Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dissertation Proposal Defense PPT.
Hispanic TeacherRecruitment and RetentionInitiatives in Texas SchoolsA Proposal DefenseByRobert M. Branch
Dr. William A. Kritsonis(Dissertation Chair)Dr. David Herrington(Member)Dr. Douglas Hermond(Member)Dr. Camille Gibson(Member)Committee Members
OutlineI. The ProblemII. Purpose of the StudyIII. Research QuestionsIV. Null HypothesesV. Significance of the StudyVI. Review of LiteratureVII. Research Design
The Problem The shortage of Hispanic educators plays a role inthe educational experiences of Hispanic students. 2006-2007 TEA data indicate that 21% ofteachers in Texas are Hispanic, but 46% of thestudents during the same year are Hispanic. Previous findings indicate that increasing thenumber of Hispanic educators positively affectsthe educational attainment of Hispanic students(Darder, Torres, & Gutierrez, 1997).
Purpose of the Study To establish whether the number ofHispanic teachers influence Hispanicstudent achievement and thenidentify methods to assist with therecruitment and retention of Hispanicteachers in Texas schools.
Conceptual FrameworkApproaches ofAdministrators & DistrictPersonnel to Recruit &Retain Hispanic TeachersInternal MotivationsOf Hispanic TeachersHispanic TeacherRecruitment & RetentionInitiatives in Texas SchoolsThe Impact of AcademicAchievement for HispanicStudents
Quantitative Research Question #1 Is there a corresponding increase inthe percent of Hispanic teachers withthe increase of Hispanic Students inTexas from school years 2000through 2007?
Quantitative Research Question #2 Is there a relationship between thepercent of Hispanic teachers and thepercent of Hispanic students passingthe TAKS Exit level examination inthe core area of Mathematics?
Quantitative Research Question #3 Is there a relationship between thepercent of Hispanic teachers and thepercent of Hispanic students passingthe TAKS Exit level examination inthe core area of English/LanguageArts?
Qualitative Research Question #1 What factors influenced Hispanicteachers to go into and remain in theteaching profession in the state ofTexas?
Qualitative Research Question #2 What is the value of increasing thenumber of Hispanic teachers in Texasschool districts?
Qualitative Research Question #3 What are the approaches used by theschool districts to recruit and retainHispanic teachers?
Qualitative Research Question #4 Which of these approaches appear tobe successful in recruiting andretaining Hispanic teachers?
Question to be answered by descriptivestatistics:Is there a statistically significantdifference between the increase inHispanic student population inTexas high schools and the percentof Hispanic teachers in Texas highschools?
Null HypothesesH01 There is no statistically significantcorrelation between the percent ofHispanic teachers in Texas highschools and the percent ofHispanic students passing theTAKS Exit Level Mathematicsexamination.
Null HypothesesH02 There is no statistically significantcorrelation between the percent ofHispanic teachers in Texas highschools and the percent ofHispanic students passing theTAKS Exit Level English/LanguageArts examination.
Significance of the Study This study will provide data to schooldistricts regarding effectiverecruitment and retention initiativesof Hispanic teachers. School districts will be betterequipped to hire and retain highlyqualified Hispanic teachers forHispanic students in their district inorder to raise the achievement levelsof these students.
Review of LiteratureThis section includes concepts of diversityin the teacher workforce and the impactthat role models, successful interactions,and understanding play in the decision forminorities to be motivated to go into theteaching profession. It will also illustratefactors that research indicates as thecontributor to why minorities do notremain in the profession.
Review of LiteratureAuthor/Year FindingsU. S.Department ofEducation,2003The UnitedStates Hispanicstudentpopulation hasmade the mostsignificantchanges with a6.4% increasecompared to aWhite studentdecrease of9.2% and asmall African-Americanstudentincrease of1.1%.Author/Year FindingsOchoa, 2003 Theachievementtrends ofHispanicstudents overthe past 20years indicatethat theirachievement inthe threeprimarycontent areasis notcompetitivewith theachievement ofWhite studentsin our nation.
Review of LiteratureAuthor/Year FindingsNational Centerof EducationStatistics, 2003The 2003reports fromthe NCESindicate that16.9% of allteachers areminorities.Author/Year FindingsDee, 2004 In the year2000, 8% of allteachers in theUnited Stateswere African-American, 6%were Hispanic,and 84% wereWhite.
Review of LiteratureAuthor/Year FindingsZientek, 2007Acrosscertificationroutes, ethnicgroups andteachers withvaryingeducationalattainment wereequally committedto teaching.African-Americanteachers were themost committed,with 90%planning toremain inteaching for anextended time,followed by 82%of Whites and71% of Hispanics.Author/Year FindingsWehrman,2002Wehrmanreported that it isimportant incommunities,which havesubstantialpopulations ofcolor, to haveteachers of colorin the classroomsas role models. Itwas believed thatif the teacher andstudent share aprominentcharacteristic,deeper bondswould be formed.
Review of LiteratureAuthor/Year FindingsDee, 2004 It has beenreported that ateacher of coloras a role modelwill also help toboost minoritystudents’confidence andenthusiasm forlearning.Author/Year FindingsHoward, 2003Howardsuggestsstudents willbenefit fromhaving well-trainedteachers whocome fromsimilarracial/ethnicand linguisticbackgrounds.These teacherscan contributeto the students’sense ofbelonging andacademicachievement.
Review of LiteratureAuthor/Year FindingsKirby, Naftel, &Berends, 1999Diversity in theteaching forcewill fosterknowledge andunderstandingof differentcultures on thepart of allteachers.Author/Year FindingsIngersoll,2001; Johnson,Verg, &Donaldson,2005Attempts toalleviate theshortage ofteachers havetaken place onmultiple levels.Some havefocused on theattrition ratesandrecommendedattention tomentoring anddeveloping newteachers.
Review of LiteratureAuthor/Year FindingsWinter &Melloy, 2005Urban high-poverty schoolsare hard tostaff accordingto recentfindings ofWinter &Melloy. Schoolslabeled as lowachieving hadsignificanteffects on theperceptions ofpotentialapplicants.Author/Year FindingsDarling-Hammond,2003Since the early1990’s thenumber ofteachers whoexit theteachingprofession hassurpassed thenumber ofteachers whoentered theprofession.Schools arealways fightingan uphill battleto staffclassroomswith qualifiedteachers.
Research Design Research Method – Mixed methodsusing a complementary design. Thisincludes descriptive and correlationalanalysis of existing data as well asdata obtained from open-endedinterview questions and surveys. Quantitative – Data will be obtainedfrom the Texas Education Agency(TEA) Academic Excellence IndicatorSystem (AEIS) reports.
Research Design (continued) Qualitative – The qualitative data willbe collected with a questionnaire thatwill be given to Hispanic teachersand School/District Administrators.Data will also be collected byinterviewing the Hispanic teachersand School/District Administrators.
Pilot Study Convenience Sampling30 Hispanic Teachers Test-RetestReliabilityTrustworthiness (Fair-Clear-Free ofBias)Changes based on inputs Participants Excluded
Subjects of the Study Sampling MethodPurposive sampling will be used inorder to discover, understand, andgain insight from the school districtsand Hispanic teachers.
Quantitative Five school districts in SoutheastTexas will be used in the study.These districts will be selected basedon having met a criteria of employingat least 5% Hispanic teachers andserving at least 50% Hispanicstudents. This data will be retrieved from theTEA database.
Qualitative 100 Hispanic teachers employed in Texasschools with a teacher population of atleast 5% Hispanic teachers and at least50% Hispanic students as reported by TEAwill be surveyed. Of these 100 teachers, 30 will beinterviewed. 10 School Principals and 5 HumanResource Directors will be asked open-ended questions and interviewed.
AnalysisOf DataQuantitativeQualitative Qualitative1. TEA Demographic Data2. Hispanic Student Math Exit Level Taks Results (As Reported by the AEIS)3. Hispanic ELA Exit Level Taks Results (As Reported by the AEIS)Interviews of Hispanic Teachers,School Administrators& District PersonnelQuestionnaires of Hispanic Teachers,School Administrators & DistrictPersonnel
Analysis of Data (Quantitative)ResearchQuestionsQuestionAddressed byDescriptiveStatisticsIndependentVariablesDependentVariables StatisticsIs there acorrespondingincrease inthe percent ofHispanicteachers withthe increase ofHispanicStudents inTexas fromschool years2000 through2007?There is nostatisticallysignificantdifferencebetween theincrease inHispanic studentpopulation inTexas highschools and thepercent ofHispanicteachers inTexas highschools.Two Groups:1) HispanicTeachersin TexasSchools2) HispanicStudentsin TexasSchoolsDifference ofIncrease/DecreaseCorrelationusingPearson r
Analysis of Data (Quantitative)ResearchQuestionsHypothesisIndependentVariablesDependentVariables StatisticsIs there arelationshipbetween thepercent ofHispanicteachers andthe percent ofHispanicstudentspassing theTAKS Exit levelexamination inthe corearea ofMathematics?There is nostatisticallysignificantcorrelationbetween thepercent ofHispanicteachers inTexas highschools and thepercent ofHispanicstudentspassing theTAKS Exit LevelMathematicsexamination.CorrelationusingPearson rPercentage ofHispanicTeachersin TexasSchoolsAchievementlevelsfor Hispanicstudentstakingthe TAKSExit levelMathematicsexamination
Analysis of Data (Quantitative)ResearchQuestionsHypothesisIndependentVariablesDependentVariables StatisticsIs there arelationshipbetween thepercent ofHispanicteachers and thepercent ofHispanicstudents passingthe TAKS Exitlevelexamination inthe core area ofEnglish/Language Arts?There is nostatisticallysignificantcorrelationbetween thepercent ofHispanicteachers inTexas highschools and thepercent ofHispanicstudentspassing theTAKS Exit LevelEnglish/Language Artsexamination.CorrelationusingPearson rPercentage ofHispanicTeachersin TexasSchoolsAchievementlevelsfor Hispanicstudentstakingthe TAKSExit levelEnglish/LanguageArtsexamination
Analysis of Data (Qualitative)Surveys/Questionnaire& InterviewsData will bepresented intabular to showcategories &frequencies.The weighedmean will becomputed forrecruitment &retentionfactors.Responses forquestions will becategorizedinto emergentthemes. Thesewill be presentedin tabular formshowing thecategories withcorrespondingfrequencies andpercentages.Inputs from theadministrators willbe identified,summarized andexplained.
Summary Recruitment and retention rates forHispanic teachers will be explored as wellas an exploration of relationships betweenthe percent of Hispanic teachers in Texasschools and the percent of Hispanicstudents who successfully pass the exitlevel TAKS examination. Both qualitativeand quantitative research approaches willbe used to analyze data for the study.