abstract: Each year school districts across the United States are faced with the task of hiring the best teachers they can for the open positions in their schools. In many urban school districts, this task can be particularly daunting. Compared to suburban school districts, urban school districts tend to have higher teacher exit rates, which places additional strain upon the districts’ schools and their resources. Research shows that there are many factors associated with teachers’ decisions to stay at or leave a school. This study aims to determine how the common attrition and retention factors that influence a teacher’s decision to stay or leave by interviewing current and former teachers at a Title I school in an urban setting. In this study, I interviewed a small, targeted sample of highly valued teachers while I was their school leader. The interview was designed to use questions that elicit teachers’ perspectives about the retention and attrition factors identified in the research in hopes of determining patterns I could use to strategically use to build a teacher retention plan. Analysis of the responses from the interviews included a comparison of composite teacher profiles, each representing a sub-group of teachers with common attributes. This process demonstrated that while factors commonly associated with retention were important, the degree to which specific factors shaped a teacher’s decision to stay or leave is dependent upon their experience and background and where they are in the phases of their careers and life. Additionally, this study identified how school leaders can strategically use a similar interview process to retain key teaching personnel based upon their personal and professional motivations / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2020

A teacher shortage is a recognized problem in research on public schools. Schools across the United States must hire and retain highly qualified teachers, but the literature indicates teachers with fewer than 3 years of experience are often leaving teaching, creating a possible teacher shortage of 4.2 million teachers by the year of 2016. Retaining teachers with less than 3 years of experience is a definite problem in the Little Municipal School District (LMSD). In response to the failure of the LMSD to retain teachers with less experience, a study was conducted to identify the variables effecting teacher turnover. Determining the reasons teachers leave LMSD and facing those issues can assist in addressing the conditions associated with teacher turnover. This study focused on variables teachers with 3 or fewer years of experience indicate as their reasons for leaving. These variables were compared to studies conducted by Veenman (1988), Ganser (1994), and Ingersoll (2003), leading authorities on teacher retention. The results of this research suggest that teachers with less experience are leaving the LMSD because of pressure to achieve higher state test scores, lack of motivated students, insufficient materials and supplies, heavy teaching loads, inadequate guidance and support, poor relations with principals and administrators, lack of classroom discipline, and the burden of clerical work. Recommendations for LMSD include adding four programs to the district: a district-wide mentoring program for less experienced teachers; a teacher–liaison to improve communications between new teachers and administrators; a yearly review of materials to keep classroom materials current; and an incentive program for students to motivate students to achieve. Recommendations for further research include more studies on why teachers remain in low turnover districts, and did teacher’s preparation (alternative vs. traditional) affect retention.

abstract: International schools and international education initiatives are experiencing tremendous growth as the world’s economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context. “I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

The purpose of this study was to determine the impact of an alternative certification program on the retention of teachers in Region 20, Texas, as reported by Education Service Center, Region 20, Texas. Demographic variables were used to determine association with retention rates. Additionally, the study provided qualitative data and information that assisted in explaining the retention rates of Teacher Orientation and Preparation Program (TOPP) participants. A mixed methods research, utilizing logistic regression and a survey interview instrument, was used to determine retention rates as well as variables that influence retention rates of TOPP participants. A total of 537 TOPP participants were analyzed. Additionally, a sub-sample of 10 participants was interviewed. The study provides an analysis of the following demographic variables: ethnicity, gender, current grade type (elementary ??PK-5, middle school ??6-8, and high school ??9-12), and current socioeconomic level (as determined by the percent of children who qualify for free and reduced lunch programs). Of the four demographic variables analyzed, none was found to have an association with retention rates. A number of other variables were found to have an impact on the retention of the teachers interviewed in the sub-sample. Those variables included personal commitment to the field of education or the kids, a mentor, team support, administrative support, and new teacher induction programs. The implications from the findings of this research study are numerous and can have an effect in areas such as teacher hiring practices, teacher retention practices, and teacher preparation programs. It is important to note that the researcher recommends that expert opinions be sought and further research be conducted on teacher retention and teacher preparation programs before any recommendations for change are made.

Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher retention and related teacher belief systems. This study examined the beliefs of a particular subset of teachers - teachers who have stayed in the profession in their first 3-5 years (N = 67). It explored if and how initial and current beliefs about students buffer the challenges teachers face in their entry years in the profession, if these beliefs change across time, and if these beliefs vary across grade level and school-level socioeconomic setting (SES). This study also examined a subset of teachers (n = 21) to explore how preservice teacher and classroom observation data can inform teachers’ beliefs about student learning in their first years of teaching. Results indicated that teachers’ beliefs about students become more integrated across time and demonstrate growth in expertise in teachers’ beliefs about students. Also, teachers held more positive perceptions of students over time in addition to a greater emphasis on the importance of preparation, completion, trying another way when you struggle, finishing strong, and having a plan when you are done. Grade level differences in beliefs existed in the first year, but disappeared across time. Further, no significant differences in beliefs about students across school-level SES were present as teachers entered the classroom and did not change as they adapted to these settings. The positive and more coherent beliefs that teachers held in their third, fourth, and fifth year of teaching (as compared to their first) suggest that these beliefs help them cope in their first five years in the profession.

This research studied not only the Millennial Generation teachers who have entered the workforce in recent years, but it also compared the perceptions of Black Millennial Generation teachers to those of White Millennial Generation teachers. The intent of this study was to discover whether Black and White Millennial Generation teachers feel prepared to work with diverse groups of students and to reveal additional factors influencing their decisions to remain in education. This study also examined whether there were differences between the perceptions of Black and White Millennial Generation teachers regarding their work/life balance, the amount of support they receive from their administrative team, professional learning opportunities, and other components of their teaching careers. This agenda is relevant because the impact of Millennials on the field of education has only begun to be realized and the percentage of Millennials in the classroom continues to rise. Interviewing six Millennial Generation teachers utilizing a semi-structured interview protocol allowed the researcher to gather data about their perceptions of their ability to work with diverse groups of students and the teaching profession. To make sense of the raw data, a prior-research-driven method was used for data analysis. The Millennial Generation is touted to be the most diverse generation to date. This study found that both Black and White Millennial Generation teachers feel they are able to successfully reach ethnically and socioeconomically diverse groups of students. The subjects for this study reported a high tolerance for and appreciation of ethnic, socioeconomic, and religious diversity.

abstract: The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten through eighth grade schools in the southwest region of the United States were given a modified version of the 2007/08 Schools and Staffing Survey, a federally recognized survey on the satisfaction levels of teachers in America, combined with a select number of questions created by the researcher in this study to address the research questions of this study. Data were collected and analyzed through Survey Monkey, an online data portal, and imported into SPSS for data analysis. Both descriptive and inferential statistics were compiled to provide answers to the research questions established for this study. Results from this study indicated that although a majority of teachers sampled were satisfied with their teaching positions (78%), kindergarten through fourth grade teachers were more satisfied than teachers in the older grades. For the whole group, salary was the most influential factor; however, the teachers with 11 to 15 years of experience were the only ones who chose salary as their primary choice to increase their satisfaction. This study found that the levels of satisfaction per subgroup (teachers' years of experience, level of education, gender, age, type of certification, and grade level) were different than the group needs as a whole. This study revealed that the needs of the whole group and the needs of the subgroups can differ, consequently individual differences of the staff need to be taken into consideration. To view the staff as a whole may discredit the needs of the individual. Even though data indicated that a significant number of teachers felt supported by their administration, this study revealed the need for administrative staff to address specific issues of subgroups in their schools. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

<p>This study examined job satisfaction factors and teacher demographics in relation to a teacher’s likelihood of returning to an urban teaching setting the following school year. The researcher specifically examined factors relating to teachers’ job satisfaction, utilizing Paul Spector’s Job Satisfaction Survey (1999). Four hundred fifty-nine Indiana urban schoolteachers whose districts are members of Indiana Urban School Association (IUSA) participated in this study. Participants’ demographic and job satisfaction data was analyzed by point biserial correlations and binary logistic regressions. A significant correlation was found between the total JSS score and teachers’ decision to return teaching in urban school setting. Additionally, an increased number of years of teaching, promotion, and nature of work were associated with an increased likelihood of returning to teach. In contrast, an increase in age was associated with a reduced probability of teaching or returning by 0.746. An increase in the number of teaching years was related to an increased probability of returning to teaching by 3.204. There is an increased chance of returning to teaching by 4.066 as promotion increases. A reduced probability of returning to teaching by .313 was correlated with relationships with colleagues. Finally, increasing levels of nature of work was associated with an increased likelihood or returning to work by 3.103. Based on the findings from this study, the researcher concluded administrators in urban school settings should focus on factors that will enhance teacher experience and overall job satisfaction to discourage attrition. </p>

Approximately 25% of beginning teachers leave the profession after the first year, and 50% have left by the end of their fifth years. The purpose of this study was to provide an opportunity for beginning teachers to identify and prioritize their problems and to state their solutions to those problems. Three research questions guided this study, which extended the research on perceived problems begun by Veenman and Ganser: (a) What are the perceived problems of beginning elementary education teachers?, (b) How do Veenman?s (1984) ranked list and Ganser?s (1999b) ranked list of 24 perceived problems compare with the problems identified in question one?, and (c) What are the beginning elementary education teachers?proposed solutions for success?. The stratified random sampling technique was used to choose participants, who were beginning teachers who graduated from Mississippi State University (MSU) and Mississippi State University?Meridian Campus (MSU-M) during the years of 1996-2000. All but one of the 103 participants were female; 95 were Caucasians; six were African-Americans; one was a Native American; and one participant was classified as ?other? Seventy participants were graduates of MSU, and 33 were from MSU-M. This descriptive study included qualitative and quantitative research methods using questionnaires and interviews. A pilot study was conducted; however, the results were not used as part of the data for the main study. The top perceived problem was a sense of being overwhelmed. The second major problem was time, which included: (a) burden of clerical work, (b) heavy teaching load resulting in insufficient preparation time, and (c) taking up money and other morning activities. The third major problem was students?needs. Participants felt accountable for dealing with slow learners and for dealing with problems of individual students. Participants offered solutions primarily for improving teaching conditions and for making changes in teacher education programs. Recommendations included: (a) providing support systems for beginning teachers, such as mentors, (b) conducting studies of graduates each year to find strengths and weaknesses of the program, and (c) replicating this study in other Mississippi universities and in other states.

The retention of special education (SPED) teachers is problematic throughout the United States. Many SPED teachers are leaving education due to burnout which can be caused by feeling isolated and having a lack of collegial support. Studies suggest that collegial support is a main contributor to the retention of SPED teachers. Induction programs, mentoring, and professional learning communities (PLC) have been widely used; however, there is not much research showing how professional learning communities impact the retention of special education teachers. The purpose of this qualitative study was to identify novice elementary school SPED teachers' perceptions regarding PLCs. Specifically, this study examined how elementary school SPED teachers' perceptions of PLCs affect the retention of this group of teachers. Themes from this study may indicate what schools can do to make their PLCs more meaningful for the SPED teachers participating in them. The study was guided by the following research question: What are the perceptions of novice SPED teachers regarding professional learning communities and their impact on teacher retention? Twenty SPED teachers with between 0 – 5 years of experience participated in online focus groups. Data from the focus groups were analyzed and themes were developed. The results of this study indicated that SPED teachers stay at their current schools due to support provided by colleagues such as SPED teachers, general education teachers, and reading and mathematics specialists. In addition, SPED teachers are more likely to stay at their current schools if the PLCs they attend are relevant and are more likely to leave when they miss instructional time with their students due to attending mandatory PLCs. The results from this study may help school and division leaders implement PLC support for SPED teachers that will positively impact the retention of SPED teachers. / Doctor of Education / The purpose of this qualitative study was to identify novice elementary school special education (SPED) teachers' perceptions regarding PLCs. Specifically, this study examined how elementary school SPED teachers' perceptions of PLCs affect the retention of this group of teachers. Themes from this study may indicate what schools can do to make their PLCs more meaningful for the SPED teachers participating in them. The study was guided by the following research question: What are the perceptions of novice SPED teachers regarding professional learning communities and their impact on teacher retention? Twenty SPED teachers with between 0 – 5 years of experience participated in online focus groups. Data from the focus groups were analyzed and themes were developed. The results of this study indicated that SPED teachers stay at their current schools due to support provided by colleagues such as SPED teachers, general education teachers, and reading and mathematics specialists. In addition, SPED teachers are more likely to stay at their current schools if the PLCs they attend are relevant and are more likely to leave when they miss instructional time with their students due to attending mandatory PLCs. The results from this study may help school and division leaders implement PLC support for SPED teachers that will positively impact the retention of SPED teachers.