This study addressed the problem of job satisfaction of new teachers in large urban school districts. Understanding what contributes to job satisfaction of new teachers has implications for retention strategies supporting cost-effective human capital management as well as for improving working conditions and performance in the educational…

In these economic times, retention of new faculty, particularly minority and international faculty, is a high priority. In this study, retention of new faculty from 2006 to 2013 was compared for participants and nonparticipants in a formal mentoring program. Retention was 92% for participating faculty and 58% for nonparticipating new faculty. For…

This paper reports the autobiographical narrative of Mr. L., as case-in-point example of the thresholding moment and the process of transitioning into Academia. The role of the lecturer-mentor and the multi-logic space that facilitates the process are clarified. I use hermeneutic phenomenology and interpretivism as methodological tools. This ex…

The greening of the United States teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability measures, preparation type), we built off previous research in economics and psychology to…

This manuscript highlights the experiences of three urban teacher-residents (current and alumni) as they chronicle their journeys finding their way into their role as teachers, supporting learners through a teacher cadet program, developing through a year-long teacher residency, and then moving into their first years of teaching in the urban…

Teacher retention in the STEM fields is of national interest. Several factors, such as job satisfaction, classroom control, and school influence have been linked to teachers leaving the profession. By statistically analyzing various questions from the Schools and Staffing Survey Teacher Questionnaire, this study evaluated the current state of how…

This qualitative study was designed to determine if the teaching population in the state of Arkansas had a more favorable attitude toward specific motivational theories and practices; and to determine if that attitude significantly affected the teacher retention rate and the quality of work produced. The literature reviewed included the role of…

TNTP (formerly The New Teacher Project) is committed to ending educational inequities by promoting the recruitment, training, and retention of high-quality teachers and school leaders. The U.S. Department of Education's Supporting Effective Educator Development (SEED) grant has funded TNTP to implement the Teacher Effectiveness and Certification…

The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers' feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows…

This report shares findings from three longitudinal studies of the Urban Teacher Residency (UTR) Project, a partnership between New Visions for Public Schools, Hunter College, and the New York City Department of Education. From 2009 to 2014, with funding from the US Department of Education's Teacher Quality Partnership (TQP) Program, UTR placed…

An important aspect of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution's survival promotes more opportunities and positive learning experiences. "Faculty Mentorship at Historically Black Colleges and Universities" provides emerging research on…

The issue of attrition and retention has been a chronic problem in the field of education for decades. School districts across the United States are experiencing shortages of qualified special education teachers largely due to high turnover rates, with many of these teachers electing not to return after their first year of teaching. In fact,…

The article presents a combined study--quantitative and qualitative--that examined the changes that occurred in the perceptions of beginning dance teachers over their internship year, following their participation in a targeted induction workshop, in which the collaborative reflection methodology was used. The study examined an intervention plan…

This article examines the professional integration of beginning teachers in French-speaking Belgium and the factors predicting an exit from the profession during the first years of their careers. The analysis of four successive cohorts of new teachers indicates that exit rates are very high during the first year but show a gradual decline…

The issue of beginning teachers leaving the profession in the first few years of their career represents a global problem, and while discrepancies exist over precise numbers, there is consensus that the attrition rate of new teachers is high. This paper reports on a narrative inquiry into two beginning teachers who left the profession after just…