simply defined as the beginning teachers' orientation seminar and workshop to support in the first years of their teaching, and also defined the induction as a comprehensive, multi-year process designed to introduce new teachers to the academic standards and vision of the district and nation (Wechsler et al, 2010). In more details, the induction program is a strong educational tool which gives the reflections of the overall teaching skills to beginning teachers for their continuous professional development (Moss, 2010). The elements of an effective and comprehensive induction program are embedded with proactive mentor’s support, adequate administrative support, achievement of high student success, adequate collegial support, and strong personal contacts with parents (Corbell et al, 2010). The empirical literature reveals that more than 46% of all teachers in public schools leave the profession within their first five years of teaching in the United States. The same scenario has also been taken place in Nepal as well (Bhandari, 2011). The key reasons for the new teacher's dissatisfaction are deeply rooted in the school environment that covers poor administrative and parental support, difficult teaching loads, heavy administrative loads, feeling of powerless and lonely, and conflicts with colleagues. More significantly, the intensive role of a mentor is the most influential factor to beginning teacher retention (Ingersoll and Smith, 2004). This study will also evaluate the impacts of the elements of an effective and comprehensive induction and mentoring program to beginning teacher retention/attrition, and also, review more than twenty empirical articles entitled with the induction and mentoring programs to support the beginning teacher retention and professional development.
This paper argues that in respect of the day to day work activities required in being a headteach... more This paper argues that in respect of the day to day work activities required in being a headteacher, the work relationship with teaching and non-teaching staff has changed fundamentally all over the world including Nepal. This paper identifies the causes of headteacher turnover by conducting qualitative interview in Chitwan District Nepal. Using the accounts of two headteachers, interviewed in respect of their job dissatisfaction factors followed up by means of an opened-ended interview in 2011. It is argued that lack of technological demand and social identity, there is always the problem for the recruitment and retention of headteachers in Nepalese schools. It has concluded that technological and social issues are the key causes of headteacher attrition in Nepalese schools
Teachers’ attrition and migration is a debatable issue in the Nepalese context. The rate of teach... more Teachers’ attrition and migration is a debatable issue in the Nepalese context. The rate of teachers’ attrition is mounting day by day in Nepal. On average, seven percent of teachers from the public schools and thirteen percent of the teachers from the private schools leave their profession every year in the U.S.A. This study will evaluate the factors affecting teachers’ attrition and retention in the Nepalese context. There are certain factors that can directly affect the recruitment and the retention of the teachers in schools. Literature reveals that weak administrative support, lack of community support and poor salary are the key causes of teachers’ attrition in Nepal. However, the researcher of this proposal argues that a lack of administrative support is the main cause of teachers’ attrition in Nepalese schools. Literature suggests that the effective leadership is a strong predictor of teachers’ intentions to stay in the teaching profession. This research study will follow a Mixed Methods Research to collect the evidence. It is argued that Mixed Method Research is suitable to obtain a more in depth and flexible understanding of personal beliefs, insights and explanations, concerning to specific issues for the experience of teachers on the key causes of their attrition and retention at schools in Chitwan District, Nepal (Patton, 2002).
This paper argues that in respect of the day to day work activities required in being a headteach... more This paper argues that in respect of the day to day work activities required in being a headteacher, the work relationship with teaching and non-teaching staff has changed fundamentally all over the world including Nepal. This paper identifies the causes of headteacher turnover by conducting qualitative interview in Chitwan District Nepal. Using the accounts of two headteachers, interviewed in respect of their job dissatisfaction factors followed up by means of an opened-ended interview in 2011. It is argued that lack of technological demand and social identity, there is always the problem for the recruitment and retention of headteachers in Nepalese schools. It has concluded that technological and social issues are the key causes of headteacher attrition in Nepalese schools.
An effective and comprehensive induction program is imperative to support the beginning teachers ... more An effective and comprehensive induction program is imperative to support the beginning teachers and also helps the policy makers to reform the educational strategies for the beginning teacher’s retention and better student achievements. The empirical literature defines the word induction is simply defined as the beginning teachers' orientation seminar and workshop to support in the first years of their teaching, and also defined the induction as a comprehensive, multi-year process designed to introduce new teachers to the academic standards and vision of the district and nation (Wechsler et al, 2010). In more details, the induction program is a strong educational tool which gives the reflections of the overall teaching skills to beginning teachers for their continuous professional development (Moss, 2010). The elements of an effective and comprehensive induction program are embedded with proactive mentor’s support, adequate administrative support, achievement of high student success, adequate collegial support, and strong personal contacts with parents (Corbell et al, 2010). The empirical literature reveals that more than 46% of all teachers in public schools leave the profession within their first five years of teaching in the United States. The same scenario has also been taken place in Nepal as well (Bhandari, 2011). The key reasons for the new teacher's dissatisfaction are deeply rooted in the school environment that covers poor administrative and parental support, difficult teaching loads, heavy administrative loads, feeling of powerless and lonely, and conflicts with colleagues. More significantly, the intensive role of a mentor is the most influential factor to beginning teacher retention (Ingersoll and Smith, 2004). This study will also evaluate the impacts of the elements of an effective and comprehensive induction and mentoring program to beginning teacher retention/attrition, and also, review more than twenty empirical articles entitled with the induction and mentoring programs to support the beginning teacher retention and professional development.