Teacher Retention Research Articles

Teacher attrition: Human capital and terms of employment – Do they matter?

Addressing Sorensen and Tuma's resource–reward theory, we explored teacher attrition from an economic perspective. The study aimed to explore the extent to which teachers' resources and terms of employment correlate with attrition behavior. In a sample of 10,340 Israeli K-12 teachers it was found that many beginning teachers who left the profession were relatively highly educated. Although the literature stresses teachers’ intrinsic motivation for choosing their career, the findings, in line with earlier empirical studies, suggest that job rewards do play an important role in teachers' career decisions. Moreover, the current findings suggest that at lower salary levels, the rewards-attrition association differs by teacher higher-education level. That is, the attrition rates of highly-educated teachers drop more sharply as salary increases, as expected by the theory. Some explanations and policy recommendations are made.

Hyper-performativity and early career teachers: interrogating teacher subjectivities in neoliberal educational assemblages

ABSTRACT This paper explores the hyper-performative expectations of early career teachers (ECTs) in the context of neoliberal education assemblages. The need to support and retain beginning teachers is a salient issue in the context of troubling rates of teacher attrition. The study explores how ECTs perceive teacher identities in response to national standards. Our research revealed that ECTs held concerning conceptions of ‘quality teaching’ that are largely constructed through discourses of competition and job insecurity. ECT subjectivities were heavily influenced excessive extra-curricular hours, high-stress environments, and performative school cultures. This paper concludes that hyper-performative expectations of ECTs and insecure patterns of employment contribute to teacher attrition.

Why they remain: factors influencing teaching sustainability in high-poverty schools

ABSTRACT Background With teachers in high-poverty schools facing increased stress, decreased motivation, and job satisfaction, it is imperative to identify educators that can thrive and sustain over time and intend to remain teaching in high-poverty schools despite these concerns. Identifying individual characteristics of teacher sustainability related to one’s intention to remain teaching can help offset teacher attrition and turnover through intervention and support of teachers. This study explored the constructs of teaching sustainability (psychological flexibility (PF), resilience (tRES), and sense of purpose (SOP)) as they relate to a group of physical education teachers working in high-poverty schools. Research design This study utilized an interpretivist philosophy. The interviewees volunteered after completing a national survey (N = 538) of PE teachers related to teacher sustainability. Randomly selected teachers (n = 26) participated in semi-structured interviews exploring their perceptions, definitions, and significance of teaching sustainability in high-poverty schools. Findings Results from the inductive thematic analysis produced three general dimensions related to teaching sustainability in high-poverty schools: sustaining through career frustrations, awareness and acceptance, and values-driven behavior. Although external factors such as financial discrepancies were real stressors in these teacher’s lives that led to many questioning whether to leave or stay in the profession, the ability to regulate emotions while maintaining a strong internalized meaning and purpose may have helped their efficient management of stressors and sustainability in high-poverty schools over time. Conclusion Although this study provides insight into teaching sustainability in high-poverty schools, much is still unknown. The teachers possessed strong individual dispositions that facilitated elevated levels of PF, tRES, and SOP. School administrators in high-poverty schools must establish a strong culture of support to facilitate the teacher sustainability constructs and intentionally recruit teachers with the capacity for possessing strong teacher sustainability dispositions. Identifying ways to increase the constructs of teacher sustainability of physical education teachers can decrease the concerns surrounding teacher attrition and increase job satisfaction for teachers working in high-poverty schools.

Preparing teachers for emotional labour: The missing piece in teacher education

A quality education for all children and youth is required for the continued advancement of modern civilization. But this outcome is threatened by a growing international teacher shortage. Increased rates of teacher attrition and reduced rates of enrollment in teacher education programs are driving this shortage; however, research suggests that teacher candidates’ lack of preparation for the emotional labour of teaching is another important contributing factor, one which can be addressed in teacher education programs. The aim of this paper is to explore this problem and surface potential solutions. First, the social historical context of teaching is explored as an entry point to inquiry into this topic. Next, through discussion of the emotional nature of teaching, the thesis that teacher candidates must be prepared to handle the emotional labour of teaching during their teacher education program is advanced. Then, a review of the literature surfaces three key content areas which if addressed during teacher preparation can help prepare teacher candidates to handle the emotional labour of teaching: identity development, emotions and teaching, and social-emotional competence. Finally, these components are included in a theory of change for a new program that could be integrated into existing teacher education programs.

When tenure ends: the short-run effects of the elimination of Louisiana's teacher employment protections on teacher exit and retirement

ABSTRACT Most teachers have tenure protections that constrain dismissal. Some argue that tenure improves recruitment and retention by mitigating the risk of monopsony employment and substituting job security for lower salaries. Others argue that tenure reduces performance incentives making it difficult to dismiss ineffective teachers. We examine supply-side responses of teachers after the elimination of tenure before administrators could use performance to dismiss teachers. Voluntary teacher attrition increased after tenure elimination with effects concentrated in groups that are theoretically most likely to value job protections. Specifically, tenure removal increased exit of teachers with bottom decile value-added measures and retirement eligible teachers.

Working conditions on retention of science teachers in public secondary schools in Kisumu county, Kenya

Introduction: Low retention of science teachers has become a major problem in the education sector all over the world. Purpose: The study investigated the effect of working conditions on retention of science teachers in public secondary schools in Kisumu County, Kenya. Methodology: Embedded mixed method design was adopted for the study while target population included 905 respondents which comprised 221 principals and 684 science teachers from 221 public secondary schools in Kisumu County. Stratified, simple random and purposive sampling techniques were employed to sample 277 respondents who included 68 principals and 209 science teachers. Science teachers questionnaires and principals interview schedule were used to collect data. Pilot study was conducted in 7 public secondary schools in Kisumu County. Validity of the data collection instruments was determined through expert judgment whereas reliability was ascertained through internal consistency method using Cronbach’s Alpha coefficient formula which yielded 0.848. Statistical Package for Social Sciences version 22.0 facilitated analysis of quantitative data. Quantitative data was analyzed using descriptive and inferential statistics while thematic approach was used to analyze qualitative data. Quantitative findings were presented in tables whereas qualitative data were presented in narratives and verbatim form according to themes. Results: The study established that working conditions significantly affected retention of science teachers and this included factors such as employee representation, health and safety and working load. Recommendations/Classroom Implications: Principals should make a deliberate effort to provide protective clothes, warning signs and laboratory equipment to protect users from harmful emissions.

Recruitment and retention of STEM teachers through the Noyce Scholarship: A longitudinal mixed methods study

Staffing high schools with highly qualified mathematics and science teachers continues to be a challenge for schools across the U.S. One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school mathematics or science teachers. The effects these types of scholarship programs have on the recruitment, retention, and dispositions of teachers is not clear. The current explanatory mixed methods study used longitudinal data from 29 Noyce Scholars from the same university, to investigate the influences the scholarship has on retention and recruitment of STEM teachers in high-need settings.

Decentralization of wage determination: Evidence from a national teacher reform

This paper presents new evidence on the labor market effects of wage decentralization, exploiting a Swedish reform that replaced the fixed national pay scale for teachers with individual wage bargaining. The paper provides three sets of results. First, I show that the reform significantly changed the wage structure of teachers. Second, I demonstrate that these wage changes did not impact teacher retention, recruitment, or composition, and did not affect student outcomes. Finally, I provide suggestive evidence of a wage spillover effect to substitute occupations. I propose that the suggestive spillover effect helps explain the null results on teacher and student outcomes.

Book Review: Exploring Teacher Recruitment and Retention: Contextual Challenges from International Perspectives

Book Review: Exploring Teacher Recruitment and Retention: Contextual Challenges from International Perspectives

Is Effective Teacher Evaluation Sustainable? Evidence from District of Columbia Public Schools

Abstract Ten years ago, many policy makers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not be sustainable as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools. We describe the recent changes to IMPACT, which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicates that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest that teacher evaluation can provide a sustained mechanism for improving the quality of teaching.

Determinants of Teacher and Student Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya union Conference

The study aimed at establishing the factors which influence the low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on the expectancy theory of motivation which states that certain behaviour leads to the expected outcome. In the research, certain behaviours by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to the retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.

Teacher Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya Union Conference

The study aimed at examining retention of teachers in secondary schools of the Seventh-Day Adventist (SDA) Church in East Kenya Union Conference (EKUC). It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, principals, the Conferences/Field Education Directors and the BoM chairpersons. The instruments used for data collection were questionnaires for teachers. Interview schedules were organized for education directors, the school BoM chairpersons, the principals and teachers for triangulation. Observation schedule was also organized. This targeted the school infrastructure and generally all what goes on in the school. The school learning facilities and the behavior of teachers in school was also captured here. The other instrument used was the tool for document analysis to collect data for 8 years. Ninety-eight (98) teachers were required to fill the provided questionnaire, but the eleven principals, five education directions and eleven Boards of Management (BoM ) chairpersons were subjected to interviews. Three teachers per school were also interviewed for triangulation purpose. Observations were also done during the visits in schools. Documentary analysis method was also used to gather information on the turnover trends of teachers for eight years. The data collected was analyzed using descriptive statistics such as frequencies, percentages, means and standard deviations. Documentary analysis was done on records about teacher retention. Content analysis was done on responses from interviews and in open-ended questions to identify the emerging themes. The findings show that more teachers were leaving schools than those being employed in most of the years. Generally, it is evident that some teachers left church employment. The turnover was experienced annually. However, teachers intended to remain in the school as long as the administration was cooperative, understanding, appreciative, recognizes their efforts, was caring and was ready to treat them with dignity. The study recommends that the school administration should be cooperative to teachers, by treating them with dignity and appreciating their efforts. There should be stringent measures for motivating teachers, ensuring that they had access to housing and transport and that they were adequately remunerated.

Student Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya Union Conference

The study assessed students’ retention in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. The subjects of the study included students, principals, the Conferences/Field Education Directors and the Board of Management (BoM) chairpersons. Based on expectancy theory of motivation, the study adopted the concurrent mixed methods research design. The target population was the twenty Seventh-day Adventist Church maintained Secondary Schools in EKUC. The unit of analysis was eleven secondary school principals, five education directors and, eleven chairpersons of the school boards of management (BOM) and 335 students. Cluster sampling technique was used to get the samples. The target population was divided into five clusters (principals, students, education directors and, board chairpersons). Samples were obtained from each of these clusters. The instruments used for data collection were questionnaires for students. Interview schedules were organized for education directors, the school BoM chairpersons and the principals for triangulation. Observation schedule was also organized. This targeted the school infrastructure and generally all what goes on in the school. The school learning facilities and the behavior of teachers in school was also captured here. The other instrument used was the tool for document analysis to collect data for 8 years. Students (335) were required to fill the provided questionnaire, but the eleven principals, five education directions and eleven BoM chairpersons were subjected to interviews. Documentary analysis method was used to get information on KCSE performance for the same period of eight years. The data collected was analyzed using descriptive statistics such as frequencies, percentages, means and standard deviations. Documentary analysis was done on records about teacher retention. Content analysis was done on responses from interviews and in open-ended questions. The findings show that there were high numbers of students in Form 2 and 3 who dropped within the year and those who joined. Students were being replaced as they dropped out in some of the years. All in all, there were high annual turnover rates. This could affect the learning processes as well as students’ academic performance. The study recommends the need for schools to put in place strategies for ensuring that students learning facilities were available. Students should also be motivated to remain in school. Bursaries and sponsorships for students from poor backgrounds should be availed. Spiritual guidance, work programs and flexible fees payment mechanisms should also be instituted so as to support children from poor background to remain in school.

On Their Own? The Work-Related Social Interactions and Turnover of New Teachers

Work-related social interactions are key to the effectiveness and retention of new teachers, yet little research has examined changes in these networks over time. Using longitudinal social network data from 14 elementary schools, this study explores new teachers’ instructional advice interactions with their colleagues. Results suggest that new teachers are relatively peripheral to their schools’ networks, maintain similar advice-seeking patterns as their early careers progress, and that new teachers’ advice-seeking predicts leaving their schools or teaching the following year. These findings have implications for efforts to support new teachers’ collegial interactions and retention.

Determinants of Teacher and Student Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya union Conference

The study aimed at establishing the factors which influence the low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on the expectancy theory of motivation which states that certain behaviour leads to the expected outcome. In the research, certain behaviours by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to the retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.

Paid Academic Services With Mercy And Compassion: Phenomenologizing The Lived Experiences Of Research Mercenaries In The Philippines

Research, in the midst of internationalization of education, becomes one of the most prolific areas of the criteria for teacher retention and promotion in the academia; however, issues and concerns had sprung since then as to authorship authenticity because of the mushrooming of research mercenaries. This study is designed to explore the indulgence of research mercenaries in their quest of helping their protégées in exchange of reasonable costs. Qualitative data were gathered from the informants’ interview. Data were processed through document trail among the informants to ascertain the veracity of the transcribed responses, reflections, and observations. Thematic analysis revealed four themes on the experiences of research mercenaries: need to augment income, mercy and compassion, professional indulgence, and research, the IN thing to be promoted. It is concluded that research mercenaries are working in a symbiotic manner among their protégées where they adopt them as their academic disciples and this practice will continue to flourish until there is inequity on the capacity of professionals on the academic work and works that they do

Teacher Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya Union Conference

The study aimed at examining retention of teachers in secondary schools of the Seventh-Day Adventist (SDA) Church in East Kenya Union Conference (EKUC). It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, principals, the Conferences/Field Education Directors and the BoM chairpersons. The instruments used for data collection were questionnaires for teachers. Interview schedules were organized for education directors, the school BoM chairpersons, the principals and teachers for triangulation. Observation schedule was also organized. This targeted the school infrastructure and generally all what goes on in the school. The school learning facilities and the behavior of teachers in school was also captured here. The other instrument used was the tool for document analysis to collect data for 8 years. Ninety-eight (98) teachers were required to fill the provided questionnaire, but the eleven principals, five education directions and eleven Boards of Management (BoM ) chairpersons were subjected to interviews. Three teachers per school were also interviewed for triangulation purpose. Observations were also done during the visits in schools. Documentary analysis method was also used to gather information on the turnover trends of teachers for eight years. The data collected was analyzed using descriptive statistics such as frequencies, percentages, means and standard deviations. Documentary analysis was done on records about teacher retention. Content analysis was done on responses from interviews and in open-ended questions to identify the emerging themes. The findings show that more teachers were leaving schools than those being employed in most of the years. Generally, it is evident that some teachers left church employment. The turnover was experienced annually. However, teachers intended to remain in the school as long as the administration was cooperative, understanding, appreciative, recognizes their efforts, was caring and was ready to treat them with dignity. The study recommends that the school administration should be cooperative to teachers, by treating them with dignity and appreciating their efforts. There should be stringent measures for motivating teachers, ensuring that they had access to housing and transport and that they were adequately remunerated.

Student Retention in secondary schools of Seventh-day Adventist Church in East Kenya Union Conference

The study assessed students’ retention in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. The subjects of the study included students, principals, the Conferences/Field Education Directors and the Board of Management (BoM) chairpersons. Based on expectancy theory of motivation, the study adopted the concurrent mixed methods research design. The target population was the twenty Seventh-day Adventist Church maintained Secondary Schools in EKUC. The unit of analysis was eleven secondary school principals, five education directors and, eleven chairpersons of the school boards of management (BOM) and 335 students. Cluster sampling technique was used to get the samples. The target population was divided into five clusters (principals, students, education directors and, board chairpersons). Samples were obtained from each of these clusters. The instruments used for data collection were questionnaires for students. Interview schedules were organized for education directors, the school BoM chairpersons and the principals for triangulation. Observation schedule was also organized. This targeted the school infrastructure and generally all what goes on in the school. The school learning facilities and the behavior of teachers in school was also captured here. The other instrument used was the tool for document analysis to collect data for 8 years. Students (335) were required to fill the provided questionnaire, but the eleven principals, five education directions and eleven BoM chairpersons were subjected to interviews. Documentary analysis method was used to get information on KCSE performance for the same period of eight years. The data collected was analyzed using descriptive statistics such as frequencies, percentages, means and standard deviations. Documentary analysis was done on records about teacher retention. Content analysis was done on responses from interviews and in open-ended questions. The findings show that there were high numbers of students in Form 2 and 3 who dropped within the year and those who joined. Students were being replaced as they dropped out in some of the years. All in all, there were high annual turnover rates. This could affect the learning processes as well as students’ academic performance. The study recommends the need for schools to put in place strategies for ensuring that students learning facilities were available. Students should also be motivated to remain in school. Bursaries and sponsorships for students from poor backgrounds should be availed. Spiritual guidance, work programs and flexible fees payment mechanisms should also be instituted so as to support children from poor background to remain in school.

The Impact Of Self-Regulated Learning on Academic Achievement And Retention of Visual Arts Pre-Service Teachers for Art Criticism Course

Bu araştırmanın amacı öz düzenlemeli öğrenme yaklaşımının görsel sanatlar öğretmeni adaylarının sanat eleştirisi dersine yönelik akademik başarılarına ve kalıcılığa etkisini incelemektir. Nicel araştırma yöntemlerinden deneysel yöntemin ön test son test kontrol gruplu yarı deneysel modeli ile gerçekleştirilen araştırmanın çalışma grubunu, 2014-2015 Güz Döneminde, Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Resim İş Eğitimi Ana Bilim Dalı’nda öğrenim gören 38 öğretmen adayı oluşturmaktadır. Araştırmada öz düzenlemeli öğrenmenin görsel sanatlar öğretmeni adaylarının akademik başarılarına etkisini kontrol etmek için akademik başarı testi kullanılmıştır. Dersler deney grubunda öz düzenlemeli öğrenme yaklaşımına uygun olarak, kontrol grubuna ise sunuş yoluyla öğrenme yaklaşımına dayalı olarak işlenmiştir. Verilerin analizinde SPSS 19 Paket Programı kullanılmıştır. Non-parametrik verilerin toplanması için "İlişkisiz Ölçümler İçin Mann Whitney U-Testi", öntest-sontest, son test- kalıcılık puanlarını karşılaştırmak için non-parametrik istatistik tekniklerinden "İlişkili Ölçümler İçin Wilcoxon İşaretli Sıralar Testi" kullanılmıştır. Araştırma bulgularına göre; deney ve kontrol gruplarının son test puanlarına bakıldığında her iki öğrenme ortamında da akademik başarıda belli bir artış gözlenmiştir. Deney grubu ile kontrol grubu son test puanları karşılaştırıldığında; deney grubundakilerin akademik başarılarının kontrol grubundakilere göre daha yüksek olduğu görülmektedir. Bu bulgu; öz düzenlemeye dayalı öğretimin daha etkili bir öğrenme ortamı sağladığını ve öğrencilerin akademik başarılarını arttırmada daha etkili olduğunu göstermektedir. Ayrıca; deney ve kontrol gruplarının kalıcılık puanlarına bakıldığında her iki öğrenme ortamında da yapılan öğretimin kalıcılığını sürdürdüğü görülmüştür. Deney grubu ile kontrol grubu kalıcılık puanları karşılaştırıldığında; deney grubunun kalıcılık puanları kontrol grubuna göre daha yüksektir. Araştırma sonuçlarına dayanarak; öz düzenlemeli öğrenme yaklaşımının öğretmen adaylarının akademik başarılarına ve sanat eleştirisi dersi tutumlarına olumlu yönde etki ettiği söylenebilir.

Teacher resilience instrument: Development and validation of a four-factor model

The study into teacher resilience has been inadequate due to a lack of measures that apply to educational settings. The items measuring teacher resilience were constructed through literature extensive discussion with the experts in the field and further discussion with the practitioners, i.e., secondary school teachers. The Teacher Resilience Instrument was then tested in a field via survey research method. The sample of the current study consists of 380 secondary school teachers in Bauchi State, Nigeria, through cluster sampling and systematic sampling method. The exploratory and confirmatory factor analysis were used to test the hypothesized model with four dimensions of teacher resilience. The results of the study show that the proposed model was fit and data loading were significant, which leads to the construct validity of the research instrument. Finally, the study highlighted the importance of researching more on teacher resilience to seek its relationship with other factors, pertinent especially to address issues regarding teacher wellbeing and retention.