TY - JOUR
T1 - Teacher retention and career commitments among delet graduates
T2 - The intersection of teachers' background, preparation for teaching, and school context
AU - Tamir, Eran
AU - de Kramer, Raquel Magidin
N1 - Funding Information: Eran Tamir is Senior Research Associate and director of the DeLeT Longitudinal Study project at the Mandel Center for Studies in Jewish Education and Lecturer in Education at Brandeis University. E-mail: [email protected] Raquel Magidin de Kramer is Research Associate at the Mandel Center for Studies in Jewish Education at Brandeis University and PhD candidate at the Lynch School of Education at Boston College. E-mail: [email protected] The authors would like to thank the editor and anonymous reviewers for their helpful comments. We are grateful to Sharon Feiman-Nemser for her continuous support of this project and for commenting on an early draft of this article. We also wish to thank Susan P. Fendrick for offering helpful suggestions and edits. This work was funded in part by a grant from the Jim Joseph Foundation and by the DeLeT Longitudinal Study project at the Mandel Center for Studies in Jewish Education at Brandeis University.
PY - 2011/4
Y1 - 2011/4
N2 - This article analyzes the career commitments and retention patterns among graduates of the DeLeT program (Day School Leadership Through Teaching) who were prepared for day-school teaching at Brandeis University and Hebrew Union College-Jewish Institute of Religion. Employing t-tests to analyze survey responses, we identify factors that shape and support teachers' career commitments to Jewish day schools. Our findings suggest that those who stay in Jewish day school teaching are likely to do so because of more commitment to the Jewish community, greater perception of effective teacher preparation experience, and better school support in comparison to those who leave teaching in this setting. These findings are consistent with a multi-layered understanding of teachers' lives and career commitments, which is illustrated in the interaction between person, program, and setting.
AB - This article analyzes the career commitments and retention patterns among graduates of the DeLeT program (Day School Leadership Through Teaching) who were prepared for day-school teaching at Brandeis University and Hebrew Union College-Jewish Institute of Religion. Employing t-tests to analyze survey responses, we identify factors that shape and support teachers' career commitments to Jewish day schools. Our findings suggest that those who stay in Jewish day school teaching are likely to do so because of more commitment to the Jewish community, greater perception of effective teacher preparation experience, and better school support in comparison to those who leave teaching in this setting. These findings are consistent with a multi-layered understanding of teachers' lives and career commitments, which is illustrated in the interaction between person, program, and setting.
UR - http://www.scopus.com/inward/record.url?scp=79959209284&partnerID=8YFLogxK
U2 - 10.1080/15244113.2011.572268
DO - 10.1080/15244113.2011.572268
M3 - مقالة
SN - 1524-4113
VL - 77
SP - 76
EP - 97
JO - Journal of Jewish Education
JF - Journal of Jewish Education
IS - 2
ER -