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Making Do vs Making Sense: District Decision-Making Amid Teacher Shortages A Case Study of a Rural District
Making Do vs Making Sense: District Decision-Making Amid Teacher Shortages A Case Study of a Rural District
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104638
- ISBN
- 9798280766082
- DDC
- 370.5
- 저자명
- Lubasi, Joey.
- 서명/저자
- Making Do vs Making Sense: District Decision-Making Amid Teacher Shortages A Case Study of a Rural District
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 307 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Kelley, Carolyn.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약What is a teacher shortage? Where does it show up-and what can district leaders actually do about it? This mixed methods study explores those questions through a seven-year case of a rural school district navigating persistent staffing challenges. Drawing on state datasets, administrator surveys, and focus groups, it shifts the focus from national metrics to local realities. Rather than tracking shortages only as numerical gaps, the study asks how they are understood, experienced, and addressed by leaders on the ground.Anchored in strategic staffing and sensemaking theory, the analysis reveals patterns of misalignment between staffing needs and available educators-especially in high-need subject areas and teacher representation. Quantitative data show enduring gaps in hiring, licensure, and retention. Qualitative findings highlight how informal labor expectations, identity-based burdens, and constrained decisions become normalized. Leaders used metaphors like "poaching" and "the shell game" to describe this adaptation-offering shared language, but also signaling how coping strategies can harden into limits on imagination.The data portrays how committed educators adapt within under-resourced systems-and what's lost when temporary solutions harden into routine. This study examines how research-informed staffing strategies-such as Grow-Your-Own pipelines, differentiated pay, and predictive hiring-are interpreted, reshaped, or sidelined based on role, feasibility, and district culture. While rooted in a rural context, the findings speak to broader patterns of improvisation, equity tension, and bounded decision-making. Ultimately, it offers insight into how districts might move from reactive hiring to systems that connect students with teachers who see, serve, and stay.
- 일반주제명
- Educational leadership
- 일반주제명
- Education policy
- 일반주제명
- Educational sociology
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202104638
■006m o d
■007cr#unu||||||||
■020 ▼a9798280766082
■035 ▼a(MiAaPQ)AAI32113715
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370.5
■1001 ▼aLubasi, Joey.
■24510▼aMaking Do vs Making Sense: District Decision-Making Amid Teacher Shortages A Case Study of a Rural District
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a307 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Kelley, Carolyn.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aWhat is a teacher shortage? Where does it show up-and what can district leaders actually do about it? This mixed methods study explores those questions through a seven-year case of a rural school district navigating persistent staffing challenges. Drawing on state datasets, administrator surveys, and focus groups, it shifts the focus from national metrics to local realities. Rather than tracking shortages only as numerical gaps, the study asks how they are understood, experienced, and addressed by leaders on the ground.Anchored in strategic staffing and sensemaking theory, the analysis reveals patterns of misalignment between staffing needs and available educators-especially in high-need subject areas and teacher representation. Quantitative data show enduring gaps in hiring, licensure, and retention. Qualitative findings highlight how informal labor expectations, identity-based burdens, and constrained decisions become normalized. Leaders used metaphors like "poaching" and "the shell game" to describe this adaptation-offering shared language, but also signaling how coping strategies can harden into limits on imagination.The data portrays how committed educators adapt within under-resourced systems-and what's lost when temporary solutions harden into routine. This study examines how research-informed staffing strategies-such as Grow-Your-Own pipelines, differentiated pay, and predictive hiring-are interpreted, reshaped, or sidelined based on role, feasibility, and district culture. While rooted in a rural context, the findings speak to broader patterns of improvisation, equity tension, and bounded decision-making. Ultimately, it offers insight into how districts might move from reactive hiring to systems that connect students with teachers who see, serve, and stay.
■590 ▼aSchool code: 0262.
■650 4▼aEducational administration
■650 4▼aEducational leadership
■650 4▼aEducation policy
■650 4▼aEducational sociology
■653 ▼aAdministrator decision-making
■653 ▼aDistrict leadership sensemaking
■653 ▼aResearch-practice feedback loop
■653 ▼aRural district staffing
■653 ▼aStrategic staffing
■653 ▼aTeacher labor market
■690 ▼a0514
■690 ▼a0449
■690 ▼a0458
■690 ▼a0340
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358290▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
