Teacher attrition is problematic in schools serving marginalized populations. Teacher attrition rates are 50% higher in Title I schools than in non-Title I schools (Carver-Thomas & Darling-Hammond, 2017). Furthermore, attrition among teachers whose main teaching assignments are in mathematics and science is 70% higher in Title I schools as compared to mathematics and science teachers in non-Title I schools. This study investigates mathematics and science teachers who enter the profession through Teach for America (TFA), which places thousands of teachers in high-needs schools for a two-year commitment. While existing research on TFA literature has investigated the final decisions made by TFA teachers regarding their post-commitment plans, the process by which the teachers develop their post-commitment plans throughout their first two years in teaching, and the extent to which their plans change throughout these years is unknown, as is the role of TFA teachers’ support networks in this decision-making process. Focusing on the Massachusetts cohort that began teaching in the 2018–2019 school year, this study explores how ten TFA teachers developed, maintained, and used support networks using three semi-structured interviews with the teachers during their second year as teachers. I also develop a model for the teachers’ decision-making processes regarding their intended plans and the role of the teachers’ support networks in these processes. Finally, implications of this deepened understanding of the teachers’ decision-making process on teacher education programs, TFA, the schools/districts where the teachers are placed, and on future research on teacher retention are explored.

The mobility rates within the Kindergarten--Grade 12 teacher workforce are distressing, and the teaching profession has a relatively high turnover rate compared to other occupations. The Commonwealth of Virginia encounters many challenges when attempting to retain highly qualified teachers in schools. Despite the state's efforts to staff all schools, high teacher turnover rates persist. Novice teacher attrition is more prevalent in schools identified as hard-to-staff. Turnover affects not only the composition of faculties at individual schools and the stability of these schools but the quality of the teacher workforce as well. The factors that affect the retention of novice teachers in hard-to-staff high schools in Virginia were examined in this study. Similar to Giacometti's (2005) study, compensation, pre-service preparation, external forces, school culture, in-service training support, motivation to teach, and emotional factors were variables used in this investigation. Demographics, principal leadership actions, and economic conditions were added to Giacometti's original theory of novice teacher retention, and some of Giacometti's variables were refined to improve the theory and the quality of the measurements. Following descriptive and exploratory bivariate analyses, binary logistic regression was applied to predict teacher retention with two levels: planning to leave the school and planning to stay in the school. Results indicate that teachers who planned to leave were more likely to be minorities, to perceive less school cultural support, and to perceive less parental support than those who planned to stay. The results of the study have significant practical implications for school leaders, especially those who serve hard-to-staff high schools, in developing retention plans to keep their highly qualified novice teachers. / Ed. D.

The purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's highest degree earned, (h) principal's total years in education, (i) principal's years in an instructional position, (j) principal's administrative experience, (k) year the school opened, (l) student enrollment, and (m) free and reduced lunch percentages. Common patterns and trends in the data were analyzed to reveal differences between schools with high teacher retention and schools with low teacher retention. All principals of elementary schools in Hillsborough County Public Schools, Florida and Orange County Public Schools, Florida were invited to participate in the study. Data were collected through a researcher created, 32-question, online questionnaire. Both quantitative and qualitative data were gathered. A total of 147 principals completed the survey. Descriptive statistics were used to report the findings and recommend various areas in need of further study. Analyses of these data found that induction activities that were cited in literature as important were being implemented in schools. These induction activities, organized from most implemented to least implemented, were: (a) formal observation by the principal, (b) mentoring, (c) offer school-level professional development, (d) provide an open door policy, (e) visit classrooms of new teachers often, (f) final (end of year) assessment conferences, (g) provide common planning time for grade levels, (h) encourage district level professional development, (i) give time to observe veteran teachers, (j) involve new teachers in decision making, (k) mid-year assessment conference, (l) provide positive feedback for effective practice, (m) preliminary assessment conference, (n) team building activities, (o) allow new teachers to teach same grade level for at least two consecutive years, (p) offer in-service targeting school policies and procedures, (q) reduce number of students with discipline issues when assigning students to new teachers, (r) provide common planning time with mentor, (s) implement professional reading book club (t) reduce workload of new teachers, and (u) certification exams study group. Data also revealed that schools with high teacher retention tended to be older schools, smaller schools, and schools with fewer percentages of students who received free and reduced lunch. When compared to principals in low retention schools, the principals in high retention schools tended to have more teaching experience, were assigned to their present school for several years, and were older. High retention schools showed significantly less teacher migration and attrition than low retention schools. Recommendations based on this study include investigating how school culture relates to teacher retention and examining teacher migration in more detail. Research is needed to determine how mobility of a school district, new construction, rezoning, allocation cuts, and the reappointment process for teachers affects teacher migration rates of schools. In addition, further study could be done to target specific induction components to determine how to make them effective at the school level. Mentoring, team-building activities, and scheduling are components of induction that need further study.

Urban charter schools serving economically disadvantaged minority communities experience high teacher attrition. This study examined the association between high-demand teachers, school working conditions, and turnover, both voluntary departures and involuntary terminations in an urban, charter school district. I found that improved working conditions were associated with a decrease in the odds of leaving, but this significant association only applied to departures, not terminations. Despite this effect of working conditions on turnover, working conditions did not moderate the effect of high-demand turnover in any model. Regarding high-demand teachers, I found that special educators and teachers of color were less likely to leave than non-special educators and non-teachers of color when accounting for working conditions and controlling for teacher and school characteristics. When examining departures versus terminations, teachers of color were less likely to depart from their teaching positions, and special educators were less likely to be terminated. In general, STEM teachers were more likely to leave the organization than non-STEM teachers, but this finding was not significant. / School Psychology

The purpose of this qualitative study was to examine teachers' perspectives of the key factors contributing to the retention of rural teachers who entered teaching through an alternate route certification program in Mississippi. It was specifically the goal of this study to understand how alternatively certified teachers perceive their own characteristics (e.g., teacher preparation, personal experiences), school conditions (e.g., students, administration), and compensation (e.g., salary, benefits) to be related to their decision to remain in the profession. In this study, 9 rural alternate route teachers were interviewed from 8 schools in Mississippi. The research questions were: (1) How do rural alternate route teachers who stay describe their decision to continue teaching in terms of teacher characteristics?; (2) How do rural alternate route teachers who stay describe their decision to continue teaching in terms of school conditions?; and (3) How do rural alternate route teachers who stay describe their decision to continue teaching in terms of compensation? Sher's (1983) rural retention 3 C's framework provides a model for understanding retention. Sher proposed that attracting and retaining teachers in rural schools is a function of 3 C's: teacher characteristics, school conditions, and compensation. The data revealed that for teacher characteristics teacher preparation that included practice teaching combined with coursework was important, and participants valued experience working/teaching children. Data also revealed school conditions factors as student were a source of satisfaction for teachers, most teachers had little induction and mentoring support, teachers lacked administration and collegial support, and teachers found networks of support outside the school setting. The data revealed that the relationship between compensation and retention is complex, and that compensation was less important than intangible benefits. Although the study failed to find a simple and direct cause of retention, these findings do provide further insight into teacher retention. The findings of the study suggest implications for teacher preparation, school districts, and policy.

To determine the impact that school leaders have on school culture and teacher retention, a sequential explanatory mixed methods approach was used to study schools in a district feeder pattern in in a large, suburban district in Texas with a student population of approximately 25,000. In Phase 1, teachers at one elementary, one middle, and one high school were asked to complete a 26-question Likert scale survey about school culture. The last statement in the survey asked participants if they were willing to participate in a focus group about school culture and teacher retention. In Phase 2, focus group interviews were conducted with volunteer participants who took the survey and stated they would be interested in participating in a focus group. Three focus groups were held to divide the participants by grade level grouping taught: elementary, middle, and high school. Focus group participants stated that they believe school leaders play a vital role in creating the culture of the school and in teachers' desire to remain not only teaching at their school, but also remaining in the field of education. The survey data supported these findings. By examining teachers' perspectives, the findings of the study may positively inform and influence district hiring practices, develop leadership profiles and behaviors, and provide school leaders with ways to recruit and retain teachers. Further research could include a case study at one specific school or expanding the sample size and including more schools or studying a variety of districts to find additional ways to build school culture and retain teachers.

The purpose of this study was to investigate the perceptions of teachers and administrators in a rural southeast school district regarding the impact of strategic compensation as a motivating factor on teacher quality, recruitment, and retention. As a result of increased demands on K12 education and the limited pool of teaching candidates, public school districts continue to search for ways to motivate, recruit and retain teachers (Muranto and Shuls, 2012). Since many view the traditional teacher salary scale as an outdated and ineffective practice, school districts continue to search for new ways to provide additional financial bonuses. (Springer, 2009). At the time of the study, the rural southeast school district studied was the only district within its state that used a strategic compensation model as a part of its employee benefits package. The locally funded plan awarded bonuses to teachers who qualify according to the parameters set by their school board. The initial rationale behind the implementation of the plan was to acknowledge exemplary teachers within the district. In this study, the history of the traditional salary scale, teacher quality, teacher retention, teacher recruitment, proponents and opponents of strategic compensation and recent studies on merit pay were examined. In this mixed methods study, a survey was sent to all 237 candidates eligible for strategic compensation, and a focus group interview with 7 administrators responsible for the summative evaluations of teachers was conducted. After the data were collected, descriptive statistics were examined to determine if additional ANOVA analyses were required to determine if demographic differences could be identified. The findings from this study may assist school districts develop and maintain a strategic compensation plan as a part of its overall teacher compensation package. After the data were disaggregated and analyzed, the findings from this study indicated mixed reviews regarding teacher perceptions of strategic compensation. Survey results indicate that the ideal bonus lies between $1,000-$3,000. In addition, teachers and administrators did not perceive that strategic compensation assisted with teacher recruitment or retention. Additional findings indicated differences in perceptions of strategic compensation based on gender and level of teaching assignment. / Doctor of Education / The purpose of this study was to investigate the perceptions of teachers and administrators in a rural southeast school district regarding the impact of a pay for performance plan as a motivating factor on teacher quality, recruitment, and retention. As a result of the teacher shortage in America, public school districts continue to search for ways to motivate, recruit and retain teachers. Since many view the salaries of teachers low, school districts continue to search for new ways to provide additional end of year bonuses as a motivating factor to improve teacher quality, recruitment and retention. To date, the rural southeast school district studied is the only district within its state that uses a strategic compensation model as a part of its employee benefits package. The plan awards bonuses to teachers who qualify according to their end of year rating. In this study, the history of the traditional salary scale, teacher quality, teacher retention, teacher recruitment, proponents and opponents of strategic compensation and recent studies on merit pay will be examined. A survey was sent to all 237 candidates eligible for strategic compensation, and a focus group interview with 8 administrators responsible for the summative evaluations of teachers was conducted. After the data were collected, they were sorted by demographic identifiers to determine if there were differences in responses between different groups. The findings from this study may assist school districts develop and maintain a strategic compensation plan as a part of its overall teacher compensation plan. The findings from this study include: $1,000-$3,000 is the ideal amount of money that would motivate a teacher to improve, strategic compensation did not assist with teacher recruitment, and school administrators did not believe strategic compensation led to greater teacher retention within the rural southeast school district. In addition, teachers and administrators believed that participation in the strategic compensation plan should be voluntary. Findings based on demographic identifiers indicated that male teachers responded more positively than female teachers, and there were differences among elementary, middle school and high school teacher responses with regard to their perceptions of the strategic compensation plan.

The purpose of this study was to identify teachers' perceptions of factors that lead to teachers applying to and staying in a high-poverty, low-performing elementary school. Duncombe (2017) noted that 16% of their teaching staff in high-poverty schools were within their first 2 years of teaching, in stark contrast to low-poverty schools having only 8% of their teachers in their first 2 years of teaching. By identifying teachers' perceptions of factors that lead to them applying to and staying in a high-poverty, lowperforming elementary school, principals and school division leaders would better understand the practices they could implement to address the teacher storage in these schools. The qualitative study included interviews with five teachers who have applied to and stayed in a high-poverty, low-performing elementary school in urban Virginia for a minimum of 3 years. Data collection included five semi-structured interviews with teachers in a school designated as a highpoverty, low-performing elementary school. After completing the interviews and the coding, the researcher looked at the emergent themes, identifying the different factors that play a role in their decisions to stay. The researcher explored teachers' perceptions of the teaching environment and why they chose to apply to and stay in an elementary school classified as high-poverty, low-performing. Analyzed data indicated that administrative support, positive school climate, and instructional coaches or instructional supports impacted teacher retention in a high-poverty, low-performing elementary school in urban Virginia. Teachers noted that having a supportive principal increased their self-efficacy and classroom autonomy, which increased job satisfaction and directly impacted their decision to stay. Teachers interviewed also reported a positive school climate and access to instructional coaches and instructional supports were effective in assisting them to overcome the challenges and / Doctor of Education / The purpose of this study was to identify teachers' perceptions of factors that lead to teachers applying to and staying in a high-poverty, low-performing elementary school. Duncombe (2017) noted that 16% of the teaching staff in high-poverty schools were within their first 2 years of teaching, in stark contrast to low-poverty schools having only 8% of their teachers in their first 2 years of teaching. By identifying teachers' perceptions of factors that lead to them applying to and staying in a high-poverty, lowperforming elementary school, principals and school division leaders would better understand the practices they could implement to address the teacher storage in these schools. The qualitative study included interviews with five teachers who have applied to and stayed in a high-poverty, low-performing elementary school in urban Virginia for a minimum of 3 years. Data collection included five semi-structured interviews with teachers in a school designated as a highpoverty, low-performing elementary school. The researcher explored teachers' perceptions of the teaching environment and why they chose to apply to and stay in an elementary school classified as high-poverty, low-performing. Analyzed data indicated that administrative support, positive school climate, and instructional coaches or instructional supports impacted teacher retention in a high-poverty, low-performing elementary school in urban Virginia. Teachers noted that having a supportive principal increased their self-efficacy and classroom autonomy, which increased job satisfaction and directly impacted their decision to stay. Teachers interviewed also reported a positive school climate and access to instructional coaches and instructional supports were effective in assisting them in overcoming the challenges directly impacting their decision to apply to and stay employed in a high-poverty, low-performing elementary school in urban Virginia. The findings in this study could help administrators in high-poverty, low-performing elementary schools implement practices to impact teacher retention in high-poverty, low-performing elementary schools

This study explores teacher retention and teacher resilience in the United States through the stories of five teachers. The researcher presents the research in two manuscripts. Finding My Way through Teaching: A Critical Autoethnographic Play combines critical pedagogy (Freire, 1970) with autoethnography (Ellis, 2004) to examine the author's personal journey as a teacher in a private school, a public school, and a public school in Central America. The research is presented as a one-act play with scenes focusing on conversations with parents, principals, and students, along with scenes examining each situation that take the audience through the internal monologue of the researcher's decision making process to move schools, stay in a school, leave a school, and question their ability or willingness to return to K-12 schooling. Building Relationships: The Stories of Four Small Urban School Teachers shares the stories of four veteran elementary school teachers, teachers who have taught for more than five years, from Parker City Public Schools. This study uses a case study approach with recorded dialogic interviews as data (e.g., Kvale, 1996; Marshall and Rossman, 2011). The stories the teachers tell point to the importance of building and maintaining relationships with students, other teachers, and administration, as one of the key factors for overcoming the challenges of working in a small urban school division and one of the key factors for changing schools or remaining in a school throughout their careers. / Ph. D.

High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession.Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied.This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers.Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.