High Teacher Turnover

These students are typically going to school at institutions with less resources than middle-class areas. As a result these schools typically employee less qualified teachers and more disciplinary measures. “Children in the highest-poverty schools are assigned to novice teachers almost twice as often as children in low-poverty schools. Similarly, students in high-minority schools are assigned to novice teachers at twice the rate as students in schools without many minority students.”

According to the state report card, Salem Elementary School’s socioeconomic status of students is strongly high in poverty. Correspondingly, all of the students enrolled in Salem also have some type of economic disadvantage. As discussed in our EDTE 2020 class, high poverty areas tend to have teachers “with less experience”, who do not have “proper certification”, or who have a “high turnover rate”. This is the complete opposite at Salem, as it’s stated on the report card that all teachers have a bachelor and a master’s degree, with over 72% of teachers being

Teachers working in inner city high schools in the United States face enormous challenges. Their students, most of whom come from economically disadvantaged minority families and often do not speak English as a first language, present a daunting array of educational needs for teachers and schools. Resources and school structures are seldom sufficient for the task. Despite such conditions, some urban high school teachers persist for many years in the classroom and experience success and satisfaction in their work. Through a survey and extended interviews, this study identifies three broad factors that motivated a group of these teachers to remain in inner city classrooms for more than 12 years: (1) the students, (2) professional and personal

During my 13 years in the classroom, I have worked in a variety of schools. In North Caroline, I taught in two title one schools. In California, I taught at a school with a high migrant and ELL population. For the last five and a half years, I have taught in a very large, but low diversity school. A very large percent of the students come from middle to upper middle class homes. My current school has seen a slow, but steady increase in low income students and non-English speaking students.

This article whose focus was on minority teacher candidates in teacher education programs presented an argument that schools with increased numbers of minority teachers will have a richer multicultural knowledge base, stronger roles models, and more shared experiences between students and teachers, and greater numbers of insider experiences that help build bridges between cultures (Szecsi & Spillman, 2012). The article touched on a few of the “hindrances”, like low pay and standardized test difficulties, but the purpose the article was to help readers gain an understanding of how minorities in teacher education programs feel about their journey to becoming a teacher. The article showcased a study of three minority students in a teacher education

The population of the United States is ever evolving. According to the United States Census Bureau, the United States will become a “majority-minority” population by the year 2060 (Colby & Ortman, 2015, p. 9). In this ever changing society, we are still seeing a small margin of minorities choosing to become teachers. In fact, the teacher-student diversity gap is growing every year. On top of a lack of minority educators in the field, there is also a lack of proper preparation for white teachers who are working in diverse classrooms. In our transforming society, we need highly informed and diverse teachers who will embrace and encourage cultural diversity.

(citing Darling-Hammond & Sykes, 2003, and Ingersoll & Smith, 2003). Beginning teachers have the highest rates of turnover of any group of teachers. The attrition of beginning teachers has been widely reported since the late 1980s, but it was only a rough estimate using cross-sectional national data. Recently, using national longitudinal data, Perda (2013) was able to more accurately document rates of cumulative beginning teacher attrition. Perda found that more than 41 percent of new teachers leave teaching within 5 years of entry. Moreover, he also found that these already high levels have been going up since the late 1980’s. Rates of leaving for first year teachers rose from 9.8 to 13.1 percent from 1988 to 2008, a 34 percent increase (Perda, 2013).

This study selected 13,433 public K-8 and middle school teachers to participate in the North Carolina Teacher Working Conditions Survey (NCTWCS). The researcher collected data from 40% of the sample group of teachers. The data from this study revealed that teachers’ perceptions of their working conditions with the K-8 configuration were more positive that the 6-8 configuration. The results also indicated that the teacher demographics did have an effect on teachers’ perceptions of working conditions. The strongest correlation observed in the data was the relationship between ethnicity and professional

This research will explore what support system teachers need to remain in high risk schools. The general problem is approximately 30% of new teachers leave the education profession within 5 years of starting their career (Darling-Hammond & Sykes, 2003; Ingersoll, 2001, 2003). In high risk schools, the percentage is 20% higher, which causes inconsistencies in instruction (Darling-Hammond & Sykes, 2003; Ingersoll, 2001, 2003). According to previous studies, young, new teachers leave the education profession before retirement age (Veldman, van Tarwjik, Brekelmans, & Wubbels 2013). The specific problem is teacher turnover harms student achievement (Ronfelft, Loeb, & Wyckoff, 2013). In comparison, organizational management literature citied

In impoverished neighborhoods, children’s quality of education is destitute. According to Morgan 2012, “Schools in economically disadvantaged areas in the US suffer from teachers who are underprepared and too often work in schools with poor working condition” (291).

It is hard for teachers to remain after a year at our Charter School because they are not trained properly for the specific task. Statistics state that the main reason for such a high retention

Nationally, teacher turnover is 50 percent higher in high poverty schools than in more affluent schools (Allen, 2005). He indicated that 20 percent of teachers in high poverty schools have three or less years of teaching experience, compared with 11 percent in low poverty schools. Hanushek, Kain, and Rivkin (2004) discovered that Texas teachers tended to move from high to lower poverty schools. It was discovered

The constant turn-over rate of teachers, the lack of interest in teaching, and the lack of commitment to the profession continues to be a major concern for school systems all over this nation (Haritos, 2004). Alabama teachers are experiencing the effects of stress and coping is a priority for the retention of highly qualified teachers in the area. Literature from past and current research has established that there is a growing problem in the teaching field for work-related stress and coping is a factor that should be in place in order to maintain the functionality of work practices. According to Ingersoll (2014) 40 to 50 percent of teachers will leave the classroom within five years and with this percentage the teacher turnover rate is 4% higher than other professions.

One significant problem in the education field is the morale of in-service teachers. This problem is global, but it is particularly prominent in my current setting in south Louisiana. National and local newspaper, magazine, and online articles abound with accounts about how teachers have left the classroom. The stories have patterns and themes that usually involve a teacher describing their initial draw to the field and their desire to work with children, but the love for teaching faded away each day as things like new curriculum programs, less empowerment to make appropriate decisions about what’s best for children, more assessments, inadequate professional developments, and high stakes teacher evaluations were required.

The rate of attrition is staggering in the educational field. In the Roots of Attrition, researchers state that approximately thirty-three percent of teachers will leave the profession in the first five years of their careers. The information was referenced from multiple studies and shows that their impact on students is negative. The article lists a variety of reasons for this attrition including salaries, working conditions, teacher preparation, and a lack of mentoring support. The introduction went on to discuss that poor teacher preparation could be the greatest reason. The National Center for Education Statistics of 2005 reported teachers who did not complete a student-teaching experience were twice as likely to leave the profession.