Many school divisions throughout the U.S. are having a difficult time retaining teachers (Darling-Hammond, 2010; Ingersoll, R. M., 2004). 'High levels of attrition, estimated to be nearly 8% of the workforce annually, are responsible for the largest share of teacher demand' (Sutcher, Darling-Hammond, and Carver-Thomas, 2016, p. 2). According to Ingersoll and Strong (2011), Ingersoll and Perda (2011), and Skaalvik and Skaalvik (2016), reasons as to why teachers decide to leave the profession or change teaching locations include: job satisfaction, school demographics, student discipline, lack of administrative support, lack of teacher autonomy, and new teacher mentor programs. The purpose of this quantitative study was to identify mentor and mentee teachers' perceptions about the current mentoring program and their recommendations for future revisions that will increase teacher retention. An urban, central Virginia school division was selected for this study. Participants selected for this study have served as a mentor teacher for new teachers hired into the selected division or have recently been hired into the division. The division has approximately 260 full-time teaching professionals. From the beginning of the 2013-14 school year to the conclusion of the 2015-16 school year, 125 teachers were replaced. The attrition rate of the selected division is approximately double the attrition rate in the Commonwealth of Virginia (Pitts, 2017). Mentoring programs appear to be among the prominent approaches to teacher retention (McCann and Johannessen, 2010). The researcher sought to determine perceptions of mentor teachers regarding their suggestions for improvement in the current mentor program as a determining factor in whether teachers decide to remain in their current positions. This study yielded eight findings and six implications. / Ed. D. / School divisions throughout the United States have struggled to retain teachers from year to year. Several reasons for this phenomenon were identified in the review of literature. Teacher mentor programs was the specific area the researcher selected to guide this study. This quantitative study focused on the perceptions of teacher mentors and teacher mentees and how their mentor program addressed teacher retention. Data were collected using survey methodologies. Participants for the study were selected from one small urban school division in Virginia. Through this study, the researcher identified eight findings and six implications. One limitation for this study was the small sample size. A suggestion for future research would be to expand the population of participants to include many more school divisions.

There is a shortage of Black male teachers in the United States and an even smaller proportion of Black male mathematics teachers. With the population of students in the United States becoming increasingly more diverse, we would greatly benefit from a teaching workforce that aligns with the rich diversity of the student population they serve. This narrative inquiry explored the lived experiences that attracted Black men to the mathematics teaching career and what may have inspired them to continue teaching. The goal was for the data collected through the narratives of four Black male teachers, two former teachers, and two who remained in the classroom to reveal strategies to inform and bolster recruitment and retention efforts to increase the number of mathematics teachers of color. Data were gathered through interviews, and an artifact was collected from each participant to support their narratives. A thematic analysis was used to identify three common themes among all four participants: relationships, motivations, and defining moments. The data supports altruistic and intrinsic motivational factors for Black males choosing to become mathematics teachers. Each participant mentioned impacting students as a motivational factor that led them to teaching. Three of the four participants had an informal education experience, which they enjoyed and credited as a reason they became mathematics teachers. The two former teachers left the classroom in part due to a lack of curriculum autonomy. This study recommends supporting teacher preparation programs and school districts on strategies to improve the recruitment and retention of Black male mathematics teachers.

Special education faces persistent challenges with teacher attrition and retention in the ever-changing landscape of education post COVID-19. Using empirical research and scholarly insights, this systematic review investigates the factors that influence whether special educators choose to continue or leave their jobs following the pandemic. Central to this investigation are the aspects that influence educators' career decisions pre pandemic, such as job satisfaction, working conditions, support systems and opportunities for professional growth. Through this exploration, we gain insights into the reasons why special education teachers choose to stay or leave their roles. The study emphasizes the pressing need to address the issue of losing education teachers and finding replacements. Teacher turnover not only affects student success by reducing teacher effectiveness, but it also disrupts collaborations and negatively impacts those who remain. Drawing on Bronfenbrenner's ecological systems theory framework adds depth to our understanding of these dynamics by providing information that can help improve teacher training programs and assist policymakers in addressing the pressing challenges of special education teacher attrition and retention. This study contributes to a deeper understanding of the factors post COVID-19 that are crucial for making empirical-based changes to support and retain education teachers. Although this study sheds light on the factors influencing teacher turnover and retention it acknowledges its limitations in establishing causal relationships among these factors. Nevertheless, the study's findings lay a groundwork for research and interventions based on evidence to strengthen the special education workforce in the aftermath of the pandemic.

Diversity has become a central organizational goal especially as the U.S. population is experiencing racial demographic shifts (U.S. Census Bureau, 2014). Employees of color makeup one-third of the workforce, yet higher education institutions have been slow to adjust to the shifting demographics (Birnbaum, 1988; Brown, 2004; Yancey, 2010). Higher education leaders are seeking ways to recruit and retain growing numbers of administrators of color working at their institutions. Available research focuses on organizational fit and faculty of color (Bozeman and Gaughan, 2011; Jackson, 2003b; Jayakumar et al., 2009; Ortega-Liston and Rodriguez Soto, 2014; Victorino et al., 2013) or examines organizational fit at research universities (Barrett and Smith, 2008; Gasman et al., 2011; Ryan et al., 2012; Turner et al., 2011). A review of the literature shows there is scarcity of scholarly knowledge on the experiences of administrators from historically minoritized groups with organizational fit at small liberal arts institutions. The purpose of this study was to understand and describe how administrators of color at small liberal arts institutions experience organizational fit. The conceptual framework for this study was Jackson's (2004a) Engagement, Retention, and Advancement (ERA) Model. The participants in the sample included Black/African American, Asian American, Native Hawaii/Pacific Islander, and Latina/o non-academic administrators from institutions with less than 2,500 students. Using a phenomenological design, I interviewed selected administrators twice using a modified version of Seidman's (2013) life history structure. Data analysis revealed six themes including the pathways into higher education, attraction to small liberal arts institutions, institutional culture, position empowerment, multiple hats/roles, and professional success. The findings suggest these administrators of color experience similar ERA processes as other administrators. These similarities include desiring to fit in, an on-going process of building trust, and enjoying the small family business environment of a small liberal arts institution. Unique findings included how participants valued their quality of life despite limited salaries at small liberal arts institutions. They also assimilated, code switched, and served as cultural guides, adding responsibilities to an already hard working group. Implications for higher education leaders concerning the importance of supporting administrators of color can be gleaned from these findings. / Ph. D. / Higher education leaders are seeking ways to recruit and retain growing numbers of administrators of color to work at their institutions. However, most of the previous research focuses on faculty of color or employees at large research institutions. There is limited research on administrators of color working at small liberal arts institutions to aid these leaders. The purpose of this study was to understand and describe how administrators of color experience their fit at small liberal arts institutions. I interviewed nine administrators, who work at small liberal arts institutions with less than 2,500 students. These administrators identified as Black/African American, Asian American, Native Hawaii/Pacific Islander, and Latina/o and had three or more years working in higher education. I used Jackson’s (2005) Engagement, Retention, and Advancement (ERA) model to better understand the experiences shared by these administrators. These administrators shared about their journey into higher education careers and what attracted them to their institutions. They also spoke about the culture at their institutions, how they are supported in their positions, their difficulties around taking on multiple positions, and how they view their professional success. These administrators also talked about their desire to fit in, an on-going process of building trust, and enjoying the small family business environment of a small liberal arts institution. They also mentioned how they valued their quality of life despite limited salaries at small liberal arts institutions. This research is important as it assist higher education leaders to better understand the experiences of current administrators of color. They can use the findings from the study as they examine their own institutional culture to ensure it is open and receptive to new or current administrators of color.

Nitrogen excreted by ruminants may negatively impact the environment, and N not retained is not utilized for growth and production. Experiments were conducted to examine the effect of 48 h oscillation of two levels of low ruminally degradable dietary CP on N metabolism in lambs and performance of steers. In Exp. 1, a metabolism trial was conducted with 28 lambs (31 kg), allotted to four different diets: 8% CP, 10% CP, 12% CP, and 8% and 12% CP diets oscillated every 48 h. After adaptation, transition, and preliminary periods, feces and urine were collected for 10 d. Ruminal fluid and blood samples were taken at the end of collection and again 2 d later. In Exp. 2, 24 crossbred steers (228 kg) were allotted to four diets: 1) 7.5% CP, 2) 9% CP, 3) 10.5% CP, and 4) 7.5% and 10.5% CP diets oscillated every 48 h. Feed intake was measured during the 112 d study, and ADG and gain to feed ratio were calculated. Cattle were weighed every 14 d and blood samples were taken every 28 d. In Exp. 1, N retention was lowest (P < 0.05) for the lambs fed the 8% CP diet, with no differences among lambs fed the other diets. Differences in urinary N excretion accounted for most of the differences in total N excretion. Ruminal NH3-N and BUN levels were greater in animals fed higher amounts of CP. Ruminal pH and VFA concentrations were not affected by diet. In Exp. 2, feed intake did not differ among steers fed different diets. Average daily gain was lowest for cattle fed the 7.5% CP diet. No significant difference was evident for ADG between steers fed the 7.5/10.5% CP oscillating diet and those fed the 9% or the 10.5% CP diet. Gain to feed ratio was lower (P < 0.05) for steers fed the 7.5% CP diet compared to steers fed all other diets. Blood urea N level was higher for cattle fed the 10.5% CP diet than those fed the two lower CP levels, and differences were usually significant (P < 0.05). No consistent significant difference in BUN levels existed between steers fed the 7.5/10.5% CP oscillating diet and those fed the 9% and 10.5% CP diets continuously. Oscillating two levels of low ruminally degradable dietary CP every 48 h had no significant effect on N retention in lambs nor on the performance of steers compared to animals fed the same level of CP daily in these experiments. / Master of Science

Yes / The recruitment and retention of a digital health and social care workforce in the United Kingdom (UK) is challenging for several reasons that include the shortages of these employees in the National Health Service (NHS) and social care and the high demand for digital skills from other sectors (HEE, 2021a; NHS Providers, 2017). Brown (2022:7) notes that ‘high staff turnover rates, chronic recruitment and retention issues, and low morale are increasingly identified as major challenges for those working in social care’. Liu et al., (2019:5) in their report ‘NHS Informatics workforce in England: Phase 1 Project Report’ estimated that the size of the NHS informatics workforce in 2019 was between 40,640 Full Time Equivalents (FTEs) to 53,936 FTEs based on electronic staff records. However, significant shortages in digital and information technology staff in health and social care were identified that pose a challenge. This rapid review examines the strategies used to recruit and retain the health and social care digital workforce and potential solutions to issues raised.

What causes a teacher to leave and move to another district or campus? Many times, teachers leave because they are unsatisfied, overwhelmed, or unprepared for the demands of the job. The purpose of this study was to gain a deeper understanding of the contextual factors that may explain why teachers decide to transfer to another campus or leave their current district to pursue a position at another district. The following factors, as told from the teachers' perspective, were examined: (a) campus culture, (b) campus leadership, (c) working conditions, and (d) other contributing factors. This study focused on the types of experiences teachers reported encountering, whether positive or negative, that contributed to teacher turnover. Data for this qualitative study included a survey and focus group. Participants selected to participate in this study were teachers who either exited from a public-school district or transferred from one campus to another campus within the same school district. An analysis of the qualitative responses from the teacher survey and a focus group interview provided answers and insight into the research questions. The data were collected and analyzed to further understand the types of experiences or factors that contribute to teacher turnover within one school district. The findings from this study confirm that the literature about factors that influence teacher turnover DO matter to teachers. Based on the research literature, this study and my own experiences, the campus principal holds the major responsibility for building and sustaining positive relationships with teachers. Recommendations for future research and implications for future practice as it relates to school principals and district administration are discussed.

Doctor of Education / The Perceptions of Elementary Teachers on their Induction Program and Retention Bernette D. Brock General Audience Abstract The purpose of this study was to determine teacher perceptions of induction programs and their decision to remain in teaching. The participants in this study included elementary teachers in one rural Virginia school division. Quantitative research methods with a survey methodology were used to gather data about the participants induction experiences, induction program length, and induction activities. Three open-ended questions were also included to allow participants to share additional information about their induction experiences that was not captured in the survey questions. School divisions can benefit from this quantitative study to attract, train and retain teachers as they look for strategies to recruit and retain teachers. Findings indicate that a well-organized structured induction program that include the assignment of a mentor, facilitator, or coach, along with participation in professional development were perceived to be the most valuable induction activities by elementary teachers in this study for both development and retention.

Syftet med denna studie är att kontrastera en utvald organisations strategier för att attrahera, behålla, utveckla och avveckla de viktigaste resurserna mot Talent Management och dess komponenter. Studien ämnar således mot att göra en kontrastering mellan traditionellt kompetensförsörjningsarbete mot det mer moderna konceptet Talent Management. Författarna har valt att undersöka detta genom att samla empiri från intervjuer med sex medarbetare kombinerat med analys av interna dokument. Resultatet visar att delar av myndighetens arbete med kompetensförsörjning kan likställas med Talent Management men att vissa komponenter är uteblivna. Baserat på resultatet framhålls i resultatdiskussionen att myndigheten möter stora utmaningar gällande enhetligt arbete med kompetensutveckling, kompetensförsörjning och ledarskap på grund utav det delegerade ansvaret från central nivå. I slutskedet av avsnittet för resultatdiskussion redovisas även en sammanfattande slutsats som grundar sig i ett framgångsrikt arbete inom blocken attrahera och avsluta samtidigt som arbete inom blocket behålla och utveckla varierar inom organisationen, dels på grund av delegerat ansvar. Slutligen presenteras förbättringsförslag inom organisationen och vidare forskning inom ämnet. / The purpose of this bachelor level thesis is to compare a Swedish public authority’s practical work with competence supply towards the components of Talent Management. The study is aiming to contrast traditional competence supply operations with the more modern concept of Talent Management. The writers have chosen to collect empirical data through interviews with six employees combined with analysis of internal documents. The result shows that parts of the public authority’s work with competence supply have similarities to Talent Management, but some of the components are left out. Based on the results, the discussions shows that this public authority is struggling with united approaches towards competence development, competence supply and leadership because of delegated responsibilities from a central level. In the end the writers are presenting an overall conclusion that is based on the organizations successful work within the blocks of attract and terminate while the work within the block of retain and develop varies within the organization, partly because of delegated responsibility. Finally suggestions for improvement within the organization and further research are presented.

The purpose of the study was to investigate the perceptions of job satisfaction as defined by management and nonmanagement employees and to compare both parties' perceptions of organizational benefits to a list prepared by the organization's benefit personnel. Turnover is costly to the organization, both in money and in the impact it has on those individuals remaining with the organization. Every effort should be undertaken to reduce the amount of turnover within the organization. A contributing factor leading to turnover may be a gap between what the employees believe is important to them and what management believes is important to the employees. The boundaries of the gap need to be identified before any effort can be made to reduce or bridge the gap. Once the boundaries are identified, policies can be analyzed and the possibility of reducing the gap investigated. Management as a whole must be aware of the needs and wants of their employees before any attempt to develop a retention strategy is undertaken. This knowledge can be acquired only through two-way communication with the employee. The communication process includes the simple process of asking employees for this information and then listening to how they respond. This study suggests that little difference exists in perception of job satisfaction importance for gender, age group, length of time with the organization, topic training hours, and between management and nonmanagement employees. However, perception gaps exist between the job satisfaction items addressed by organizational policies and procedures and those perceived by employees. Additional studies that include a number of varied organizations are needed before extensive generalizations can be made.