Teachers' perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status…

The authors examine one school that has implemented effective and replicable teacher retention policies and practices, and spotlight the meaningful outcomes that ensued when teachers were supported and empowered.

Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this…

While teaching is the most important school-based factor in student success, teaching is also ranked one of the worst professions for physical health, psychological well-being, and job satisfaction. That leads to high rates of absenteeism and turnover, exacting a financial toll on schools and negatively affecting students' academic achievement.…

Building a stronger teacher workforce requires the thoughtful orchestration of multiple processes working together in a human capital system. This white paper presents a framework that can be used to take stock of current efforts to enhance the teacher workforce in school districts or educational organizations, as well as their underlying theories…

Studies indicate that as many as 20 percent of teachers nationwide leave the profession after three years and close to 30 percent leave after five years. This research capsule examines the characteristics of teachers who move or leave and the types of schools they are most likely to leave. Findings on the impact of financial compensation on…

Although states have maintained a focus on recruiting and retaining teachers, many schools and districts still face daunting challenges in ensuring a qualified and competent teaching corps. It is particularly difficult for schools considered hard to staff-those with high concentrations of low-performing, low-income students; high teacher turnover;…

A STUDY WAS UNDERTAKEN TO DETERMINE THE RELATIONSHIP BETWEEN (TEACHER) INTERNS' SCORES ON PERSONALITY SCHEDULES AND CASE STUDY INSTRUMENTS AND THE EMOTIONAL CLIMATE OF THEIR CLASSROOM. THERE WERE THREE GENERAL CATEGORIES OF HYPOTHESES--(1) THOSE PERTAINING TO THE RELATIONSHIP BETWEEN PERSONALITY VARIABLES AND BEHAVIORAL VARIABLES, (2) THOSE…