The purpose of this mixed-methods single case study was to identify the perceived influence of a teacher mentoring program on participants' professional development and retention in the education profession at a small school district in the Southeastern United States. This study sought the perspectives of mentors, mentees, and building…

This qualitative phenomenological study aimed to understand the influence of principal leadership styles, including their character and behavioral traits, on new teacher motivation and retention in urban K-12 public schools. Specifically, this study examined the similarities and differences regarding what principals and novice teachers perceived…

The problem addressed in this qualitative study is the rise in teacher job dissatisfaction and low rates of retention, which has resulted in a significant increase in teacher vacancies in school districts across the United States. The purpose of this study was to describe and understand the lived experiences of early-career secondary teachers with…

The purpose of this qualitative descriptive study was to explore why fledgling secondary teachers with 4-6 years of teaching experience chose to remain in the profession beyond the COVID-19 pandemic. The researchers employed Herzberg's Two-Factor Theory of Motivation as the theoretical framework for this study. This theory focuses on two factors…

The purpose of this qualitative descriptive study was to explore why fledgling secondary teachers with 4-6 years of teaching experience chose to remain in the profession beyond the COVID-19 pandemic. The researchers employed Herzberg's Two-Factor Theory of Motivation as the theoretical framework for this study. This theory focuses on two factors…

Background/purpose: There exists a desire to provide schoolteachers with mentors. In English schools, school-based mentors are mandatory for schools participating in Initial Teacher Education and the Early Career Framework. The purpose of this study is to highlight the need for a professional mentoring capacity within schools without burdening…

Purpose: This study aims to supplement the international knowledge on factors determining retention in the teaching profession with findings from the Czech Republic. The study aims to answer the question of what factors on the part of schools and teachers are related to teachers' decision to leave the teaching profession, either temporarily or…

Although antecedents of teacher identity have been well investigated over decades, the role of demographic variables in teacher identity variance has received relatively little research attention. The study explored how teacher identity (grounded in a four-indicator model comprising occupational commitment, teacher self-efficacy, job satisfaction,…

Retaining new teachers has long been an issue that has plagued K-12 education (Garcia & Weiss, 2019; Ingersoll, 2001; Kelchtermans, 2017). While there is significant literature on general K-12 teacher retention (Borman & Dowling, 2008; Chapman & Hutcheson, 1982; Hanushek et al., 2004; Whipp & Geronime, 2015), there has been little…

Research is an integral part of the UCL's Early Career Framework (ECF) programme. This is the second report in a series of research publications from the UCL Centre for Educational Leadership-led project, The Impact of the ECF Programme on the Work Engagement, Wellbeing and Retention of Teachers: A Longitudinal Study, 2021-2026. ECF reform lies at…

Teacher turnover jeopardizes school effectiveness and contributes to teacher shortages directly impacting student learning. The problem addressed by this study was the negative impact of turnover in Texas Fast Growth School Coalition Districts' newly hired teachers. The purpose of this quantitative correlational study aimed to analyze the…

Implemented by Pfeiffer University, REPERTOIRE: Recruiting Educators, Preparing Educators, and Retaining Teachers to Optimize Interest in Rural Education was a collaborative partnership with Montgomery and Stanly County Schools in rural North Carolina. Pfeiffer University and the Division of Education and Division of Arts and Sciences provided…

For secondary school teachers, developing a teacher identity is complicated by spoken or implied expectations of the need to be an expert in the skills and knowledge of one's subject discipline. Since 2009, the Teacher as Practitioner study (N = 764) has explored the effect of continued subject discipline practice on teachers' identity and…

Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher's local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school…

The focus of this research was to better understand the characteristics and behaviors of novice teachers in urban schools who return for another school year by examining their decisions to return for another year of teaching. This qualitative study used semi-structured interviews of five secondary teachers from the same alternative licensure…