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ERIC Number: ED450116
Record Type: Non-Journal
Publication Date: 2000-Jun
Pages: 79
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Strategies for New Teacher Retention: Creating a Climate of Authentic Professional Development for Teachers with Three or Less Years of Experience.
Eberhard, Joseph; Reinhardt-Mondragon, Patricia; Stottlemyer, Bobbi
This study investigated problematic aspects of teaching that influenced beginning teachers' decisions to continue teaching or leave the profession. Participants were new teachers with 3 or less years of experience from 25 south Texas districts. Surveys were mailed to each campus for distribution. The survey instrument asked teachers about demographics; certification/career choice; campus support systems; satisfaction in various problem areas; future plans for teaching; and suggestions. Overall, the teachers most at risk of leaving were male secondary teachers over age 35 years who made the decision to teach while employed in different careers. Teachers with emergency certification were more likely to leave than were fully certified teachers. Making the decision to teach in high school or sooner was a strong indicator of persistence through the early teaching years. Opportunities to observe model teachers and the use of effective mentors also increased the likelihood of retention, especially when programs were extended into the second and third teaching years. Factors receiving dissatisfied ratings and indications of leaving the profession included (in order of concern) student behavior, administrative recognition, duties other than teaching, salary, administrative support, teaching assignment, paperwork, special education requirements, and class size. (Contains 49 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Texas A and M Univ., Corpus Christi. South Texas Research and Development Center.
Identifiers - Location: Texas