Teacher attrition rates by type of institution (2016)

2021 ◽  
Keyword(s):  
Teacher Attrition ◽  
Attrition Rates ◽  
Type Of Institution

scholarly journals Kennesaw State University

2013 ◽  
Vol 1 (2) ◽  
pp. 83-96 ◽  
Author(s):  
Jennifer Heckert ◽  
Toni Strieker ◽  
Maria Shaheen
Keyword(s):  
Teacher Attrition ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
The United States ◽  
Shared Responsibility ◽  
State University ◽  
Attrition Rates ◽  
Blue Ribbon ◽  
Learn By Doing ◽  
Blue Ribbon Panel

As teacher educators in the United States, our capacity to prepare competent P-12 educators who are ready to meet the challenges of 21st century schooling has been called into question (Darling-Hammond, 2006). Low student achievement and high teacher attrition rates have resulted in a national call to prepare prospective and practicing teachers with the knowledge, skills, and dispositions to collaborate with colleagues and to provide an equitable and quality education for all students, particularly those from diverse backgrounds (Darling-Hammond, 2010). For example, the NCATE Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning (2010) recommends the transformation of clinical practice in order to better prepare prospective and practicing teacher with programs that create opportunities: (a) for partnerships with schools to advance shared responsibility for teacher preparation; (b) for prospective teachers to learn by doing; (c) for transforming curriculum, pedagogy, structure and delivery; and (d) to ensure prospective teachers will know how to collaborate with colleagues.

scholarly journals Teacher Attrition in a Northern Ontario Remote First Nation: A Narrative Re-Storying

in education ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 77-90
Author(s):  
Dawn Burleigh
Keyword(s):  
Teacher Retention ◽  
First Nations ◽  
Teacher Attrition ◽  
First Nation ◽  
Northern Ontario ◽  
Attrition Rates ◽  
System Perspective ◽  
Challenges And Opportunities ◽  
Faculties Of Education

Increasing teacher retention in First Nations communities has been identified in the literature as requiring attention. When attrition rates are high and teacher efficacy, quality of student experience, and overall academic achievement is compromised, efforts to mobilize plans for stability are needed. Through a narrative re-storying approach this paper unpacks the challenges and opportunities related to teacher attrition in one remote First Nation community in Northern Ontario. Although teacher attrition is inevitable, it is necessary to re-envision attrition factors as a plan for retention. Community integrated induction and mentorship programming, and continuous and multi-year contracts are two possible approaches to boost retention. Teacher education is also explored as a long-term approach to address teacher attrition from a system perspective. In all approaches, collaborative effort, engagement, and funding are needed from the federal government, local education authorities, and faculties of education to increase teacher retention in remote First Nation communities.

Improving Classroom Management and Teacher Retention

2020 ◽  
pp. 201-226 ◽  
Author(s):  
Jill Stefaniak ◽  
Jilian L. Reynolds ◽  
Tian Luo
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Teacher Retention ◽  
Classroom Management ◽  
Needs Assessment ◽  
Teacher Attrition ◽  
Teacher Turnover ◽  
Local Community ◽  
Instructional Designer ◽  
Attrition Rates

This case explores how a needs assessment was conducted at a middle school experiencing high rates of teacher turnover. Pamela Frost, an experienced instructional designer, was assigned to assess the situation and identify opportunities to improve professional development opportunities for the teachers. As a part of a needs assessment, Pamela gathered data to address needs pertaining to classroom management challenges, teacher attrition rates, and establishing relations with the local community. This case explores how Pamela gathered data and triangulated her findings to determine what interventions were needed.

scholarly journals Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers

2012 ◽  
Vol 20 ◽  
pp. 15 ◽  
Author(s):  
Daniel Allen Sass ◽  
Belinda Bustos Flores ◽  
Lorena Claeys ◽  
Bertha Pérez
Keyword(s):  
Teacher Attrition ◽  
Beginning Teacher ◽  
High Stakes Testing ◽  
Retention Rates ◽  
School Level ◽  
Quality Teachers ◽  
High Stakes ◽  
Attrition Rates ◽  
Low Performing Schools ◽  
Basic Competency

Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.

scholarly journals Estimating Teacher Attrition for Impact Study Design

2019 ◽  
Vol 49 (1) ◽  
pp. 68-70
Author(s):  
Joseph A. Taylor ◽  
Brady West
Keyword(s):  
Teacher Attrition ◽  
National Average ◽  
Impact Study ◽  
Schools And Staffing Survey ◽  
Attrition Rates ◽  
Education Statistics ◽  
Nationally Representative ◽  
Study Context ◽  
Power Analyses

The goal of this article is to provide guidance on teacher attrition rates that can inform power analyses. The subjects were a nationally representative sample of teachers responding to the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey (2011–2013). The findings indicate that at the national average of percent free and reduced-price lunch (FRL), approximately one in six teachers move schools or leave the profession between adjacent academic years. The odds of this type of attrition happening increase by approximately 0.8% for each 1% FRL difference (increase) of a planned study context from the national average.

School Teachers in Rural Bhutan: Quality of Work Life, Well-Being and the Risks of Resignation

2019 ◽  
Vol 39 (3) ◽  
pp. 270-284
Author(s):  
Sherab Dorji ◽  
Patcharin Sirasoonthorn ◽  
Kantabhat Anusaksathien
Keyword(s):  
Teacher Attrition ◽  
Rural Areas ◽  
Well Being ◽  
Work Life ◽  
Quality Of Work Life ◽  
School Teachers ◽  
Attrition Rates ◽  
Quality Of Work ◽  
The Government

In Bhutan, recent increases in annual teacher attrition rates, particularly in rural areas, pose significant challenges for the government and concerned agencies in terms of retaining qualified teachers and reducing teacher attrition rates and turnover. This article, partly based on a field study exploring the quality of work life (QWL) and well-being of school teachers in rural Bhutan, explores the possible reasons why such teachers might seek to resign. Using mixed methodology, the study reveals poor QWL and well-being of teachers, caused by a variety of factors. In view of such findings, the Ministry of Education and the government need to ensure better all-round protection for teachers to avoid the risk of large-scale resignations.

Sign in / Sign up

Export Citation Format

Share Document