The purpose of this study was to examine the relationship between mentoring and Early Career Teacher retention, within an urban school district in Maryland. The research examined mentoring and teacher retention in an urban school district. There were 11 participants in the study. Seven of the participants remained in the district after their…

Teachers with less than 5 years of teaching experience in low socioeconomic status schools are more likely to leave education than those who have taught in a higher socioeconomic school, often leaving schools in low socioeconomic areas struggling to fill vacancies and to keep a full teaching staff. Many students are high-risk if they attend a…

The purpose of the quantitative, descriptive, correlational study was to determine the influence of the first-year teacher induction program on the retention of teachers within the first five years of their careers. The study was conducted by surveying 70 teachers from elementary, middle, and high schools in a large school district in the upstate…

Teacher attrition disproportionately affects schools that have high populations of students who are socio-economically disadvantaged and/or high populations of students of color. The retention of social justice teachers is specifically important at high-needs schools because these teachers help to address both educational and social inequality.…

Exploring methods to diversify the teacher workforce has grown over the years as the United States becomes increasingly more diverse. However, diversifying the teaching workforce has been met with challenges due to various factors, including an overall declining teacher workforce, fewer minority candidates entering the field of education, and the…

Due to high rates of teacher shortages, there is a serious problem emerging in our national education system, which will continue to affect teachers, students, and society in general. The purpose of this qualitative case study was to explore veteran teachers' reasons for remaining in the field of education and their perceptions of best practices…

Teachers face many challenges in the first years of their careers. Without support and guidance from experienced, highly qualified teacher mentors, the demands of the classroom can overwhelm novice teachers. It comes as no surprise that one-third of teachers leave the profession within their first five years. This policy update draws on research,…

Focus County School District in the Mideast United States experienced a 12% teacher turnover rate over the last 2 years. The purpose of this study was to explore those factors that led to teachers leaving the district. Bandura's social cognitive theory was the guiding theory to examine and explain those factors that contributed to the district's…

Teacher attrition adversely impacts the academic future of the students in public schools. Each year, thousands of classrooms go without qualified teachers to provide instruction. Without qualified teachers to instruct students using college and career readiness standards, education agencies, including state departments of education, districts,…

Alternate route to licensure (AR) programs in special education continue to increase despite concerns that teachers certified through these pathways leave the profession at rates higher than traditionally prepared teachers. The purpose of this study was to examine special education AR program completers to determine their persistence to stay in…

Mentoring, and to a greater extent support from high-level administrators, has been shown to decrease worker turnover in general, but little is known about its differential impact on minority workers. Utilizing four waves of the Schools and Staffing Survey, we find that administrative support is most strongly associated with retention for minority…

Purpose: Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach: This study includes a survival analysis to examine when beginning…

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…

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…