Despite repeated attempts by school administrators, policymakers and researchers to diagnose and correct rising occurrences of teacher turnover, there has been little change in the actual efforts to retain teachers in academy organizations. In response, this study was conducted to describe process constraints within the academy organization that are responsible for managing teacher turnover. To provide a description of current teacher retention efforts by school administrators, a survey instrument was administered to school teachers in the State of Florida. The population sample was dispersed throughout the entire state and closely reflected the demographics of Florida school teachers. The survey addressed two issues: Whether or not there is a consistent effort by school administrators to gauge a teacher's desire to remain in their current position and whether or not the teachers perceive related administration decisions to be fair. To describe perceptions of fairness, a two-prong model was used to measure perceptions of Voice and Equity. Of the 215 respondents, only about 25 percent were administered a survey within the last year that gauges their desire to remain in their current position. Of these respondents who were given a retention survey by their administrators, results were mixed, with only about half of all respondents leaning towards a favorable perception of fairness. The results indicate that there is a logical need for process improvement within the administration of academy organizations before teacher turnover could be managed effectively.

Teacher attrition is a widespread problem in the United States and is most severe in urban and rural schools. High rates of teacher attrition and discontent contribute to budget problems and decreased educational school quality. The purpose of this study is to examine how a variety of environmental factors and teacher background characteristics contribute to teacher attrition and discontent. The school system along with the relationship between teacher background and school organization will be considered. The core research questions guiding this study are: To what degree do school environmental factors and teacher background characteristics explain teachers' discontent and ultimate attrition? What is the relationship between teacher discontent and departure? Logistic regression was used to analyze data from the School and Staffing Survey and the Teacher Follow-up Survey collected by the National Center for Education Statistics to answer the research questions. Significant predictors that increased the odds of teacher discontent include: middle school setting, urban locale, rural locale, teacher perceptions of student problems, and teacher perception of community problems. Significant predictors that decreased the odds of teacher discontent include: school salary, highly qualified status, union membership, classroom control, and principal/colleague support. Predictors that increased the odds of teacher attrition include: certification type, school size, rural locale, teacher perceptions of student problems, and classroom control. Predictors that decreased the odds of teacher attrition include: teacher race and ethnicity, highly qualified status, and minority student enrollment. / Urban Education

Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education. The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models. The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years. In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality. / Urban Education

This dissertation examined the assumptions and motivations that shape teachers’ participation in a service-learning practice and community of practice and how their participation affects their professional practice and identity. Framed by Santoro’s (2013) model of teacher integrity, defined as an educators’ ability to teach in alignment with their commitments, it presents an understanding of challenges to participants’ integrity, and how they mitigate those challenges. Heuristically, this project can be understood as the study of two components conducted using an ethnographic perspective over the course of 16 months: (1) the study of the community of practice and (2) the study of how its characteristics manifest in practice. It involved 100 hours of participant observation, 31 interviews, and the collection of artifact data. Data promote service-learning as a vital pedagogy by shedding light on its potential to sustain urban educators whose integrity is challenged by discourses, policies, and practices that emphasize competition and social efficiency rather than more holistic understandings of education as a civic and social good. Findings show how and why urban educators’ professional and personal commitments are intertwined with beliefs about social justice and democracy. Because of their work with student populations underprivileged and marginalized by systemic situations, meeting students’ social and emotional needs, honoring student voice, and teaching citizenship skills were important to participants. Conditions in their urban schools— a lack of curricular autonomy; insufficient time and resources to meet students’ needs; and deficient support systems— challenged participants commitments. As a result, participants were pushed to participate in service-learning and a service-learning community of practice. In addition, several characteristics of the community of practice pulled participants to participate: a framework for integrating quality service-learning into school- or school district-mandated curriculum; pedagogical and emotional supports specifically needed by urban teachers; and recognition that countered discouragingly negative perceptions of urban teachers. These resources and supports helped urban teachers’ fulfill their professional and personal commitments, validated their work, and sustained them in the profession. / Urban Education

This research examined the possibility that personality traits play a part in career longevity and job satisfaction in the education field. The current study examined trends among the Big Five personality traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) and their relation to job satisfaction in the elementary classroom. This researcher hypothesized that some common personality traits that are shared by teachers who persist in the classroom for five or more years, who are satisfied with their jobs and do not intend to leave. This researcher hypothesized that more experienced teachers would be high in Conscientiousness, and Agreeableness. This researcher hypothesized that less experienced teachers would have Big Five personality scores that are more diverse than those of experienced teachers and that are more representative of the personalities of the general population. This researcher also hypothesized that teachers who score higher in the areas of Neuroticism and lower on Conscientiousness and Extraversion, would be dissatisfied with their jobs. The survey was completed by 202 participants. Experienced teachers (those working in the classroom for five or more years), and less experienced teachers (those working in the classroom for four years or less) completed the Big Five personality survey, along with additional survey questions that assess job satisfaction, and intent to leave. This research found no trend among personality traits in experienced teachers compared to inexperienced teachers. There was, however, a correlation between intention to leave and Neuroticism as well as a correlation between job satisfaction and Neuroticism, Extraversion, and Conscientiousness.

Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs, and it was designed as a phenomenological qualitative study. The primary research question was "What factors impact SETs-LIDs who continue to teach in special education during difficult times?" Secondary questions were (a) "What are the lived experiences of SETs-LIDs that influence their retention?" and (b) "How do SETs-LIDs cope with the challenges of their work?" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school SET-LIDs remain in the profession. Participants were selected based on responses to the demographic survey, and inclusion criteria included SETs-LIDs with diverse employment backgrounds. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Textual descriptions generated from the research were work satisfaction from relationships, intrinsic or altruistic motivation, positive administrative experiences, and external factors. Structural descriptions of the research were frustration, a desire for understanding, inequity and exclusion, and uncertainty. The "what" and "how" of individuals impacted by the difficulties of SET-LID attrition were interpreted. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance. Implications for professional practices and future research were suggested. / Doctor of Education / School divisions have never adequately met the demand for qualified special educators. Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. However, special educators are leaving the profession, and many are avoiding the working conditions in the special education field. Many are transferring to different career fields, retiring, or finding general education jobs. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs. The primary research question was "What factors impact SETs-LIDs who continue to teach in special education during difficult times?" Secondary questions were (a) "What are the lived experiences of SETs-LIDs that influence their retention?" and (b) "How do SETs-LIDs cope with the challenges of their work?" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school special educators remain in the profession. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance.

In America urban school systems have encountered difficulties retaining teachers. The ramification of teacher attrition is that the neediest students are often taught by those with the least educational experience. The purpose of this study was to determine the implications of Virginia teacher licensure regulations on teacher retention in Lighthouse City Public Schools. The study addressed four research questions: 1) "What factors influence the retention of teachers in Lighthouse City Public Schools? 2) Is it possible to predict demographically by race, gender, age, grade level of teaching assignment or licensure preparation program which groups or sub-groups of people are more likely or less likely to leave a school system? 3) Does the licensure preparation program influence retention? 4) Were the Virginia licensure requirements the reasons cited for the departure of teachers in 2004, 2005, and 2006? The research focused an urban school system in southeastern Virginia with approximately 33,000 students. The population was 361 teachers hired for the 2003 school year. A researcher developed survey was electronically mailed to the still employed teachers, and a mailed survey was sent to all the teachers who had left the school system. A multiple regression was performed on the demographic data to try to predict teacher retention or attrition. The results of the multiple regression indicated that statistically (p<.01) only the variable of licensure could be a predictor of retention. All of the survey respondents agreed that a strong principal was the key to retention. Urban school systems are challenged by local standards, state standards, and No Child Left Behind mandates, and compounding the difficulties is on-going teacher loss. It is imperative that school system leaders provide new teacher support and time for the inexperienced to learn how to become excellent. Teachers are not expendable; students are at stake. / Ph. D.

This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.

This qualitative study examined principals’ and teachers’ perceptions regarding retaining teachers in a large urban school system. This study was based on the premise that once teachers are recruited into an urban school, genuine support (conceptual and instructional) is needed for them to be retained in that type of setting. Retaining highly qualified teachers in urban schools is integral for student achievement and can relieve the financial strain for school districts. Studies have found that when teachers reach their fifth year of teaching, many leave the profession for various reasons, and most never return. To ensure the validity of the study, the triangulation method was deemed most appropriate and the instruments used to gather the data were; questionnaires and focus groups. The study was conducted in one of the largest urban school districts in the metropolitan Atlanta area. Three elementary Title I schools with relatively low (CCPRI) scores per Georgia’s Department of Education and similar demographics were selected to participate. The study required that all participants have more than two years of experience in an urban school. Collectively, 3 principals and 82 teachers responded to the questionnaires and 18 teachers participated in the focus groups. Based on the findings, teachers leave the large urban school system because of the lack of quality instruction feedback, teacher support, and teacher classroom management in their schools. It was found that it is difficult to retain teachers of a demographic (age and gender per the study). Data collection also revealed that intensive induction/ mentoring programs provided throughout the school year should be offered by the district. The conclusions drawn from the findings suggest that principals and teachers have contrasting perceptions of why teachers leave their schools. Principals felt that they were working to build capacity in their schools to improve professional relationships with the staff, to increase cultural awareness, provide meaningful and authentic teacher quality instructional feedback, and effective teacher support. Teachers felt the need to have additional necessary resources (mentors from the district and funding for targeted professional development) to retain them in urban schools.

This thesis enquires into the role of values in the attrition of teachers of physical science subjects in the formative years of their teaching careers. Recruitment and attrition have contributed to a shortage of these teachers in English schools (Bousted, 2016), and while recruitment has benefited from increased investment (Gov.uk, 2017), attrition has largely gone unaddressed. In belief system theory, values are considered to be intrinsically linked to the behaviours people exhibit (Ajzen and Fishbein, 1980). As the behaviour of interest in this thesis is the departure of these teachers from the profession, it was decided that the values informing this behaviour should be investigated. Values are also components of an organisation's culture, which is linked to job commitment and satisfaction (Branson, 2008). It is therefore possible that when the values of these teachers and those in school culture are aligned, this will contribute to reduced attrition. Based on the works of Rokeach (1973) and Schwartz (2012), an adapted value scale using Q-method was developed to measure the value systems of student teachers and those contributing to school culture as determined by secondary school department leaders. The measurement and comparison of these value systems showed: values held by these teachers in the formative years of their careers evolve, and ITT guides this; physical science and non-physical science student teacher value systems were shown in some instances to be similar, and in others to be noticeably different; one of the two physical science student teacher value systems was in most instances aligned with the value systems identified as being present in English secondary school culture; misalignment showed that physical science specialists place less emphasis on having a sense of belonging and on benevolence oriented values; when compared with the values in English secondary school culture, teachers in the formative years of their careers, regardless of their specialism, have the potential to overemphasise the importance of conformity oriented values. It is suggested that these combined factors contribute to the attrition of teachers of physical science subjects in the formative years of their careers.