Analysis of Teacher Retention in Schools Using A.R.E. Style Guide

This report examines teacher retention in schools, using the Association for Research in Education (ARE) style guide. The assignment is divided into two parts: the first outlines the ARE style guide, covering grammar, mechanics, language usage, punctuation, and terminology. The second part of the report analyzes teacher retention, focusing on factors influencing teachers to remain in the profession. The research discusses the challenges of teacher attrition, particularly in schools with low income and the impact of age and gender. The study also examines the reasons why teachers stay in the profession, including self-sacrifice, family influence, job security, and support from colleagues and administration. The conclusion emphasizes job security as a key factor and highlights the lack of alternative qualifications among long-serving teachers. The report includes references to relevant literature, and the research utilizes a qualitative study methodology, interviewing teachers to gather insights on the factors influencing their retention.

Assessment Tasks 1
ASSESSMENT TASKS
By [Name]
Course
Professor’s Name
Institution
Location of Institution
Date

Assessment Tasks 2
Assessment Tasks
Assessment Task 1
Part A: Association for research in Education Style Guide
Introduction
Association for research in education is a research organization engaged in and reports
education research into schools. The organization's target is high school and senior secondary
school. This style guide is made to assist in maintaining consistency, correctness, and
appropriateness concerning the use of grammar, stylistic conventions and any other area that
relates to publication production.
References
This style guide lists the organization’s decision. It is a supplementation of references
materials like other standard style guides and dictionaries. Should you fail to find something in
this style guide, you are advised to look at these references.
Dictionaries
A Dictionary of Social Research Methods, First Edition. Oxford Reference.
Style Manuals
This guide precedes any other source
Harvard Manual of Style
Grammar/Usage guides
For grammar queries, seek assistance from any of the following.
Webster’s Dictionary of English Usage
Oxford Dictionary
Online References

Assessment Tasks 3
Mechanics
Graphic elements
Consider using sample figures/tables like a line graph, pie chart, bar chart and table
Ensure your tables have an identifier and a title
Titles should not be footnoted
The information on the title needs to follow a specified order
Column cells should be aligned at the bottom of cells
Make reference to every graphic element at a place that is appropriate in the running text.
Ensure you include alternate text within IMAGE tags for graphic elements used on web
pages
Use of hyphens
Sentence Punctuation
Punctuate sentences using standard American punctuation
Cross-references
Citations should be in order
If the full title is not given, make references to lowercase
Make references to a part of the document using the title as opposed to the page number.
Use of Language
General
Sentences and words used should be concise, simple and easy to understand
Passive voice should be avoided at all costs unless where it is appropriate.
Generally, present tense should be preferred in appropriate areas, the imperative mood
can be used.

Assessment Tasks 4
Subject construction verbs used to need to strong while weak constructions should be
avoided.
Wordy phrases should avoid making the work as concise as possible.
The language used should be gender neutral. Avoid referring to direct gender like “he” or
“she.”
Capitalization
Most words in titles and higher level headings should be capitalized
In lower level headings, use sentence-style capitalization
Proper names should be capitalized.
Ensure that the appearance of the user interface is matched by capitalizing and spell
screening element names. The first letter of each word needs to be capitalized to avoid
ambiguity.
Spelling
Spelling should follow American style as opposed to British.
Articles
The article chosen need to agree with the way a term that includes special leading
characters is pronounced.
Measurements
American units of measurement should be used
Punctuation
Use commas in numbers
Use commas after introductory phrases
Use commas to separate complete sentences

Assessment Tasks 5
Use commas to set off phrases
Words to Avoid
Choose/not pick
Important/not Key
Affect/ not Effect
Entire/not whole
Numbers
Using words or numerals
General use
Units of time and measurement
Numbers that can’t have a value that is above one
Number spans
Rounding different data types and different contexts
Lists
Generally used to emphasize key points in a publication
Only when needed can numbers be used in displayed lists.
Otherwise, do not number lists when they are not referred to later in the text. When used,
followed by a period and q space.
Both bulleted and numbered lists apply the general rules.
Figures
Include an identifier and a title in figures. While including identifiers, follow with a
punctuation using a period and a tab space between the number used in the figure identifier and
the first word of the title.

Assessment Tasks 6
Different parts of the report should have different identifiers.
Letters for figure identifiers can be used in executive summaries where they should be
lettered in alphabetical order.
Do not footnote titles. Figure titles should not be footnoted. The information should,
however, be placed in a general note.
Terminology
Generally Preferred Words
Abbreviations and acronyms
Internet and other technical terminology
All technical terms not fully defined in the text should be defined clearly in the appendix,
footnotes or glossary.
Conclusion
Conclusion restates thesis statement

Assessment Tasks 7
Part B: Draft and Produce a Formal Document.
Association for Research in Education Document
Contents
INTRODUCTION...........................................................................................................................1
Indicate thesis statement..................................................................................................................1
Overview of the report.....................................................................................................................1
REFERENCES................................................................................................................................1
Dictionaries.....................................................................................................................................1
A Dictionary of Social Research Methods, First Edition. Oxford Reference.................................1
Style Manuals...................................................................................................................................1
This guide precedes any other source..............................................................................................1
Harvard Manual of Style.................................................................................................................1
Grammar/Usage guides...................................................................................................................1
For grammar queries, seek assistance from any of the following...................................................1
Webster’s Dictionary of English Usage..........................................................................................1
Oxford Dictionary............................................................................................................................1
Online References............................................................................................................................1
MECHANICS..................................................................................................................................1
Graphic elements.............................................................................................................................1
Consider using sample figures/tables like a line graph, pie chart, bar chart and table....................1
Ensure your tables have an identifier and a title..............................................................................1
Titles should not be footnoted.........................................................................................................2
The information on the title needs to follow a specified order........................................................2
Column cells should be aligned at the bottom of cells....................................................................2
Make reference to every graphic element at a place that is appropriate in the running text...........2
Ensure you include alternate text within IMAGE tags for graphic elements used on web pages...2
Sentence Punctuation.......................................................................................................................2
Punctuate sentences using standard American punctuation............................................................2
Cross-references..............................................................................................................................2
Citations should be in order.............................................................................................................2
If the full title is not given, make references to lowercase..............................................................2

Assessment Tasks 8
Make references to a part of the document using the title as opposed to the page number.............2
USE OF LANGUAGE....................................................................................................................2
General............................................................................................................................................2
Sentences and words used should be concise, simple and easy to understand................................2
Passive voice should be avoided at all costs unless where it is appropriate....................................2
Generally, present tense should be preferred in appropriate areas, the imperative mood can be
used..................................................................................................................................................2
Subject construction verbs used to need to strong while weak constructions should be avoided.. .3
Wordy phrases should avoid making the work as concise as possible............................................3
The language used should be gender neutral. Avoid referring to direct gender like “he” or “she.”
.........................................................................................................................................................3
Capitalization..................................................................................................................................3
Most words in titles and higher level headings should be capitalized.............................................3
In lower level headings, use sentence-style capitalization..............................................................3
Proper names should be capitalized.................................................................................................3
Ensure that the appearance of the user interface is matched by capitalizing and spell screening
element names. The first letter of each word needs to be capitalized to avoid ambiguity..............3
Spelling............................................................................................................................................3
Spelling should follow American style as opposed to British.........................................................3
Articles.............................................................................................................................................3
The article chosen need to agree with the way a term that includes special leading characters is
pronounced......................................................................................................................................3
Measurements..................................................................................................................................3
American units of measurement should be used.............................................................................3
PUNCTUATION.............................................................................................................................3
Use commas in numbers..................................................................................................................3
Use commas after introductory phrases...........................................................................................4
Use commas to separate complete sentences...................................................................................4
Use commas to set off phrases.........................................................................................................4
WORDS TO AVOID.......................................................................................................................4
Choose/not pick...............................................................................................................................4
Important/not Key............................................................................................................................4
Affect/ not Effect.............................................................................................................................4

Assessment Tasks 9
Entire/not whole...............................................................................................................................4
NUMBERS......................................................................................................................................4
Using words or numerals.................................................................................................................4
General use......................................................................................................................................4
Units of time and measurement.......................................................................................................4
Numbers that can’t have a value that is above one..........................................................................4
Number spans..................................................................................................................................4
Rounding different data types and different contexts......................................................................4
LISTS...............................................................................................................................................4
Generally used to emphasize key points in a publication................................................................4
Only when needed can numbers be used in displayed lists.............................................................4
Otherwise, do not number lists when they are not referred to later in the text. When used,
followed by a period and q space....................................................................................................4
Both bulleted and numbered lists apply the general rules...............................................................5
TERMINOLOGY............................................................................................................................5
Generally Preferred Words..............................................................................................................5
Abbreviations and acronyms...........................................................................................................5
Internet and other technical terminology.........................................................................................5
All technical terms not fully defined in the text should be defined clearly in the appendix,
footnotes or glossary........................................................................................................................5
CONCLUSION................................................................................................................................5
Restate Thesis statement..................................................................................................................5

Assessment Tasks 10
Association for research in Education Report
Teacher Retention in Schools
Introduction
This paper reports on the research about teacher’s retention in schools using the
Association for Research in Education style guide. Retention of qualified teachers in schools is a
major challenge that has long been felt in the education sector. In most cases, teachers who leave
teaching do so to search for green pastures in the private sector. Based on research, teachers who
are most likely to leave their positions do not have a lot of experience and the preliminary report
shows that they fall below the experience level of ten years (Shaw and Newton 2014, p.105).
Research shows that minority schools with low income are the most affected. Another factor that
influences teacher's retention is age as research indicates that younger teachers are more likely to
leave their jobs compared to their older counterparts. Another factor influencing teacher
retention is gender where research indicates that women are more likely to leave teaching when
compared to their male counterparts.
Teacher Retention in Schools
Why has teacher retention become such an important topic of research? Historically,
teaching has not been accorded the respect it deserves as many people still view it as a low
paying job that is only suitable for women raising children. What schools are currently suffering
from can best be described as a "revolving door effect" as experienced teachers leave their
positions which are later filled by beginner teachers making institutions not only unstable but to
lack continuity as well? According to Hughes’ (2015, p.130) research, teachers who are not
properly qualified mislead their students and transform them into unqualified teachers. This

Assessment Tasks 11
circle continuous until it reaches a point that is unbreakable. Shaw and Newton (2014, p.105)
report that a talent crisis can arise from any form of attrition. Springer et al. (2016, p.200) report
that best candidates for a job are obtained through the rigorous selection process and an end to
this is what has resulted in talent crisis.
In a bid to ascertain the factors that influence teacher retention in schools, a study on
teacher retention is examined. The study is about identifying factors that have persuaded teachers
with more than ten years’ experience to remain in the profession as others leave citing poor
economic conditions among other factors in Zimbabwe (Gomba 2015). In the research
methodology, qualitative study is used to discover and familiarize with the perspective of
teachers so as to advice on the methods and process of rural retention. The sampling process
involved in the study involved selection of 6 participants who have been in the education sector
for a period of more than ten years. Participants involved 2 females and 4 males. Participation in
the study was voluntary and the participants were obtained from three separate schools all of
which were boarding. All the teachers were aged 30-60, all married with one window. Data were
collected through interviews and was inductively analyzed to identify the common recurring
themes outlined in the data.
Conclusion
The results obtained from the study indicated that teaching had a number of reasons
justifying their stay in the teaching profession for a period of more than ten years. Among the
reasons why teachers stay in the profession for long include self-sacrifice principal, family
influence, fear of the unknown, job security and support from administration and colleagues.
These answers explain the reason why teachers remain in the teaching profession which fulfills
the research topic. Off all the answers obtained, money is not pointed out which implies that

Assessment Tasks 12
money alone is not a factor for motivating employees to stay on the job. From the study, job
security was perceived as the main factor for remaining in teaching. Finally, the study showed
that those who remain teaching do not possess any other qualification apart from teaching.