Qualified teachers are the backbone of K-12 education. Unfortunately, fewer teachers are enrolling in teacher education programs and new teachers are quitting the profession at an alarming rate. This has placed a burden on school districts to implement out-of-the box measures to fill vacant slots. Such measures include offering provisional certifications and recruiting career changers and international exchange teachers. In addition to recruitment strategies, districts are seeking ways to retain qualified teachers. Not surprisingly, the shortage of teachers disrupts student learning. This study consisted of two research questions aimed at understanding teacher shortages and attrition: How do cognition, motivation, job satisfaction, and job performance influence teacher turnover and retention? What contributing factors do teachers perceive as significant to teacher turnover? To answer these questions, eight K-12 teachers ranging in experience for three to twenty years were interviewed. Data from the interviews were then coded and analyzed for major themes and findings. Key findings revealed that job dissatisfaction affects teacher turnover. Teacher turnover is largely influenced by lack of administrative support, classroom management issues, low morale, work demands, low wages, and inadequate pre-service training. To remedy the problem, federal, state, and district policymakers should include teachers in discussions on how to address problems that are driving teachers from the classroom.
|Commitee:||Jimenez Soffa, Sara , Mitchell, Mankah , Otte Allen, Suzanne , LaVoy, Lynea, Nigro, Angela|
|Department:||Department of Education|
|School Location:||United States -- Wisconsin|
|Source:||DAI-A 82/10(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Education, Education Policy|
|Keywords:||Teacher attrition, Classroom management, Teacher retention, Teacher efficacy, Teacher shortages, Teacher turnover|
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