This qualitative study examined the impact of mentor and new teacher pairings on the self-reported benefits of a statewide mentoring program for new teachers. Participants included 147 new teachers and 89 mentors in a Midwestern, rural state. Teacher demographics included all grade levels, different content areas, job alike and job not-alike…

A school's performance over time is shaped by its ability to retain strong teachers. Research has identified multiple predictors associated with teacher retention; however, few studies have investigated the association between person-organization and person-group fit and teacher retention. The purpose of this study is to investigate the…

This study follows a cohort of early career teachers who graduated from the same teacher education program into their second year of teaching to analyze how their professional identity (hereafter PI) developed after entering the profession. In a previous phase of this research, graduates were interviewed as they completed the degree; those…

The high turnover rates of science educators in high-need secondary schools are a concern for many educational leaders. There is a gap in the literature for understanding the coaching strategies and practices that are perceived as being beneficial for science instructional coaching of novice science teachers in high-need secondary schools. In this…

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…

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…

Administrative support is critical in reducing the teacher turnover rate. Specifically, teachers indicated the need for administrative support, relevant opportunities for professional development, behavioral support, and allocating time for collaboration and planning. In addition, proving administrative support is most consistently associated with…

Research focusing on retention is vital for addressing the shortage of qualified special educators. In this phenomenological study, therefore, 21 early career special educators in Wisconsin were interviewed to investigate what factors most motivated them to continue in their profession. The study also examined how early career special educators…

The impact of COVID-19 on teachers is still being assessed. In the wake of the COVID-19 pandemic this practical action research study action plans for how schools can shift their professional development protocols to be more responsive to teacher's, particularly new teacher's, needs. The action plan is grounded in data from a series of…

The purpose of this qualitative exploratory single-embedded case study was to explore novice teachers' perceptions of unprofessional school culture, school performance, and teacher retention. The study focused on six licensed middle school novice teachers employed with school districts located in the southeastern region of the United States. This…

Teacher attrition is a significant issue in charter schools, particularly among Early Career Elementary Charter School Teachers. The high attrition rate intensifies issues, including increased burdens on remaining staff and a potential decline in the quality of instruction. This qualitative phenomenological study explored the influence of…

Work-related social interactions are key to the effectiveness and retention of new teachers, yet little research has examined changes in these networks over time. Using longitudinal social network data from 14 elementary schools, this study explores new teachers' instructional advice interactions with their colleagues. Results suggest that new…

Teacher self-efficacy impacts student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support contribute toward teacher self-efficacy. The purpose of this…

Studies of early-career teachers in the 1970s-1990s find that one-quarter to one-half of teachers who left the classroom eventually returned and that returning was associated with teachers' gender and their child-rearing responsibilities. However, much has changed in the last forty years. Women are more likely to continue to participate in the…