Teacher retention

Teacher retention is a field of education research that focuses on how factors such as school characteristics and teacher demographics affect whether teachers stay in their schools, move to different schools, or leave the profession before retirement. The field developed in response to a perceived shortage in the education labor market in the 1990s. Teacher attrition is thought to be higher in low income schools and in high need subjects like math, science, and special education. More recent evidence suggests that school culture and leadership has the most significant effect on teacher decisions to stay or leave. Teacher retention is a field of education research that focuses on how factors such as school characteristics and teacher demographics affect whether teachers stay in their schools, move to different schools, or leave the profession before retirement. The field developed in response to a perceived shortage in the education labor market in the 1990s. Teacher attrition is thought to be higher in low income schools and in high need subjects like math, science, and special education. More recent evidence suggests that school culture and leadership has the most significant effect on teacher decisions to stay or leave. Researchers and policy makers have identified some commonalities across schools and districts that affect teacher retention. Some school factors are 'push' factors that push teachers to leave their current school or the profession. Other school factors are 'pull' factors that encourage teachers to stay in their current school. Certain factors are linked to teachers leaving schools or leaving the profession before retirement. Researchers have used data from school districts and national surveys of teachers and schools to demonstrate that there are common factors that push teachers to either leave their schools or leave the profession. The most significant factors include low salary, student behavior issues, lack of support from school administration, and inability to participate in decision-making.Ingersoll, Richard M. (2001). 'Teacher turnover and teacher shortages: An organizational analysis'. American Educational Research Journal. 38 (3): 499–534. doi:10.3102/00028312038003499..mw-parser-output cite.citation{font-style:inherit}.mw-parser-output .citation q{quotes:''''''''''''}.mw-parser-output .citation .cs1-lock-free a{background:url('//upload.wikimedia.org/wikipedia/commons/thumb/6/65/Lock-green.svg/9px-Lock-green.svg.png')no-repeat;background-position:right .1em center}.mw-parser-output .citation .cs1-lock-limited a,.mw-parser-output .citation .cs1-lock-registration a{background:url('//upload.wikimedia.org/wikipedia/commons/thumb/d/d6/Lock-gray-alt-2.svg/9px-Lock-gray-alt-2.svg.png')no-repeat;background-position:right .1em center}.mw-parser-output .citation .cs1-lock-subscription a{background:url('//upload.wikimedia.org/wikipedia/commons/thumb/a/aa/Lock-red-alt-2.svg/9px-Lock-red-alt-2.svg.png')no-repeat;background-position:right .1em center}.mw-parser-output .cs1-subscription,.mw-parser-output .cs1-registration{color:#555}.mw-parser-output .cs1-subscription span,.mw-parser-output .cs1-registration span{border-bottom:1px dotted;cursor:help}.mw-parser-output .cs1-ws-icon a{background:url('//upload.wikimedia.org/wikipedia/commons/thumb/4/4c/Wikisource-logo.svg/12px-Wikisource-logo.svg.png')no-repeat;background-position:right .1em center}.mw-parser-output code.cs1-code{color:inherit;background:inherit;border:inherit;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;font-size:100%}.mw-parser-output .cs1-visible-error{font-size:100%}.mw-parser-output .cs1-maint{display:none;color:#33aa33;margin-left:0.3em}.mw-parser-output .cs1-subscription,.mw-parser-output .cs1-registration,.mw-parser-output .cs1-format{font-size:95%}.mw-parser-output .cs1-kern-left,.mw-parser-output .cs1-kern-wl-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right,.mw-parser-output .cs1-kern-wl-right{padding-right:0.2em}</ref> Teachers may also be more likely to leave if they are resistant to using prescribed curriculums or are discouraged from modifying their instruction. Over time, individual school environments affect teacher attrition more than district measures like teacher salary, student demographics, or urban settings. Other factors encourage teachers to stay at their current school. Teachers are more likely to stay in elementary schools than middle or high schools. Teachers who earn at least $40,000 per year are most likely to stay through their fifth year at the same school. Teachers stay longer in schools that have missions in alignment with the teacher’s personal mission. One of the most successful strategies used to retain teachers includes mentoring and teacher teaming. Others point to the importance of teachers being treated as professionals who are trusted and collaborate with one another to meet student needs. These professional practices can include individuality, creativity, high expectations for students, and community building with mentors or peers. Teachers are also more likely to stay when they report being satisfied with their school. School location and student demographics are not major factors in either pushing teachers away or pulling them in.