Teacher attrition is a major topic of discussion and concern in this country. With the growth in the school-age population, the need to attract and retain quality teachers will become even greater. The purpose of this narrative inquiry was to explore factors that influenced teachers’ decisions to remain in an urban school. A qualitative research design was used by conducting one interview with 13 teachers in an intermediate school (5th & 6th grades) in an urban school district near Houston, Texas. The participants’ years of experience in this study ranged from 5-33 years. They presented a diverse range of age, career experiences, and cultural/ethnic backgrounds. Data were collected through audio-taped interviews that lasted 45-90 minutes conducted in their classrooms before or after school. Additional follow-up questions and clarification statements were obtained from the participants where it was warranted. The transcribed interviews and the follow-up questions were analyzed using the Labov method of structuring narratives into stories. This method was used in order to compare participants’ narratives to identify emergentthemes among the rich stories that the participants shared with me. The findings are presented as three emerging themes on why teachers choose to remain in an urban school. These themes were recurrent and dominant throughout the narratives. Participants generally felt that there were three main reasons why they remained to teach in this urban school. Those three reasons manifested themselves in the form of themes. Those three dominant themes were: (a) making a difference in the lives of young people, (b) having no reason to leave, and (c) having administrative support, which was the leading factor that influenced teachers to remain in an urban school. Each theme had several supporting themes that were explored also. Implications for practice and recommendations for further study were also discussed.

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

Teachers are leaving the education profession at alarming rates and the attrition of teachers has become a serious issue for many schools and districts around the country. The purpose of this study was to investigate the retention and attrition patterns in one elementary school through the lens of micropolitical theory; in particular, principal decision-making processes, leadership activities, and the relationship between principal and teachers were studied. This qualitative, single case exploration included classroom observations, document analysis, and focus group and individual interviews with one principal, seven novice teachers, and one lead mentor. The data was analyzed using categorical aggregation and a constant comparative analysis. Study findings provided evidence that a negative micropolitical state was present at the school under study, including an absence of shared values and goals, lack of positive interpersonal relations, and lack of collegiality, all of which served to discourage the growth of novice teachers as developing professionals. Teacher perceptions revealed that they were less than satisfied with their chosen profession, particularly lacking contentment with the principal leadership.

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.

This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.

This descriptive study was designed to determine the extent to which selected self-reported practical and professional factors of teaching influenced teacher job satisfaction and retention within the K-12 public education system. The population of the study was 1321 certified teachers from a large Central Florida school district. The researcher developed the survey instrument based on the constructs of teaching known for motivating teachers to remain within the public school setting (Brunetti, 2001; Farkas, Johnson, & Folena, 2005). The researcher's survey was based on the studies of Perie (1997), Brunetti (2001), and Gary (2002). The researcher personally distributed 1321 surveys, respondent informed consent letters and instructions for completing the survey during faculty meetings in November and December 2005. Extra surveys were left at the schools for those who were unable to attend the faculty meetings. A total of 890 surveys were returned for a response rate of 67.4%. The percentage returned was 72.4% for elementary teachers, 58.7% for middle school teachers, and 68.9% for high school teachers. Teacher satisfaction and job retention were influenced by safe working conditions, a collaborative interaction among colleagues, and a supportive administration. Most of the teacher respondents indicated that it was not "very important" to be recognized for being a teacher nor was it "very important" to take on additional leadership roles and responsibilities. Instead, teachers indicated it was "very important" to be given the opportunities to help children develop their talents and skills.

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.