Teacher shortages are a critical issue for education, and agricultural education has not been exempt from this trend. Many factors possibly contribute to this lack of qualified teachers. Researchers suggest that retention practices, stress factors associated with agricultural education, and job satisfaction may be areas for improvement within the profession. A deeper understanding of the problems beginning teachers experience is a critical first step in raising the retention rate for new teachers. An original researcher-designed instrument based on Moir was composed of 66 items intended to measure induction-year teachers’ attitude toward teaching and was administered at six different points in time to induction-year agriculture teachers in Texas, Oklahoma, and New Mexico during the 2011–2012 school year. Data collection occurred via a mixed mode design following the Tailored Design Method. The overall response rate was 52.5% with 197 responses to the instrument. All 66 scale items from the original questionnaire were included in the principal component analysis (PCA) with varimax rotation; coefficients with an absolute value less than 0.45 were suppressed. The Kaiser–Meyer–Olkin (KMO) of sampling adequacy was 0.787 and Bartlett’s test of sphericity was significant (p < 0.001). Factor analysis yielded a nine factor solution using varimax rotation. Forty-five items composed the Agricultural Education Induction-Year Teacher Attitudinal Scale. Descriptive names for the constructs were the product of 20 experts in the field of agricultural education: “Professional Efficacy,” “Balanced Reflection,” “Professional Commitment,” “Professional Confidence,” “Anticipated Change,” “Work-Life Balance,” “Strategic Renewal,” “Problem Solving,” and “Professional Resolve.” Overall reliability coefficient for the proposed new instrument was 0.88. Overall attitude toward teaching was not statistically significantly different across measures. No significant predictors of attitude toward teaching based on selected demographic variables were generated as a result of forced entry regression. Grand mean scores per round did not statistically differ from one round to another. A model of induction-year agricultural education teacher’s attitudes was proposed along with a scale adjusted model of agricultural education teacher attitude toward teaching. A model of all attitude constructs was presented to illustrate the effect of time on the attitude of the induction-year agricultural education teachers.

In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the profession after their first year of teaching and almost 30% leave after the fourth year of teaching. These percentages are even greater for mathematics teachers. Using symbolic interactionism, adult learning, and partnership as a theoretical framework, this ethnographic case study investigated and examined the factors that influenced second-career mathematics teachers to remain in the teaching profession and their experiences with instructional coaching. The following guiding research question and sub-questions were pursued in the study: Why have four second-career mathematics teachers remained in their role for 5 or more years? What are the teachers’ experiences with instructional coaching? How would they describe coaching? Which aspects of coaching do the teachers find least and most beneficial? How would you improve the coaching program? A purposeful sampling was used in the selection of participants. The four participants were African-American mathematics teachers; three women and one man. The participants are second-career teachers, and they all have been coached. The research is based on data collected from teacher narratives, participant observation, photo elicitation, and focus groups. Data were analyzed and categorized as follows: making a difference in a student’s life, teacher resiliency, job satisfaction, and support. Data analysis showed evidence of all four factors of retention for one or more of the participants, although the factors have varying degrees of influence.

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The need for teachers to respond effectively to student problem behaviors is vital for positive student outcomes. This study examined how general education teachers respond to different problem behaviors, what variables possibly predict those responses, and if dealing with problem behaviors plays a possible role in teacher attrition. Results were reported using descriptive and statistical analyses. Three-hundred sixty-three elementary and secondary teachers in five school districts were invited to participate in a survey. Findings indicate that teachers primarily use individually directed responses to problem behaviors and the responses had little differentiation according to intensity of behavior. The data revealed some statistically significant relationships between type of response with teacher gender and elementary and secondary teachers. A regression model identified four variables that predicted teacher intention of leaving the profession. Conclusions indicate that even though most teachers reported being satisfied with their job, there was still a substantial percentage that reported that they consider leaving the job, and problem behaviors influenced that intention. Further research is needed to make any generalizations.

Teacher attrition is problematic in schools serving marginalized populations. Teacher attrition rates are 50% higher in Title I schools than in non-Title I schools (Carver-Thomas & Darling-Hammond, 2017). Furthermore, attrition among teachers whose main teaching assignments are in mathematics and science is 70% higher in Title I schools as compared to mathematics and science teachers in non-Title I schools. This study investigates mathematics and science teachers who enter the profession through Teach for America (TFA), which places thousands of teachers in high-needs schools for a two-year commitment. While existing research on TFA literature has investigated the final decisions made by TFA teachers regarding their post-commitment plans, the process by which the teachers develop their post-commitment plans throughout their first two years in teaching, and the extent to which their plans change throughout these years is unknown, as is the role of TFA teachers’ support networks in this decision-making process. Focusing on the Massachusetts cohort that began teaching in the 2018–2019 school year, this study explores how ten TFA teachers developed, maintained, and used support networks using three semi-structured interviews with the teachers during their second year as teachers. I also develop a model for the teachers’ decision-making processes regarding their intended plans and the role of the teachers’ support networks in these processes. Finally, implications of this deepened understanding of the teachers’ decision-making process on teacher education programs, TFA, the schools/districts where the teachers are placed, and on future research on teacher retention are explored.

Teachers of rural K–12 music education are subject to attrition rates that are higher than many other professions or teaching specialties (Goldring, Taie & Riddles, 2014; Harmon, 2001; Ingersoll, 2001). Because of this, a large number of music teachers who are hired to teach in rural schools are inexperienced educators who are often unaware of the specific demands that are unique to these jobs. Upon earning a teaching certification, many new graduates get hired in rural locations with unfamiliar teaching conditions that could potentially lead to dissatisfaction in the workplace which could be a contributing factor to the higher than average attrition rates (Bates, 2013; Hancock, 2008; Monk, 2007; Isbell, 2005). This dissertation is a case study of in-service music educators in the rural Western United States designed to help understand the trend of higher than average attrition rates. With a theoretical framework of utility maximization to find a satisfactory person-job fit, I observed, interviewed, and collected journals from 5 participants with current or previous rural K–12 music teaching experience to determine: 1) what reasons do educators consider influential in a decision to stay in or move from a teaching position?, 2) what changes do teachers report in their perception of job utility maximization over their careers?, and 3) what are some benefits and challenges of teaching in a rural music teaching setting? Reasons for attrition specific to rural music education and generic to teaching were discussed in terms of a participant’s perception of job satisfaction and their decisions to stay in or leave rural K–12 music teaching jobs. Participants listed five themes as influential to their decisions for attrition: 1) disproportionate emphasis on athletics and pep band, 2) teacher and student absenteeism, 3) spillover work time 4) family, and 5) administrative rapport. No individual theme was a singular indicator of attrition, nor was any theme more prominent than others in influencing a participant to keep or leave a job. Rather, the perception of each reason for attrition had a cumulative effect and jobs were maintained or sought anew based on a combination of views of each theme. Also, participants reported steady inclinations of preferred musical specialty, but the perception of each theme as a reason for attrition changed with time and teaching experience. Ultimately, participants revealed that rural K–12 music teaching jobs can be highly rewarding if a person is professionally flexible, willing to regularly travel long distances (with students and alone), and can appreciate the idiosyncrasies of living in remote communities.

Teacher burnout is not a new problem; however, with increasing frequency, teacher burnout leads to teacher attrition. Teacher burnout is a problem that affects school districts nationwide because of the financial and academic toll it has on education. The purpose of this qualitative case study was to explore teacher burnout, its perceived causes, and its effects in an urban high school in the northeastern United States. The conceptual framework was based on Vygotsky's social development theory. The research questions focused on factors that contribute to teacher burnout and teachers' perceptions of the ways in which their burnout affected instruction as well as their interactions with parents, colleagues, and administrators. The data collection method was based on in-depth interviews with 5 high school teachers who experienced burnout. The interview data were analyzed and color-coded to identify recurring themes and patterns. An individual narrative was developed for each of the 5 teachers followed by a cross-case analysis of the data. Major findings suggest that teacher burnout may result from several factors such as educational mandates, classroom discipline issues; it affects classroom instruction and impacts interaction with all educational stakeholders. The study's implications for positive social change are rooted in identifying and eliminating the factors that contribute to teacher burnout in order to retain highly qualified and motivated teachers who will provide students with consistent, high-quality, equal educational opportunities that help them reach their full academic potential.

Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention. Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention.

Teaching is considered to be one of the most stressful occupations (Johnson et al., 2005). Not only is the profession highly stressful, it has the highest degree of career turnover of any profession (Ingersoll, 2001). Consistent stress can lead to burnout of the profession. McCarthy et al. (2009) noted that teacher burnout can be a result of inappropriate coping resources. The purpose of this study was to investigate the sources of stress, coping strategies, and learned coping strategies among expert elementary teachers. The sources of stress and coping strategies were examined using the Social Ecological Model which allowed for sources and coping strategies to be viewed from multiple levels: intrapersonal, interpersonal, institutional, community, and public policy. There were 7 expert elementary teachers who participated in this study. Data collection included interviews, observations, and documents. The data revealed 14 sources of stress. Similarities and differences existed across the teaching positions regarding their sources of stress at the 5 ecological levels. For example, 2 gifted teachers and 1 special education teacher reported a lack of knowledge/training as a source of stress classified at the intrapersonal level, and all 7 teachers reported negative student behaviors as a source of stress classified at the interpersonal level. The 3 most common coping strategies included creating a support network, adapting to the situation, and creating a home-like environment. The majority of the teachers learned their coping strategies from personal experiences and people and some learned strategies from professional development programs.

The purpose of this study was to identify teachers' perceptions of factors that lead to teachers applying to and staying in a high-poverty, low-performing elementary school. Duncombe (2017) noted that 16% of their teaching staff in high-poverty schools were within their first 2 years of teaching, in stark contrast to low-poverty schools having only 8% of their teachers in their first 2 years of teaching. By identifying teachers' perceptions of factors that lead to them applying to and staying in a high-poverty, lowperforming elementary school, principals and school division leaders would better understand the practices they could implement to address the teacher storage in these schools. The qualitative study included interviews with five teachers who have applied to and stayed in a high-poverty, low-performing elementary school in urban Virginia for a minimum of 3 years. Data collection included five semi-structured interviews with teachers in a school designated as a highpoverty, low-performing elementary school. After completing the interviews and the coding, the researcher looked at the emergent themes, identifying the different factors that play a role in their decisions to stay. The researcher explored teachers' perceptions of the teaching environment and why they chose to apply to and stay in an elementary school classified as high-poverty, low-performing. Analyzed data indicated that administrative support, positive school climate, and instructional coaches or instructional supports impacted teacher retention in a high-poverty, low-performing elementary school in urban Virginia. Teachers noted that having a supportive principal increased their self-efficacy and classroom autonomy, which increased job satisfaction and directly impacted their decision to stay. Teachers interviewed also reported a positive school climate and access to instructional coaches and instructional supports were effective in assisting them to overcome the challenges and / Doctor of Education / The purpose of this study was to identify teachers' perceptions of factors that lead to teachers applying to and staying in a high-poverty, low-performing elementary school. Duncombe (2017) noted that 16% of the teaching staff in high-poverty schools were within their first 2 years of teaching, in stark contrast to low-poverty schools having only 8% of their teachers in their first 2 years of teaching. By identifying teachers' perceptions of factors that lead to them applying to and staying in a high-poverty, lowperforming elementary school, principals and school division leaders would better understand the practices they could implement to address the teacher storage in these schools. The qualitative study included interviews with five teachers who have applied to and stayed in a high-poverty, low-performing elementary school in urban Virginia for a minimum of 3 years. Data collection included five semi-structured interviews with teachers in a school designated as a highpoverty, low-performing elementary school. The researcher explored teachers' perceptions of the teaching environment and why they chose to apply to and stay in an elementary school classified as high-poverty, low-performing. Analyzed data indicated that administrative support, positive school climate, and instructional coaches or instructional supports impacted teacher retention in a high-poverty, low-performing elementary school in urban Virginia. Teachers noted that having a supportive principal increased their self-efficacy and classroom autonomy, which increased job satisfaction and directly impacted their decision to stay. Teachers interviewed also reported a positive school climate and access to instructional coaches and instructional supports were effective in assisting them in overcoming the challenges directly impacting their decision to apply to and stay employed in a high-poverty, low-performing elementary school in urban Virginia. The findings in this study could help administrators in high-poverty, low-performing elementary schools implement practices to impact teacher retention in high-poverty, low-performing elementary schools