Positive Implications Of Teacher Attrition

Research revealed a link between student success and the retention of effective high school teachers. These studies also showed that hard-to-staff

Overall, high rates of teacher turnover have direct monetary costs and alter the distribution of teacher experience and skill across districts. Dr. Maxwell, the Superintendent of PGCPS formed a Transition Team from which four subcommittees were formed one being the Teaching and Learning Committee (TL). The TL examined research on professional literature to answer the question and determined that in order for students to receive the high-quality education that prepares them to succeed in post-secondary opportunities, staff members must have instructional resources and professional learning opportunities to build their capacities

There is a consensus among the concerned stakeholders that the quality of teachers is the leading factor in determination of student performance. In the case of United States, the student performance can only be given an impetus by the efforts which the state can make, under all costs, to develop and retain high quality teachers. The measures undertaken determine the level of turnover of the school teachers. Lazear (2009) similarly argues the length of employment is a critical factor in averse risks of employment a trend contrary to teachers treatment. The turnover of public school teachers will refer to the rate at which the state, which is the teacher’s

According to the Organization for Economic Cooperation and Development ranking, the United States of America is considered mediocre in its educational performance. In a competitive world where average is just not adequate for the well-being of a nation, experts have theorized that to improve the country’s education our schools need to revaluate different factors of the education system. Some have even speculated these factors are the teacher’s tenure. In fact, some claim tenure is the reason why the United States’ education system quality is on its downward slope. In order for one to determine if the country’s education is suffering from tenure, one need to have a full understanding of its function and how teachers use tenure. One would also need to know the benefits of this contract by understanding how tenure relates to discrimination, academic freedom, freedom of expression, freedom of association, and freedom of religion. However, one would also need to have knowledge of the cons of teacher’s tenure by analyzing how the dance of the lemon’s policy and the reassignment centers do not allow teachers to improve and how much tenure can cost the school districts.

Chapter three discusses the quantitative research used to uncover whether associations exist between specific working conditions present in high minority and high poverty schools and low teacher turnover in those schools. The chapter begins with a review of the problem statement and research questions followed by a description of the research design. The process for collecting and analyzing data concludes this chapter.

Because she was certified and was able to produce results she quickly landed another opportunity, which she would walk away from as well after only two months of employment. Now you may say well she just didn’t want to work, ok possibly, but not even a week after her declaration of independence from teaching, did my other sister resign from her teaching position after three years and being in three different districts. On top of those not so positive situations, I was encountering the almost perplexing nonchalant attitude of students who confessed daily, “You won’t be here all year anyway, every year one of my teachers quit in the middle of the year” and this is was from the mouth of a fifth grader. Growing up, I could never recall a teacher quitting on me, the class or any other class, but nowadays it seems almost expected. Today, I am experiencing first hand that teachers are coming and going not only year-by-year but for some it’s month by month. Does the administration even care about retention? A thought I ponder as I hear others tell of their situations at their schools and how they don’t

(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).

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

Increased student achievement has been the focus of many school districts across the country in recent years, looking at the level of student achievement, what is necessary to see an increase, and how to afford it. The retention of high quality teachers is an extremely important part of the puzzle. Teacher retention includes not only keeping the teachers who are difficult or impossible to replace, but also weeding out the teachers who need to be replaced. This process of evaluation and incentives must work together to attract and keep the best possible teachers in our classrooms so students can get the best possible education to be successful in the world to come.

For instance, researchers have found when teachers leave a school, the district will often refill their position with a teacher, “who is not fully qualified to teach. 90% of open teaching positions are created by teachers who leave the profession” (Learning Policy Institute: Teacher Turnover: Why It Matters and What We Can Do About It), making the teacher retention rate across the country pitifully low, right along with the budget. Filling these vacancies with unqualified teachers not only increase the school’s liability, but it also increases the chance of student failure in the classroom setting. Budget cuts are making school districts desperate to find qualified teachers. School districts are frantically searching for qualified individuals, as fewer people are going into the field of teaching. If the budget begins to increase, so will teacher retention rates, ultimately creating the best possible scenario for students, setting them up for success both inside and outside of the classroom setting and

Teacher retention is a serious problem in the United States. So many teachers leave after their first few years as a teacher. In regards to teacher retention, Tennessee has the highest because they have a bonus pay for any high-level teachers who decide to teach in the low-performing schools.

The purpose of this study is to evaluate strategies when retaining quality teachers, and human resource personnel tend to run into problems of retaining effective teachers. These issues tend to be identifying quality teachers. The quality of a teacher is often seen after the teacher is in the classroom by reviewing students annual standardized test scores. Determining the quality of the teacher has been viewed in parallel of their pre-service training and university when recruiting. It has been common to offer favorable incentives to recruit “quality teachers” and offer competitive benefits to reduce the turnover rate. Large-scale education policy studies focus on relationships between easily classifiable teacher background

A shortage of teachers in CTE is a problem that can only be solved by keeping teachers in the profession. Addressing teacher turnover is critical in Family and Consumer Science because CTE teachers are difficult to replace. The article, “Factors Affecting the Retention of Secondary Family and Consumer Science Teachers,” explains the results of a study in Kansas that looked at specific factors affecting the retention of Family and Consumer Science teachers. A major finding was that support from administration and student respect were important to teachers. FACS teachers also said they wanted to improve student performance and student engagement and incorporate new ideas into their classrooms. It was important to them to know that they were doing a good job. As as student studying to become a Family and Consumer Science teacher, this article interested me because it is a study about people in my desired career. The article provided insights to what people in my career are thinking about their jobs, where they would like to see improvements made, and how they feel about what goes on in the classroom.

Society always has said that kids need to go to school so that they can get a better education. The research pointed a lot to the opportunities for new management control and performance measurements for teachers. The early years, Elementary, Middle and High school, are considered the most important and fundamental stepping stone for kids. There has always been talk in the news with relation to principals getting fired because they started manipulating student test scores on state exams to help receiving funding for the school. Many of these issues and problems were not at the principal level, but always higher. When looking at school districts, such as an example of the Atlanta School District, they had to

According to Schaffhauser (2014, pg. 1), the problem isn’t teacher recruiting, it’s retention. Plenty of candidates exist and can be obtained, but keeping them is another story. This article highlights the fact that dissatisfaction, poor working conditions, and an inability to influence their circumstances affect the decision of a teacher to stay at school than anything else. Data concerning math, science and minority teachers was provided. Schaffhauser (2014, pg. 2) proposes that the national issues of math-science and minority teacher shortages are often misdiagnosed. Due to the national initiatives to recruit math-science teachers the pool of applicants exist, however of all academic contents they are the ones leaving the positions.