Improving Retention Rate Of Australia

While salary is a contributing factor to poor retention, administrators must investigate measures to adequately support their teachers. Greiner et al. (2005) created a five step plan to increase teacher retention. Their plan included designing collaborative training programs, developing flexible scheduling, strengthening relationships between experienced teachers, and developing partnerships between schools and local school districts.

By discovering the reasons as to why employees leave the organisation, strategies for organisations to increase retention can then be identified (Mowday 1984).

Area III, Professional Development referenced strengths currently in place across the district: year-round professional development (PD) plan for teachers and administrators, and an effective mentor program for new and resident teachers. Likewise, the TL also noted significant challenges that reduce the effectiveness of staff training: too often, it (professional development) is voluntary or scheduled at inconvenient times, schools lack sufficient time to plan and collaborate around PD initiatives, the limited central office staff cannot provide adequate services, especially in specialty areas, too often, there is no on-going support after training, professional development sessions and initiatives are not carefully evaluated to determine what is effective, and competing initiatives across different offices send mixed messages to schools and teachers. Area IV, Specialty Programs and Other areas noted challenges facing the school district to include the recruitment and retention of highly qualified teachers. The report noted a number of factors have contributed to challenges with recruitment and retention including salary and benefits that may not be competitive enough with surrounding districts, and limited supports available to teachers to implement high quality instruction. Additionally, inconsistent teacher evaluation procedures do not produce useful feedback or data. Based on the initial evidence from focus groups and document reviews, the Teaching and Learning committee members developed twelve key recommendations. A critical recommendation regarding teacher attrition was: (TL 11) assess or clarify the issues around the hiring and retention of highly qualified and high-performing teachers (Dukes et.al). These findings suggest that PGCPS must find better ways of retaining teachers. Prince George’s County Public Schools can no longer afford to be complacent about teachers exiting the

Like leadership turnover in other professions, turnover rates at more challenging schools are on the higher end of that spectrum (Beteille, Kalogrides and Loeb 2011, Boyd, et al. 2008, Clark, Martorell and Rockoff 2009). For instance, large, urban districts have similar turnover rates: Miami-Dade County Public Schools (MDCPS) is 22%, Milwaukee is 20%, San Francisco 26%, and New York City is 24% (Beteille, Kalogrides and Loeb 2011, Boyd, et al. 2008, Clark, Martorell and Rockoff 2009). However, within MDCPS, the turnover rate is higher for the district’s highest-poverty schools (28%), versus lowest-poverty schools (18%) (Beteille, Kalogrides and Loeb 2011). New York City school findings were similar (Clark, Martorell and Rockoff 2009). Low-performing, low-SES schools that lose an effective principal, often struggle due to having a replacement that is less-experienced and less-effective (Beteille, Kalogrides and Loeb 2011, Branch, Hanushek and Rivkin 2012).

In response to the general questions at the beginning of the questionnaire that were intended as straightforward factual questions to slide the subjects gently into discussion, it was shown that there is a breadth of teaching experience as expected. The minimum length of time teaching was five years and the longest was thirty-eight years. However, because two of the respondents had been employed in careers other than teaching the length of service did not mirror the age profile. This is significant in that this is an established team who has previously worked through many changes together. There was a range of responsibilities in terms of both subject expertise and responsibilities in terms of pay scale i.e. there were responses from teachers on the main pay scale, upper scale and from teachers with teaching and learning responsibility points.

This is therefore enough evidence that there are factors which could lead to teacher’s low or high turnover in schools. While low turnover is beneficial to the employer, high turnover is detrimental and costly to the employer in terms of the money used in recruiting, retention and teacher compensation. Therefore, it will be good to study some of the factors and briefly analyze their effect on teachers’ turnover.

James Shaw and Jodi Newton wrote an article entitled “ Teacher Retention and Satisfaction with a Servant Leader Principle”. In this article it examined a study done in 1994, when teaching was a promising time, and how teachers began to leave the profession. In 1994 the secretary of education did a study the United States would hire two million teachers. In 2004 the United States actually beat their goal and hired 2.24 million teachers. According to the study, during the same decade 2.7 million teachers quit; Ten percent in 2007, then twelve percent in 2009 (Shaw & Newton, 2014). The trend has steadily remained the same over the past few

Public education in the United States is under constant criticism as a system that is failing the children of the country. One major factor that plays into the ineffectiveness of the U.S. public education system is the lack of consistency with teachers. Public education teachers tend to have a substantial turnover rate. According to Cochran-Smith et al. (2011), “The attrition of beginning teachers was a problem in the United States, in part because of his initially stunning finding that as many as 46% of new teachers left the profession within 5 years” (Cochran-Smith et al. 19). This volume of teachers leaving the field is dramatic and is especially damaging in science, technology, engineering,

Nevertheless, these methods cannot predict employees’ turnover. Morrell et al. (2001) discuss about two key concepts: voluntary and involuntary turnover. Voluntary turnover relates to the employee’s decision to leave such as illness or personal reasons. While, involuntary turnover relates to company related problems such as the need to cut costs or to downsize. Even if organisations develop means to identify the characteristics that influence turnover, neither of these two types can be successfully foreseen during the recruitment process. As a result, employers need to secure long term employment since a labour turnover will have a high cost both in terms of recruitment and selection and in terms of training sessions meant to enhance the employees’ soft skills. (Beardwell and Claydon, 2010).

One of the many problems in education is the attrition rate of teachers (Boyer Para 4). Many

These three articles investigate on different factors; however they share common key theme: what makes teachers to leave

The researcher hypothesizes that working conditions, individually and in combinations, will influence teachers’ plans to remain or exit a building and that these perceptions are associated with teachers’ ages and years of experience. The null hypotheses states there is no difference between the working conditions in high minority and in high poverty school districts with lower teacher turnover and the working conditions in high minority and in high poverty school districts with higher teacher turnover.

The principal observations will allow me to explore how they plan their days (weeks, semesters, academic years) with teacher retention as a key element. Likewise, this method will enable me to show the relationship between the actions of the principal and factors that influence teacher retention and provide an opportunity to gather in-depth information on how the identified strategies affect teacher attrition. Throughout the study, I will look for patterns in the strategies employed while analyzing the interview and observational data as well as develop an understanding of why and how these strategies are used through the lens of a principal. I anticipate that principals will share practices they believe are successful and common themes will emerge in the data analysis phase. I will ask

A commonly accepted statistic shows that the majority of public school teachers leave the profession within 3-5 years of entering it. It’s a sobering statistic, but why is this so? A teacher has four years to prepare for becoming a teacher. There are college classes, field experiences, and workshops. Professors provide helpful hints, real classroom teachers give helpful advice, and overall the process is pretty thorough. However, it’s not enough. Once a new teacher stands in front of his or her own class for the first time, all of that training goes out the window. The classroom becomes a little bit like a warzone. There’s choas, uncertainty, and at times, a lot of screaming. In order to survive the first year of teaching, a person needs to be willing to accept and learn from failure.

Workforce turnover is a complex and important issue amongst today's organisations. It is perhaps one of the most often cited cause of increased cost and decreased productivity. No wonder people management has become an important frontier to extract and create more value from company assets. On comprehending the articles, it has become evident that organisations have moved beyond the traditional approach of only investing in core business activities, to invest in employee retention strategies. Many organisations, for example St. George Bank