A Critical Article Review of Keeping Good Teachers: Why It Matters, What Leaders Can Do

A Critical Article Review of Keeping Good Teachers: Why it Matters, What Leaders can do

One of the most critical decisions for any school leader to make is that of keeping good teachers. This critical review discusses the article written by Linda Darling-Hammond which is entitled "Keeping Good Teachers: Why it Matters, What Leaders can do." Within this article review the author will seek to discuss Darling-Hammond's four major factors influencing teacher's retention: 1) salaries, 2) working conditions, 3) teacher preparation, and 4) mentoring and induction programs. The author will also seek to address personal reactions as it relates to the issue of keeping good teachers and a stronger development of the curriculum and other implication of what leaders can do to keep good teachers other than the four factors discussed in Darling-Hammond study.

According to Darling-Hammond, "Keeping Good Teachers: Why it Matters, What Leaders can do," is an article that is of grave importance to school leaders; since research has shown that excellent teachers have the largest impact on students learning ( Darling-Hammond, 2000b; Wilson, Floden, & Ferrini-Mundy, 2001). Darling-Hammonds article shows teacher's salaries are approximately about twenty percent below that of other professions with similar education and training. According to data from 2001, the average teachers salary ranked below that of registered nurses, accountants, auditors, dental hygienists and even computers programmers. Brewer et. al (1996, 1990), stated that teachers were more likely to quit when working in areas that presented lower wages and when their salaries were low comparative to alternate wage opportunities, such as teachers in high demand fields (mathematics and science). In conjunction to salaries, Loeb and Page (2000), postulates; that teachers with greater experience placed more importance on working conditions. Likewise, Darling-Hammond stated that many teachers are normally found working in schools with inadequate resources which contributes to poor working conditions and in addition affects the teaching quality the students receive. The eminent training teachers received has a direct force on whether teachers remain or leave the teaching profession. Darling-Hammond (2000a) argues that the more training teachers receive the more likely they are to stay.

Within the article, Darling-Hammond utilized several quantitative data which aided in her research. One of the research study done by Darling-Hammond herself in 2002, which dealt with teacher preparation stated that only about one thirds of new teachers left the profession within five years and two thirds never received their credentials. Although this study seemed to be quantitative, it still lacked all elements of a quantitative study, since no cite was made as how the study was conducted and how many participants participated in the study. In a research done by Andrew & Schwab (1995), a study of eleven programs stated that teachers who graduated from five years teacher education programs entered and stayed in the teaching at a higher rate than those of four years program. Teachers felt better prepared and more efficacious and planned to stay in the profession longer than those entering through alternate routes or with no training (Darling-Hammond, Chung, & Frelow, 2002; NCTAF, 2003). Districts such as Rochester, New York, Cincinnati, Columbus, Toledo and Ohio have reduced attrition rates of beginning teachers by more than two thirds through their expert mentoring program (NCTAF, 1996). Once the program