ERIC Number: EJ705767
Record Type: Journal
Publication Date: 2004-Jun-22
Reference Count: 16
Teacher Retention: Why Do Beginning Teachers Remain in the Profession?
Inman, Duane; Marlow, Leslie
Education, v124 n4 p605 Sum 2004
As beginning teachers continue to leave the profession within the first several years of entering, educators must identify factors which cause teachers to remain in the profession, as well as factors related to attrition if the current teacher shortage is to be remedied. The purpose of this study was to examine the reported attitudes of beginning teachers in order to identify perceived positive aspects of teaching as factors which may lead to teacher retention. The sample, which comprised part of an ongoing study seeking to survey teachers within various areas within the United States, was composed of teachers from randomly selected schools in Georgia. The Professional Attitude Survey, a 10 item survey instrument designed to gather information regarding 21 characteristics related to teacher career stability, was sent to the teachers of randomly selected schools. Teachers were requested to respond to questions related to demographics, teacher background, reasons for remaining in the profession, and job satisfaction. Retention factors identified by the participants are discussed and recommendations for retention are provided for teacher education programs, administrators, and the community.
Descriptors: Beginning Teachers, Teaching Experience, Teacher Background, Teacher Persistence, Teacher Education Programs, Teacher Shortage, Job Satisfaction, Career Change, Teacher Attitudes, Attitude Measures
Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site: http://journals825.home.mindspring.com/csj/html.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; United States