Persistent Link:
http://hdl.handle.net/10150/297735
Title:
Teacher Geography: So What?
Author:
Sandberg, Marissa Anne
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Despite a wide range of existing literature concerning urban schools, teacher attrition, and educational disparities for the underprivileged, little research has been conducted concerning these issues in relation to commuting teachers. This study seeks to identify possible effects of commuting teachers, particularly into urban schools, including potentially strained relationships between teachers and students, schools, and communities, and possible linkages to high attrition rates. An exploratory case study was performed in one school in a large western city, consisting of qualitative interviews with ten teachers from a wide range of backgrounds. Despite a lack of association between either variable and overall satisfaction with their work environment, the findings demonstrate an association between teachers commuting great distances and considerations of leaving their specific jobs. This offers insight for administrators, policymakers, and other figures in education in that despite efforts to create positive school environments, spatial differences may present an ongoing challenge in teacher retention.
Type:
text; Electronic Thesis
Degree Name:
B.A.
Degree Level:
bachelors
Degree Program:
Honors College; Sociology
Degree Grantor:
University of Arizona
Advisor:
Galaskiewicz, Joseph

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTeacher Geography: So What?en_US
dc.creatorSandberg, Marissa Anneen_US
dc.contributor.authorSandberg, Marissa Anneen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractDespite a wide range of existing literature concerning urban schools, teacher attrition, and educational disparities for the underprivileged, little research has been conducted concerning these issues in relation to commuting teachers. This study seeks to identify possible effects of commuting teachers, particularly into urban schools, including potentially strained relationships between teachers and students, schools, and communities, and possible linkages to high attrition rates. An exploratory case study was performed in one school in a large western city, consisting of qualitative interviews with ten teachers from a wide range of backgrounds. Despite a lack of association between either variable and overall satisfaction with their work environment, the findings demonstrate an association between teachers commuting great distances and considerations of leaving their specific jobs. This offers insight for administrators, policymakers, and other figures in education in that despite efforts to create positive school environments, spatial differences may present an ongoing challenge in teacher retention.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
thesis.degree.nameB.A.en_US
thesis.degree.levelbachelorsen_US
thesis.degree.disciplineHonors Collegeen_US
thesis.degree.disciplineSociologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGalaskiewicz, Joseph-
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