Introduction
The article assesses how teacher turnover affects the learning process and student performance. Based on the analyzed literature, Id-Deen (2016) notes that teacher turnover is quite common for various reasons. Much of the supportive literature used in this article focuses on teacher turnover as a phenomenon and displays these processes from the teachers’ perspective. However, as Id-Deen (2016) argues, there is very little literature on the impact of changing teachers on students. Despite this, teacher turnover during the school year often negatively affects children’s academic performance and worsens their relationship with teachers.
Main body
Id-Deen (2016) used “hour-long semi-structured interviews with five 7th grade Black students who were all 13 years old” (p. 144) to conduct the study. This research method helped to convey the students’ opinions about the change of teachers during the school year as accurately as possible. Even though the study was conducted on teacher turnover in mathematics classes, its results can also be applied to teacher turnover in other subjects. In addition, the study was conducted in a school in a small urban Midwestern city. Due to this, the study’s results can be used to characterize the impact of turnover on students in both urban and rural areas. Another important factor in these interviews is that the respondents were ‘Black students.’ It, in turn, highlights the possible racial discrimination that may appear in the classroom with a change of teacher. Although Id-Deen (2016) does not focus on the topic of race, it is likely that in the case of discrimination, the study would help reveal the new teacher’s prejudices and prejudices.
As a result of interviews with students, it was revealed that teacher change significantly impacted student performance. Instead of learning new material, students spent most of their time getting used to the new teacher’s instructional strategies. In addition, the teaching approach of the teachers in the study differed significantly, leading to confusion among the students. Moreover, all respondents noted that the new teacher did not try to establish a good relationship with his students but explained the lesson material. The lack of interpersonal relationships between students and teachers can demotivate students from learning.
Students noted that they were interested in getting to know their new teacher better, while Mrs. Edwards showed no such interest. Moreover, the students stated that their opinions were often not taken into account and ignored, leading to wasting time studying information already known to the students. Another factor that influenced student performance was the new teacher’s requirement to solve math problems only in the way the teacher had demonstrated. It not only limits students’ opportunities but also threatens to impair critical thinking skills and the ability to find solutions independently in different situations.
Conclusion
Thus, the Id-Deen (2016) study demonstrates how changing teachers during the school year affects students. Many respondents noted a decrease in academic performance and interest in studying the subject due to the difference in teachers in the ways of teaching and communicating with students. Interviewed students also noted that it would be much easier for them to adapt to a teacher change if their opinions and wishes were considered in this process. The optimal behavior model for a teacher who replaced his colleague during the school year would be aware of the teaching strategies used earlier. This information can be obtained from the previous teacher, school administration, or students. Furthermore, the school administration must consider teachers’ professional characteristics when looking for replacements. The ideal option would be to select a teacher whose teaching style is similar to that of the previous one. In this way, students’ confusion and performance deterioration can be avoided.
Reference
Id-Deen, L. (2016). Hidden Casualties of Urban Teacher Turnover: Black Students Share Their Experiences. Journal of Urban Learning, Teaching, and Research, 12, 142-149.