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High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession.Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied.This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers.Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.

This case study explored the negotiation of identities of American-born Mexican descent high school students in a US-Mexico border region. These students resided mostly with their parents and families on the Mexican side, and having legal American status, crossed the border daily to attend high school on the U.S. side. This qualitative study was informed by social and historical perspectives, and emphasized the identity of border crossers, examining the question of how they positioned themselves when faced with Americanization on the U.S. side and Mexicanization on the Mexican side. The study included a total of 19 participants: 3 students of primary focus, and 16 secondary participants (6 other high school students, 6 educators and 4 parents.) This sample of convenience was recruited at Isler High School, the researcher's place of work. Interviews were conducted with each participant, and the three focus students kept a month-long journal. Finally, some students in the secondary group provided valuable information through focus group discussion. Using Gee's (2001) theoretical framework that proposes four perspectives for viewing identity (Nature, Institution, Discourse and Affinity), the researcher found that the focus participants, each one bilingual, considered English an instrument to become American and be recognized as such. However, each "confessed" to code-switching, but preferred to avoid it. The three focus students self-identified as either Mexican or Mexican and American. One strongly rejected the possibility of being ascribed the identity of a Chicano. The study showed that student border crossers are perfectly fluent in both English and Spanish, contrary to commonly held belief, and that they identify with Mexico, but also with the United States.

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