Factors Affecting Teachers Retention

A whole other big one that always rises to the top is student misbehavior and discipline. But there's an interesting thing in the data, which is that the amount of student behavior and discipline problems varies dramatically between schools. And poverty is by no means the only, or main factor. And some schools do a far better job of dealing with it, coping with it and addressing it than other schools. And those schools that do a better job of coping with it have significantly better teacher retention. We have this finding that schools can manage behavioral issues in good ways or bad ways.

Teacher Retention Research Paper - 2799 Words

Podsen, I. (2002). Teacher retention: What is your weakest link? Eye on Education.

turnover, inconsistent teacher retention, ..

We have a very high attrition rate in the United States: 8 percent of teachers leave every year. That's a couple-hundred-thousand teachers. Less than a third of them are leaving for retirement. If you look at high-performing countries like Finland or Singapore, or go across the border to Ontario, Canada, the attrition rate is usually 3 percent or 4 percent of teachers. If we could reduce our attrition in half to 4 percent — we call it the 4 percent solution — we would actually have no teacher shortages right now. We would have plenty of supply and be able to be much more selective about who we bring into teaching. So it is a big part of the problem and the solution.

Empirical teacher attrition and after most empirical research ..

Let's talk solutions. You write that teacher attrition and turnover are key factors that have to be addressed if states are going to get out of this crisis. Districts need to focus on retention as much as recruitment. Explain that.

Comprehensive Induction Programs offer the best chance for highly qualified teacher retention.

Essays > Teacher Retention

One of the factors that influence teacher attrition is the instructional aspect of teaching in itself. According to Ingersoll (2001), the 1990 and 1991 Schools and Staffing Survey and 1991-1992 Teacher Follow-up Survey revealed that teachers of mathematics and science were more likely to be subjects of attrition than teachers in other subjects. Particularly with the introduction of No Child Left Behind Policy Act (NCLB, 2002) which implicates an increase in accountability of schools to meet the requirements as such creates an ‘overemphasis on testing’ especially in the fields of mathematics and sciences (Hirsch, 2006). This condition aggravated the intent of some teachers to leave the profession as identified by Hahs-Vaugn and Scherff (2008). The increased pressure in reading and writing assignments which is likewise intensified through emphasizing student test scores by administrators have resulted to teacher attrition as well for some English and Language Arts teachers. In relation to this, teachers who are required to reduce teaching schedule for other non-teaching activities such as paper works also entailed an increase in teacher attrition and migration (Smith ad Ingersoll, 2003). Supporting this study, Flynt and Morton (2009) recognized that teachers tend to feel dissatisfied with their jobs due to increased activities outside the classroom such as preparing for test materials and instruments due to overemphasis in testing as well as the feeling of disenfranchisement caused by lack of control over school policies (Flynt & Morton, 2009). Teachers who are required to spend more time in dealing with non-teaching activities which include grading, parent conferences, and other paper work tend be more stressed due to lack of time to plan, teach and assess. Consequently, quality of instruction is curtailed (Newsletter, 2007). In this manner, The Center for Comprehensive School Reform and Improvement through its newsletter issued in June 2007, has provided some strategic initiatives which might be helpful in addressing the issue on time allocated by teachers in non-teaching activities. These include lengthening the day to generate time for early release or additional planning days. Concomitant to this is employing paraprofessionals or permanent substitute teachers who will assist with administrative tasks, lead small group activities or cover class periods. Another is consulting with teaching staff to ensure course and student loads are fair and tolerable (Newsletter, 2007).
Ingersoll, R. (1995). Teacher supply, teacher qualifications and teacher turnover. Washington, DC: national Center for Education Statistics

Teacher Retention: A National Crisis in America

Another aspect that contributes to teacher attrition and stress is the discipline and behavior problems of students. As implicated by Carter and Carter (2000), prospective teachers are less likely to teach in middle school and high school levels due to the preponderance of disciplinary and attitudinal problems of adolescents. Lack of discipline by students and little respect for teachers are some of the typical reasons why teachers leave their profession according to Haberman (2005). In the same manner, teachers are more likely to leave schools with higher proportions of minority, low-income, and low-performing students (Guarino et al, 2006).

Gujarati, J. (2012). A comprehensive induction system: A key to the retention of highly qualified teachers. The Educational Forum, 76(2), 218-223.

to reduce teacher’s attrition and to improve teacher’s effectiveness

Boe et el. (1997) in their study among the predictors that determine the retention of teachers, found age as the most reliable determinant of teachers’ retention, attrition and transfer for both the older and younger teachers. The higher attrition rates took effects at the age of 30-49. This predictor seemed to have the same effect for both the special and general school teachers.

There is a growing teacher retention and attrition crisis in rural Mississippi

Keresés a következőre "teacher attrition and retention"

Teacher induction programmes have a beneficial impact on attrition and job satisfaction. Induction programmes are important for teacher success. More research is necessary to determine whether longer induction programmes may affect teachers in a positive manner, and whether longer induction programmes may affect student performance and learning outcomes in a positive way. Induction programmes can help with teacher encouragement based on a survey of the current literature available.