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dc.contributor.authorSkurowitz, Avram
dc.date.accessioned2018-07-12T19:00:11Z
dc.date.available2018-07-12T19:00:11Z
dc.date.issued2000
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1702.;Advisors: Yitzchak Handel.
dc.identifier.urihttps://yulib002.mc.yu.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:9974054
dc.identifier.urihttps://hdl.handle.net/20.500.12202/3897
dc.description.abstractIt has often been observed that a relatively high turnover rate within the profession exists amongst male Orthodox Jewish teachers (rebbes) in Jewish day schools. Review of related literature indicates that high turnover has a negative impact on student performance, the stability of the day school, the potential for successful Jewish outreach to parents, and on the life of the rebbe and his family. Searching for replacement rebbeim also takes a toll on the school financially and takes away valuable time of the principal.;The particular focus of this research is voluntary turnover of rebbeim located in Jewish communities that are removed from the major Jewish population centers, where the turnover rate is greater.;This study determined whether or not certain selected attitudinal and background factors are related to voluntary turnover rates of male Orthodox Jewish teachers in Jewish elementary day schools. The following attitudinal and background factors were selected for their explanatory potential, on the basis of related research and observations of the target population: (1) salary; (2) professional advancement; (3) job satisfaction; (4) opportunities for employment for wife; (5) availability of amenities common to large Orthodox Jewish communities; (6) opportunities for their children to socialize primarily with Orthodox children; (7) opportunities for their children to attend a single gender yeshiva or day school whose student body is more than 50% Orthodox;;The background factors explored are: (1) number of children between ages 5--18; (2) length of time teacher and spouse have lived in isolated Jewish communities prior to current position; (3) extent of prior training and experience in teaching profession.;Significant results were found for the importance assigned to professional advancement, the importance assigned to living in a concentrated community, and the amount of experience living in isolated communities. Additionally, the hypothesis concerning job satisfaction was marginally significant.;It is hoped that principals of Jewish day schools, teacher training institutes, and placement agencies will use the results of this study to reduce the current high rates of turnover and thereby reduce the subsequent aforementioned negative consequences.
dc.publisherProQuest Dissertations & Theses
dc.subjectEducational administration.
dc.subjectReligious education.
dc.titleVoluntary turnover of rebbes in Jewish day schools in isolated communities
dc.typeDissertation


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