This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers'…

The Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) is a three-year teacher residency program that seeks to recruit, support, and retain a diverse, highly effective, and culturally competent educator workforce that is committed to working in high-needs schools and to improving student outcomes. This evaluation…

Educational organizations were experiencing increasing teacher attrition rates, thereby impacting teacher self-efficacy, workplace continuity, and student achievement levels. With this national crisis unfolding, schools struggled to recruit and retain high-quality teachers necessary for organizational success and student mastery of standards-based…

An estimated 17% to 30% of new teachers in the U.S. leave the profession within their first 5 years of teaching. Some challenges that prompt new teachers to leave the field include stress, lack of appropriate support, and feeling unprepared to handle behavioral and academic issues among their students. Research supports the finding that teachers…

Rural school districts throughout the country face increasing challenges with recruiting and retaining beginning teachers due to job demands that include a lack of mentoring, lower salaries than their urban and suburban counterparts, geographic isolation, requirements to take on additional nonteaching duties, and teaching assignments that include…

Statistics have shown that at least 50% of all teachers leave the profession within the first five years, with higher departure rates in certain subjects (e.g. science and mathematics, special education, English language development) (Ingersoll, 2003) and in under-resourced schools with traditionally underserved students of color (Redding &…

The first year of teaching is a significant period in a teacher's life but for many it can signal the end, rather than the beginning, of their career. The demands of beginning teaching are well documented (Devos et al. in "Teach Teach Educ" 28(2): 206-217, 2012; Fantilli and McDougall in "Teach Teach Educ" 25(6): 814-825, 2009)…

The United States is facing a significant nurse educator shortage, with the National League for Nursing (2016) reporting that 28% of Associate Degree Nursing Programs (ADNP) have faculty vacancies. As a means to fill these nursing faculty shortages, colleges and universities often hire expert nurse clinicians without formalized training in higher…

This study was designed to improve the current beginning teacher support program and address the problem of beginning or early career teachers leaving the district. Researchers have found that as many as 50% of teachers leave the profession within their first five years of teaching (Darling-Hammond & Sykes, 2003). This study proposed changes…

The purpose of this research study was to examine the effects of K-12 early career teacher participation in a mentoring or induction program as well as personal resiliency on intention to teach next year and still be teaching in five years. Teacher retention has been an issue for over 50 years and is one of the least understood issues in the…

Assimilating new teachers into schools is a critical component of administrative responsibility and sustainability. About 580 000 teachers (17% of all teachers) were newly hired at their school, according to the US Department of Education. Most of these positions were created because of "teacher turnover." Some of these newly hired…

Fewer are entering the profession of teaching in the 21st century, many are fleeing, and districts all over the country are having staffing crises (Podolsky, Kini, Bishop, & Darling- Hammond, 2016). Many teachers leave within the first five years (Podolsky et al., 2016). Comprehensive induction programs are a way to support novice teachers and…

'Good faith' refers to the existentialist concept of living and acting in harmony with one's innermost values. An educator who teaches in good faith will fully actualize her philosophy of teaching in the classroom, which leads to greater job fulfilment and a higher likelihood of retention in the profession. Currently, much of the extant literature…

The scarcity of teacher retention for highly qualified Title I middle schools in GCPS is disturbing, suggesting the need to explore factors that cause mobility amongst teachers. Given that teacher retention directly impacts student performance, teacher retention needs to be addressed. Using a qualitative approach, the study served to explore GCPS…

For over three decades, U.S. public schools have utilized various formal mentoring and induction programs to support early career teachers' professional development and facilitate their willingness to remain in the teaching profession for longer than the first few years. These programs however vary in content, quality and targeted audience.…