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The teacher shortage problem is a national and state concern. In 1998, the Texas State Board of Education Certification reported that school districts in Texas had to hire teachers to fill over 63,000 vacancies. Teacher resignations, other than retirement, contributed to over 46,000 teachers who left the profession about 19 % of the state's total teacher workforce. A significant number of Texas teachers left the profession in the first five years. The National Commission on Teaching and America's Future (1996) called the attrition of new teachers a chronic problem for American schools. Reducing the teacher shortage in Texas must begin with reducing the teacher turnover rate. Most studies concerning teacher attrition or turnover either address salary, or working conditions. Many of the studies deal with affective and subjective data regarding teacher turnover. The studies on teacher turnover often do not address quantifiable data collected uniformly across districts. Few studies address a comprehensive set of quantitative data to determine the variables associated with teacher turnover. This study addressed teacher turnover through quantitative research of data from the Texas Academic Excellence Indicator System (AEIS) with multiple analysis to provide insights to teacher turnover conditions and trends. The population for the study included all 1042 Texas school districts, and 61 Charter schools. The Academic Excellence Indicator System (AEIS) was used to determine the variables and supply data for the study. The study addressed only district data not individual school or campus data. The data captured for this dissertation were analyzed using descriptive statistics, correlational methods, and regression tools of research.

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The purpose of this study is to determine the ways and the extent that the war has affected the teacher shortage problem in the small schools of Texas.

A study to determine whether there is any relationship between teacher training and college training, between turnover of teachers and departmental training, and between grade point average, honor society students, and turnover of teachers.

The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently in use, prioritizing timing of implementation, articulating campus mentoring goals, adhering to logistical areas of concern, providing training for the mentors in a program of psychological support that focuses on the psychological needs of the beginning teacher, providing time within the day, and evaluating current programs at the end of each year using those beginning teachers involved.

The purpose of this study was to determine whether a significant relationship existed between teacher attrition and student success in middle school reading by conducting a quantitative analysis. Additionally, the inclusion of school demographic characteristics were included in the model to consider previous findings referencing the challenges schools face in attracting and retaining teachers in low performing urban schools with high populations of economically disadvantaged and minority students. In this analysis, the relationship between teacher attrition and student achievement in middle school as measured by the State of Texas Assessments of Academic Readiness (STAAR) for reading among middle school students in Grades 6, 7, and 8, as reported on the Texas Academic Performance Reports (TAPR), were examined. The regression models used to analyze the three research questions addressed in the study include an examination of teacher attrition on campus pass rates, and grade level pass rates for sixth, seventh, and eighth grades as measured by the STAAR Reading assessment. The data utilized in this study were collected from seven North Texas middle schools in a fast growth school district together with their comparable campuses as identified by the Texas Education Agency for the school years 2013-2014 through 2015-2016. The results of the analysis indicate teacher attrition accounts for a significant variance in STAAR Reading pass rates among middle school students. Additionally, the school demographic characteristics defined as percentage economically disadvantaged, percentage English language learners, mobility rates, and percentage white students account for 83.4% of the variance in the average campus pass rates for STAAR Reading when combined.

Given issues in education concerning teacher shortages, the omnipresence of alternative certification programs and the growth of online programs in higher education, this study investigated teacher retention for 77 secondary education teachers who completed an online teacher preparation program in Texas. Teacher retention was examined from 2003-2013 and investigated the influence of factors such personal characteristics, working conditions and school setting characteristics on teacher retention. Data was collected electronically utilizing a survey instrument designed by two teacher education experts and I. A total of 21 variables and two open-ended questions were investigated using the survey instrument. Exploratory factor and hierarchical multiple regression analyses were conducted to identify a multi-factor model for teacher retention utilizing the participants' survey responses. These analyses yielded evidence of the program's effectiveness in preparing teachers for long careers. Specifically, the areas of program support, field experience, and classroom management were statistically significant factors that contributed positively to teacher retention. Additionally, variables outside the program, were examined. These factors included personal characteristics, working conditions, and school setting factors. The predictor model accounted for 56% of the variance; F (17, 54) = 3.015; p = < 0.001. In particular, working conditions contributed to 41% of the variance associated with the teacher retention model. A qualitative analysis of open-ended survey questions was used to further examine decisions to remain in teaching. Support of administration, colleagues, staff, and parents was shown to influence teacher retention.

The purpose of this research was to investigate the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the state of Texas. The healthcare profession is one of the largest growing occupations in the U.S. nationwide. The job growth outlook for healthcare professionals is projected to be on average 34% between 2014 and 2024. Despite the growing healthcare job categories, there is a shortage of healthcare professionals in the U.S. This study addressed the shortage of health science teachers in secondary education. Considering the importance of healthcare, especially with an aging U.S. population, it is critical to study the impact of work engagement and job satisfaction on teacher intent to leave the health science teaching profession. Through a correlational survey research design it was found that job satisfaction and work engagement are negatively related to turnover intention. Hierarchical regression analysis indicated that job satisfaction accounted for 39.6% of the variation in turnover intention. Findings also showed that work engagement did not moderate the relationship between job satisfaction and turnover intention. Implications for research and practice are discussed and conclusions are provided.