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ERIC Number: ED465129
Record Type: RIE
Publication Date: 2002-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Examination of Secondary Business Teachers' Retention Factors.
Ruhland, Sheila K.
A study investigated from a national perspective factors that influence the attrition and retention of newly hired secondary business teachers in the public sector. It also identified factors important to determine a business teacher's interest in continuing or not continuing in the teaching profession. The survey developed for the study consisted of these four sections: educational preparation, teaching experience, skills and interests in teaching, and demographics. Of 424 deliverable surveys, 163 (34%) were returned. Findings were the following: (1) the retention rate of respondents was very good; (2) 86 percent were still teaching; (3) secondary business teachers who initially did not have a strong commitment to the teaching profession were more likely to leave the teaching profession; (4) 54 percent reported their mentoring experience as having a positive influence toward their attitude as a beginning teacher; (5) 43 percent who remained in the teaching profession reported satisfaction with their current teaching positions; (6) participants identified salaries (57 percent), lack of job advancement (30 percent), licensure requirements (26 percent), stress (26 percent), and classroom management issues (26 percent) as major reasons for secondary business teachers leaving the teaching profession; and (7) 5 of 14 factors important to continue teaching (pleasant working conditions, positive teaching experience, sense that they are doing a good job, positive interactions with students, time to complete job responsibilities) differed significantly between teachers who did not enter or chose to leave and those who remained in the teaching profession. (Contains 32 references.) (YLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).