Teacher Retention In Schools Research Articles

A Systematic Literature Review on Factors of Stress, Burnout and Job Satisfaction of Secondary Grades Teachers at Time of Professional Crisis

Internationally and in the United States, teachers are leaving the profession in an expedited rate resulting in a teacher shortage. This systematic literature review synthesizes empirical literature to identify current characteristics or factors related to stress, job satisfaction and burnout for secondary general education teachers. Four themes are developed from examination: stress factors, job satisfaction, teacher burnout, and teachers’ intent to remain in the profession. Within the identified themes, four subthemes are also developed: administration effect or relationship on teacher burnout, policy on teachers, new teachers vs, veteran teachers, and leavers and stayers. The factors presented from this review could support future research in developing new approaches to prevent teacher turnover and promote instead teacher retention in schools.

Quality Education: Critical Policy Considerations that Impact Teacher Retention in Schools

Teachers are a critical factor in quality education. They contribute to the academic development and socialisation of students, and school improvement. Schools that attract and retain quality teachers can facilitate attainment of these broader educational goals. Teacher retention in education systems and schools entails the development of policies and practices to attract and retain high-quality teachers and leaders. It is not just about keeping teachers in schools, but also reducing attrition, especially among beginning teachers. If good teachers are to remain in the teaching profession and work best to support learners, they must have an endearing and supporting working environment that recognises and promotes their effort in multiple ways. In this paper, which employs a desk review research methodology, we review relevant research literature to identify key policy factors that affect teacher retention in schools and propose policy and practice recommendations that can minimise attrition in education systems, including special lessons for Ghana. Additionally, we define quality education and argue for increasing teacher retention and decreasing attrition.

Influence of Job Motivation on Basic School Teacher Retention in the Somanya Circuit of Eastern Region in Ghana Education Service

The study set out to examine the influence of motivation on teacher job performance and on teacher retention in the Somanya Circuit of the Ghana Education Service. Generally, teachers in Ghana tend to leave the teaching profession despite various interventions such as single salary spine and best teacher award scheme put in place. Teachers in the Somanya Circuit did not stay and work for more than three years but there is no documented reason why. Therefore the study was done to find out why and whether they were not motivated enough. The researcher adopted the descriptive survey design. A sample of 170 teachers selected by stratified random sampling was used. Questionnaires was the maininstrument used and the data collected were analysed with the statistical tool SPSS. The findings of the study revealed that basic school teachers in public school in the Somanya circuit were highly motivated, but they rated their mode of promotion and salary levels to be rather low. The results also revealed that respondents generally disagreed that thefactors of motivation like salary and monetary compensation, leave benefits, good retirement plan, promotion, job security, opportunities for extra income, health benefits, accommodation, free time during holidays and more time to attend to other issues do influence their level of motivation. It was further revealed that some basic school teachers havebeen retained in the Somanya circuit not necessarily based on the motivation avenues presented to them but on other factors Finally, it was recommended that Yilo Krobo Municipal Directorate of the Ghana Education Service should continue to motivate teachers by providing adequate supervision, recognition and appreciation to motivate basic schoolteachers in the Circuit.
 Citation: E, Owusu-Acheaw, and D., Bakker-Edoh. Influence of Job Motivation on Basic School Teacher Retention in theSomanya Circuit of Eastern Region in Ghana Education Service, 2020; 5(3): 12-36.
 Received: April 8, 2020Accepted: September 30, 2020

Finding the Right Fit: Recruiting and Retaining Teachers in Milwaukee Choice Schools

This article explores differential hiring and retention practices across schools of choice using data gathered as part of a comprehensive evaluation of a large-scale school voucher program in Milwaukee, Wisconsin. A variety of interview, survey, and observation instruments are used to describe the challenges and strategies that 13 schools report regarding teacher recruitment and retention. We conclude that schools with established partnerships with institutions that share a religious or philosophical commitment experience the highest success with recruiting and retaining teachers. We describe the strategies used by these schools and make recommendations for improving teacher retention in schools of choice.

Chinese middle school teacher job satisfaction and its relationships with teacher moving

This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a 35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle school teachers were dissatisfied with their job in general. (2) Younger, less-experienced, junior teachers were more satisfied. Most groups of teachers were more satisfied with their working conditions, but less satisfied with income. (3) The sub-factors of leadership, professional opportunities, working conditions, and income had significant relationships with teachers’ future career planning. The reasons contributing to job dissatisfaction and teacher retention in schools are discussed.

Addressing urban high-poverty school teacher attrition by addressing urban high-poverty school teacher retention: why effective teachers persevere

Recruiting and retaining quality teachers specific for high-poverty schools in urban areas is a national concern, especially in light of the “No Child Left Behind” federal legislation. The educational realities, detrimental effects of poverty, and human despair that often depress low-income communities can prove to be quite overpowering for many teachers new to the profession and significantly contribute to high levels of teacher absenteeism, attrition rates, and teacher shortages. Examining this issue through a new lens, that being through the eyes of effective urban high-poverty school educators, has the potential to spark spirited conversations and debates among policy makers and educators alike so that significant polices and efforts can be developed and implemented. Therefore, the intent of this study was to develop a profile of high-quality educators who remain in urban high-poverty schools within a large metropolitan school district, and identify the indicators that influence them to remain. The results indicated that teachers who are African American, older, and more experienced define the profile of teachers most likely to remain beyond the first three years in this demanding setting. Additionally, these teachers reported that they remain because they believe they are well suited for teaching in high-poverty schools. Unless more attention is given to teacher retention, and why some educators are successful and persevere in even the most hard-to-staff schools, teacher attrition will continue to be a national concern. Key words: Urban teaching, teacher retention, teacher recruitment.

An examination of the influence of personal, professional, and school district characteristics on public school teacher retention

This study quantifies the relationships among the personal and professional attributes of elementary and secondary teachers, the financial, institutional, and demographic characteristics of school districts, and the retention behavior of teachers employed by these districts. A decision to continue teaching in the same district the following year is negatively related to property wealth and the percentage of Indians and Asians in the student population, is positively correlated to teaching experience, salary, an elementary teaching assignment, and district enrollment, and is a quadratic function of age and pupil-certificated staff ratios.