Teacher retention rates are currently at an all-time low, posing significant challenges to the stability and effectiveness of educational institutions. This paper aimed to address this pressing issue by identifying methods to enhance teacher job satisfaction specifically within the context of Association of Christian Schools International (ACSI)…

This qualitative case study examined the perspectives of Early Childhood Education (ECE) teachers in a Virginia Region III Head Start agency, focusing on factors influencing their intentions to stay and ways to improve retention rates. The study addressed workforce challenges by identifying specific retention factors and exploring solutions. The…

With an estimated 40 to 50% of teachers leaving the classroom within their first 5 years (Arnett, 2017; Haynes, Maddock, & Goldrick, 2014; Ingersoll, 2012; Neason, 2014; Phillips, 2015; Riggs, 2013), some have espoused that a well-conceived and well-implemented teacher induction program with a strong emphasis on mentoring will not only…

While perceived overqualification (POQ) has received increased research attention in recent years, the identification of variables that moderate POQ-outcome relationships is critical to our understanding of how the construct affects career outcomes. This study, involving 170 full-time primary and secondary school educators in a suburban…

This study used path analysis to examine the effects of work-related factors--including principal support, stress, role problems, job satisfaction, and commitment--on 542 Virginia special educators' expressions of intent to stay in teaching. The study concluded that these work-related variables should be included in strategies for retaining…

A questionnaire was completed by 463 special educators and 493 general educators in Virginia. Analysis indicated that work-related variables, such as leadership support, role conflict, role ambiguity, and stress, are better predictors of commitment and job satisfaction than are demographic variables. Findings were similar for general and special…

A survey of 385 special and 313 general education teachers in Virginia found that groups had similar perceptions of principal support. Work-related variables were better predictors of extent of perceived support than were demographic variables. Specific types of support were significant predictors of job satisfaction, school commitment, and…

In 1990, a survey was conducted of all full-time humanities and social sciences faculty at eight community colleges in the Virginia Community College System (VCCS). The study collected demographic data and examined the relationship between aging (both an individual's chronological age and length of time in the system) and job satisfaction through…

This study investigated teacher attrition and retention in seven Virginia school divisions representing urban, suburban, and rural localities. Focus group interviews of teachers who stay in their school divisions and telephone interviews of teachers who migrated to another school division or who left the teaching profession revealed a hierarchy of…