Abstract
The purpose of this study was to compare and contrast the characteristics of California probationary teachers who have or are likely to receive tenure with those who have been recommended for nonreelection. Such comparisons are from the perception of the site principal. In addition, the study analyzed the characteristics of probationary teachers based on type of school (elementary, middle/junior high, high school) and school setting (rural, urban, suburban). To collect data, a twenty-one item survey was sent to 354 principals of California, public elementary and secondary schools with enrollments of five hundred or more. The results show that California principals are recommending nonreelection for more than 11 percent of the probationary teachers they supervise and that the largest proportion of probationary teachers not reelected are occurring at the middle/junior high and within the rural setting. Principal ratings show the greatest differences between those probationary teachers who are likely to receive tenure and those recommended for non-reelection are the following behaviors: maintaining classroom control; being firm, fair, and consistent with students; using appropriate discipline within the classroom; exhibiting a positive attitude; acting on suggestions for improvement; maximizing time students are engaged in academic tasks, and exhibiting a genuine concern for students. Based on school type, differences found were between the high school and elementary schools with knowledge of subject matter and setting realistic academic standards being more characteristic of the high school probationary teacher than the elementary probationary teacher. Based on school setting, significant differences between the rural and suburban settings were associated with instruction and personal characteristics with the rural teacher being rated less characteristic than the suburban teacher for each item. Difference between the rural and urban settings were associated with managing student behavior with the urban teacher being rated less characteristic than the rural teacher for each item. The researcher recommends that school administrators and teacher trainers review the characteristics which lead to probationary teacher nonreelection and develop programs and experiences to strengthen these characteristics. The findings of the study support the need for a mediated entry into the teaching profession.