Teachers in California, like in many other states, are leaving the profession at an alarming rate, thus creating a severe teacher shortage. Specifically, Black teachers are leaving and this problem warrants thorough exploration in an effort to increase Black teacher retention. The objective of this dissertation was to unpack the different factors that contribute to job dissatisfaction among Black teachers in secondary public schools in Los Angeles County. In particular, the study investigated the role school leaders played in their dissatisfaction through a phenomenological study that interviewed 10 Black teachers. Using critical race theory (CRT), this study found that there were six key themes that contributed to the dissatisfaction of Black teachers: persistent awareness of race, the racialization of the teacher-student experience, hurdles to professional advancement, lack of confidence in school leadership, inconsistent and inadequate support, and the psychological and emotional impact of these experiences.

The primary purpose of this study is to determine the turnover in the teaching profession the first five years after certification. Special attention will be given to the problems that prompted the change of work.

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.

The purpose of this study was to examine the relationship between teacher retention and student achievement as measured by the Florida Comprehensive Achievement Test (FCAT) Math Developmental Scale Scores (DSS). This study examined the impact of teacher transience on high school student math scores over a three-year period and considered the effect of teacher years of experience in relation to transience and achievement. For the purposes of this study teachers were identified into the following four classifications: Stayers, Within District Movers, Cross District Movers, or Beginning teachers. The findings indicated that students of beginning teachers scored significantly lower on the ninth grade math test than students of teachers in the other three classifications. At the 10th grade level there was no significant difference among the teacher transience groups. Based upon the findings, the following conclusion resulted from the study. Since an analysis of the data indicated that teacher retention is likely to improve ninth grade student score gains on the FCAT Math assessment, it is recommended that High School administrators carefully review the teaching assignments of ninth grade math teachers, especially in this era of high stakes testing and accountability. / by Francisco J. Rodrâiguez. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

After nearly a century of research, scholars are still unable to concretely define the personal and professional characteristics that predict effective teachers. This dissertation contributes to the research base by using a unique dataset that allows the estimation of unbiased effects of teacher characteristics and preparation program on student gains. These estimates provide new evidence that, with quality data, teacher characteristics can predict student gains. The effects of teacher characteristics on student gains are analyzed using data from a Kentucky school district that links teachers to individual students over time. A series of fixed- and between-effects models are used to arrive at unbiased estimates of GPA, math content hours, and math education hours. A similar model is used to estimate the effects of teacher preparation programs on student gains. Results from the empirical models suggest that teachers’ overall GPA is highly predictive of students’ academic gains, although the effects decline as teachers gain experience. The positive effect of math content hours is noteworthy because it does not decrease over time, suggesting the importance of gaining content knowledge during teacher preparation. The data do not permit conclusive results to be drawn regarding the impact of specific teacher preparation programs on student gains, although additional data are being collected in the district that will allow the successful completion of this study in the future. A nationally representative dataset is used to analyze the effects of school workplace conditions on teacher turnover. Results from the logit and multinomial logit models suggest that workplace conditions affect the transition decisions of teachers who switch schools, but not those of teachers who leave the workforce entirely. The findings of this dissertation inform ongoing policy debates that are relevant to stakeholders at all levels of the educational system. The empirical chapter on teacher turnover focused on policy levers that can be influenced at a more local level – workplace conditions. This study also informs the policy debate on pathways to teacher certification.The results of the teacher characteristics demonstrate the value of both content and pedagogical knowledge on student gains.

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.

High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg's motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to this study: What factors do international teachers in EARCOS member schools believe contribute to high teacher turnover in international schools? What do international teachers in EARCOS member schools believe is the result of high teacher turnover in international schools? What steps do international teachers in EARCOS member schools believe should be taken to reduce high turnover in international schools? Purposeful homogenous sampling was used to identify 8 focus group interview participants from the entire pre-K-12 international overseas-hire teacher population from the 149 EARCOS member schools. Coded data were examined, analyzed, and categorized into themes related to Herzberg's motivation-hygiene theory. Member checking, peer debriefing, and external auditing were used to add validity to the research study. The analysis of the data and findings revealed that lack of effective mentorship, lack of administrative leadership support, and ineffective systems are the major contributors to international teacher turnover in international schools. A white paper was developed and constructed from the themes that emerged from this study and presented to EARCOS member school administrators, to potentially use to address the issue of increasing international overseas-hire teacher turnover rates in international schools. This acquired knowledge could lead to positive social change that can influence the practices, structural procedures, and policies of EARCOS and other international school systems related to teacher turnover.

Excessive teacher turnover has considerable financial, logistical, and academic implications for public education. The purpose of this study was to develop a grounded theory (GT) that conceptualized the experiences of former Georgia public school teachers in order to better understand voluntary teacher attrition. Informed by Ryan and Deci's self-determination theory, this GT study provided insight into the process by which teachers arrive at the decision to leave public schools. Interviews with 12 former Georgia public school teachers were conducted. A constant comparative analysis was used to develop the theory of navigating the cycle of decline, which accounts for the general trend of declining motivation, well-being, and fulfillment among teachers who choose to leave the public school system. The cycle of decline consists of 4 stages: (a) embarking, in which new teachers initially experience concerns about authenticity and support in the public school context; (b) resolving, in which teachers attempt to resolve these concerns; (c) weathering, in which teachers attempt to endure or tolerate the conditions causing these concerns; and (d) opting out, in which teachers opt to leave the public school context entirely. The theory provides a useful framework for identifying and implementing strategies for retaining public school teachers. Stakeholders and policymakers in education may be able to minimize the impact of early attrition by ensuring opportunities for teachers to do authentic work in a supportive environment. The study supports positive social change by providing new insight into factors that lead to teacher turnover, and could thus help improve systemic and educational outcomes of public schools in Georgia and across the nation.

Teacher attrition is common in developed, developing and underdeveloped countries. School principals are tasked with a responsibility to oversee that teaching and learning takes place as smoothly and efficiently as possible and to handle whatever disturbance that takes place in a school including teacher. Teacher attrition affects them directly as it interferes with planning and daily routine in the school. There are many factors which influence teacher attrition such as poor working conditions, poor pay, stress, pursuit of “greener pastures” and many others. This study seeks to explore and document the experiences of school principals regarding teacher attrition. It is a case study of four school principals from Umlazi district. The main research question is: What are the experiences of school principals with regards to teacher attrition? The purpose is to document the experiences of school principals and; to identify factors which influence teacher attrition. I intend to examine challenges experienced by principals with regards to teacher attrition and to find out how principals manage these challenges. This is a qualitative study from an interpretive approach. It explores the experiences of school principals after a teacher transfers, resigns or even dies. Case study is used because of the nature of the study (small scale). Semi-structured interviews were used to collect data. These recorded and transcriptions were done personally. Data was coded according to emerging themes during analysis then interpreted in order to make meaning. Sampling is purposeful and school principals both at Primary and Secondary school level are the respondents as I believed their experiences would not be the same. The findings revealed that the common experiences of school principals during teacher attrition were frustration and stress; disruption of learning and compromised student performance and lack of support of the Department of Education. Resignations were influenced by job dissatisfaction and jobrelated stress. These forced teachers to pursue “greener pastures” in the business sector as well as private sector. It also emerged that school principals were experiencing a lot of frustrating and stressful challenges during teacher attrition and most of them found it hard to cope with these challenges. They also complained about the lack of support from the education department. The findings are based only on data collected during interviews. v These findings are going to help the Department of Education to devise new strategies that will help school principals cope better with teacher attrition and also find ways of speeding up the teacher replacement process in order to prevent loss of contact time. Principals also got a platform to voice their concerns whilst they shared their experiences. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2010. / Title from title page screen (viewed on July 13, 2010). Thesis advisor: Russell L. French. Vita. Includes bibliographical references.