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Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011–2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze effects of school rule enforcement and teacher victimization on job satisfaction. Findings indicated that teachers who perceived higher enforcement of school rules had higher job satisfaction. In particular, consistent enforcement of rules by school administrators had a significantly greater effect on satisfaction than collegial enforcement of rules. Findings also indicated that teacher victimization has a significantly negative effect on job satisfaction. Consistent enforcement of school rules may reduce instances of student misbehavior and teacher victimization, helping reduce teacher stress and anxiety, leading to greater job satisfaction. Implications for policy and practice are explored, examining what administrators can do to protect teachers and improve satisfaction. [ABSTRACT FROM AUTHOR]

Debate about teacher supply, demand, retention, and attrition has been renewed in recent years by an increased concern about the reduced numbers of prospective teachers entering teacher education programs, the high attrition rate of beginning teachers, and the resulting teacher shortages. U.S. schools are experiencing teacher shortages, especially in low-income urban areas, because of increased school enrollment, teacher retirement, reduction in class size, teacher attrition, and turnover related to low salaries, job dissatisfaction, and lack of administrative support and influence over decision-making. Recently, the increased interest in teacher quality has been the topic of debate for policy-makers, the public, and the educational community. The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I. [ABSTRACT FROM AUTHOR]

This study explored the experiences of six pre-service teachers who participated as intern teachers in a professional development school program between a research university and a public school district in Northeastern United States. This research offers a substantive-level theory of learning to teach in the context of a schooluniversity partnership. The research question driving this study was: How do intern teachers experience learning to teach in the context of a professional development school? Congruent with the qualitative methodology of grounded theory, a model of context-appropriation theory is presented, that was generated from the findings of this study. Two central categories are illustrated – learning about teaching and how to teach, and learning how to be a teacher. Additionally, strategies and states of intern development are described with examples of evidence, happenings, and instances. Five assertions were amassed from this model of learning about teaching and how to teach, and learning about how to be a teacher, and correlated with the literature on learning to teach and pre-service teacher development. [ABSTRACT FROM PUBLISHER]

Discusses the use of cooperative learning with certain role-playing software packages and inquiry-based Internet pages in guiding students and creating learning benefits. Research literature on cooperative learning and technology; Description on role-playing software programs designed for cooperative learning; How Web pages built on a WebQuest model can be used to augment role-playing software programs.