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Public School Teacher Attrition and Mobility in the First Five Years: Results from the First through Fifth Waves of the 2007-08 Beginning Teacher Longitudinal Study. First Look. NCES 2015-337.
... Many studies indicate that the success of teachers' integration into the school at the beginning of their careers depends on the creation of a support package for teachers during their absorption by the school community. Such a package is likely to help shape the professional identity of the BTs and promote their absorption in the educational system (Alub et al., 2016;Bennett et al., 2013;Buchanan et al., 2013;Gray & Taie, 2015;Ingersoll, 2012; UNESCO Institute for Lifelong Learning, 2019). ...
... I thought this was my mission, but no, it only undermined me." This is consistent with the findings of previous studies on the importance of school community support for BTs (Bennett et al., 2013;Buchanan et al., 2013;Gray & Taie, 2015;Ingersoll, 2012). ...
Aim/Purpose . The present study aimed to understand in depth the experience of identity formation of beginning teachers (BTs), members of Gen Y, in their first year at elementary school, teaching students of Gen Alpha, from the perspective of BTs and their teacher mentors (TMs). Background. The purpose of the study was to compare the aspects described by BTs and their mentor teachers of the initial experience of teaching and of shaping the professional identity of BTs, members of Gen Y, in elementary schools, from the perspective of BTs and teacher mentors (TMs). Methodology. This was a qualitative study. Two groups participated in the study: (a) 75 BTs, members of Gen Y, and (b) 40 mentors of beginning teachers. Contribution. The findings of this study indicate that the creation of an emotionally and professionally supportive community led to a fruitful discussion on issues related to the process of absorption and integration of BTs in the school. This process advanced their professional development, expanding knowledge, abilities, strategies, and innovative pedagogical practices for classroom management, and meaningful teaching and learning in the classroom. The supportive community provided an emotional, professional, social-organizational, and evaluative-reflective response to the needs of BTs, facilitating meaningful interactions between the BTs and their students. It created for students a space for emotional training, organizing and managing behavior, regulating emotions and behavior, reducing feelings of anger, and arousing a feeling of optimism. Findings. The findings show that there was a conflict between the BTs’ and TMs’ perceptions of school reality. The mentors expected the BTs to adapt to the existing system, whereas the BTs perceived the process as one of formation of their identity as teachers. It turned out that parameters that were important to Gen Y teachers, such as knowing the school organization and being an influential factor that brings about change, were less important to their mentors. The findings of the present study reinforce those of previous studies that investigated the employment characteristics of Gen Y. Recommendations for Practitioners. A supportive community at school is likely to increase the level of mental well-being of Gen Y teachers. To this end, support communities of teachers by form and by discipline of study should be created. In the community, emphasis should be placed on reflection and mental resilience in all situations and challenging events that happen to the BTs to help them cope with the accumulated stress. Recommendations for Researchers. Students need a sensitive environment that is appropriate for Gen Alpha children. This environment must allow for emotional training and regulation, behavior organization and management to arouse a feeling of optimism and reduce anger. To develop students’ emotional, social, and cognitive abilities, teachers must teach with love, sensitivity, affectivity, and empathy. Impact on Society. To retain BTs and prevent them from quitting their career, schools must ensure that members of Gen Y understand the school organization and are satisfied with the way the organization is managed. They must have a sense of being significant partners in the life of the school. Under optimal working conditions, Gen Y teachers may greatly contribute to the values of education and equal opportunity, maximizing the personal potential of each student and the classroom as a whole, and making the school relevant. Future Research. Future studies should examine the characteristics of students belonging to Gen Alpha. One of the difficulties mentioned by BTs was a misunderstanding of the characteristics of Gen Alpha, which created problems in the interactions within the teaching staff and between the teachers and the students, and pre-vented gaining authority with other teachers and with students.
... Teacher turnover can be defined as the deliberate choice to stop working in one's school context (Amitai, 2021). Turnover is divided into two processes: attrition and mobility (Gray & Taie, 2015). ...
... Teacher turnover implies a deliberate choice to stop working in one's school context where two processes can be distinguished: attrition and mobility (Gray & Taie, 2015). Teacher attrition is when teachers leave the profession, whilst teacher mobility consists of teachers leaving a certain school context to teach elsewhere. ...
... Education researchers have long been searching for the conditions under which an effective teacher will remain in the profession for the arc of their career. Several conditions continue to dominate their findings including: rigorous and relevant preparation programs (Gray & Taie, 2015;Katz, 2018;Quartz et al., 2008), high-quality and intense 1:1 new teacher mentoring/coaching (Gray & Taie, 2015;Ingersoll & Strong, 2011;Knight, 2016), teacher efficacy or confidence in their abilities to perform well in the classroom (Katz, 2018;Tschannen-Moran & Tschannen-Moran, 2010) and the opportunity to grow professionally, diversify instructional and leadership duties and be acknowledged for such efforts. (Ingersoll, 2003;Johnson, 2012). ...
... Education researchers have long been searching for the conditions under which an effective teacher will remain in the profession for the arc of their career. Several conditions continue to dominate their findings including: rigorous and relevant preparation programs (Gray & Taie, 2015;Katz, 2018;Quartz et al., 2008), high-quality and intense 1:1 new teacher mentoring/coaching (Gray & Taie, 2015;Ingersoll & Strong, 2011;Knight, 2016), teacher efficacy or confidence in their abilities to perform well in the classroom (Katz, 2018;Tschannen-Moran & Tschannen-Moran, 2010) and the opportunity to grow professionally, diversify instructional and leadership duties and be acknowledged for such efforts. (Ingersoll, 2003;Johnson, 2012). ...
Internationally, education systems make considerable investments in ICT resources and infrastructure to support digital learning in schools. Since 1997, Northern Ireland has undertaken an ambitious, regional partnership initiative, providing ICTs to support schools in both pedagogy and school management. Over the first decade of this rollout, an estimated £500 million was spent in a country with a school population of around 330,000. In partnership, Initial Teacher Education (ITE) providers across Northern Ireland are impacted as they prepare pre-service teachers for teaching in relatively ICT-rich schools and recommendations have been made that the online education skills of teachers should be developed. Whilst this sounds promising for digital skills’ preparedness in the teaching workforce, the strategy was not systematically enacted. COVID-19 precipitated a move to emergency home schooling across Northern Ireland, as elsewhere, and this highlighted systemic weaknesses, including in partnerships between schools and ITE and their capability to support online learning fully. This chapter will examine the partnership between ITE in universities and the schools they work alongside highlighting some challenges to that partnership, particularly exposed during the pandemic. This particularly highlighted the need for a reset to a vision of digital readiness within education.
... Challenges faced by novice teachers are well-documented in the literature (Chaaban and Du, 2017;Wolff et al., 2017), and teacher certification programs can help pre-service teachers cope with these challenges by practicing teaching scenarios in a 'real-life' authentic setting (Gray and Taie, 2015;Dori et al., 2019). However, the short duration of these programs and resulting fewer opportunities to be in the classroom, could be a disadvantage of ACPs. ...
... Extensive literature has addressed the issue of low retention and high teacher attrition among novice teachers (e.g., Rosenberg and Sindelar, 2005;Redman, 2015;Zavelevsky and Shapira Lishchinsky, 2020). The characteristics of teacher preparation program acknowledged by graduates, such as the pedagogical tools they receive and their acquired knowledge, are main factors influencing teachers' commitment to the teaching profession (Gray and Taie, 2015). In this study, over 60% of the graduates of all programs indicated that they intend to continue in the teaching profession. ...
Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the school system. To better understand the state of affairs, we investigated and compared the integration into the school system of graduates of five major Israeli ACPs that are tailored for diverse student-teacher target audiences. The study goals were to (1) investigate and compare the integration of graduates of the five ACPs into the teaching profession with respect to five teacher-related aspects: (a) self-efficacy, (b) commitment to the teaching profession, (c) challenges encountered, (d) leadership roles, and (e) teamwork; (2) identify ACP characteristics that support the graduates’ integration into the teaching profession. The teacher-classroom-community model we propose, holistically connects three aspects: affective – the teacher, the teaching profession – the classroom, and peer interaction and leadership – the school community. The model provides a common language for comparing how the different ACPs prepared their graduates toward the teaching profession. The model is instrumental for identifying ACP characteristics that support graduates’ integration into teaching and facilitating ACP evaluation by connecting several aspects of teachers’ professional lives. The study employed a mixed-methodology in which 506 graduates responded to a closed- and open-ended questionnaire and 71 interviews were conducted with graduates (novice teachers), ACP directors, school principals and mentor teachers. The findings depict a complex picture that reflects the different ACPs’ characteristics targeted at diverse audiences. For example, graduates of STEM-oriented programs perceive the different kinds of knowledge, including content knowledge, pedagogical knowledge, and pedagogical content knowledge, as most important to their roles in schools. They undertake fewer roles, and the ones they do assume are discipline-related. Graduates of the more social-leadership-oriented programs identify developing leadership skills as most beneficial and they undertake more leadership-related roles. The research highlights key aspects that teacher education leaders should consider and use for self-evaluation of their ACPs. The strength of this study stems from proposing and applying the teacher-classroom-community model for evaluating teacher certification programs in several contexts and for diverse groups along with their integration into schools.
... Specifically, mentoring was identified as an effective tool for meeting these needs, as an effective mentor can teach, sponsor, encourage, counsel, and befriend their mentee (Schlichte et al., 2005). Indeed, Gray and Taie (2015) found that beginning teachers who did not receive a mentor in their first year left, on average, 13% more frequently than their peers who received mentors. However, findings on mentoring have been inconsistent and have pointed to particular antecedents necessary to its success (e.g., trust; Kwok et al., 2021;Ben-David & Berkovich, 2021, and prior researchers have warned simply supplying a mentor may not be enough (See et al., 2020). ...
... All surveys were developed and administered by the NCES and followed U.S. K-12 teachers across five years of data collection. The five waves of the BTLS have been used in several research studies to explore the working conditions of U.S. teachers (e.g., Gray & Taie, 2015). Subsequent NCES data collection on teacher and principal working conditions has been renamed as the National Teacher and Principal Survey (NTPS). ...
Supporting and retaining U.S. K-12 beginning teachers remains a problem and has been linked to early career stress. Although teacher induction programs for beginning teachers have flourished in recent decades, beginning teacher stress persists and can undermine their occupational health. Teacher mentoring has been identified as an important way to support beginning teachers. To add to the literature in this area, the present study examines associations between mentoring experiences and first-year teacher stress. Using 1,980 responses to the 2007-08 Beginning Teacher Longitudinal Survey, scale scores were created for teacher appraisals of demands and resources and mentoring frequency and helpfulness. Teachers who identified classroom demands as exceeding resources (32.8%) reported significantly fewer (d = .20) and less helpful mentoring experiences (d = .19) than teachers rating demands and resources as equal. Teachers with higher resources than demands (21.9%) reported significantly greater (d = .20) and more helpful mentoring experiences (d = 0.32).
... According to a study on teacher attrition in the first five years, Gray and Taie (2015) found that high-quality mentors and competitive salaries were primary factors to why teachers stay in the profession. Whereas, Krasnoff (2014) noted teachers are attracted to school systems with a focus on supporting them, and although higher salaries may be necessary for recruitment, they are not sufficient to attract or retain quality teachers. ...
... Nine participants (69%) discussed the need for more classroom management support especially because the teachers must structure their class to mirror the book opposed to customizing the content in the books to meet the learning needs of that student. Gray and Taie (2015) asserted teachers who spent the first year in higher-poverty schools, are more likely to leave the profession due to lack of classroom supports and resources. Teachers who did not receive opportunities in highpoverty schools during their teacher preparation in college will have a harder time to adjust to those first few years in the classroom. ...
... Gerald's district-level initiative as superintendent demonstrates sound planning around formal mentoring/induction backed by research. A pertinent national finding in the United States from Gray and Taie (2015) was that the percentage of beginning teachers (as high as 92%) who returned for a second year was greater among those assigned a mentor. Structured mentorship's value to newcomer retention emerged from the attrition and mobility data for novices who began teaching in 2007 or 2008 within public elementary and secondary schools. ...
This book provides an original mentoring/induction framework that spotlights equity in schools. In it, support-accessibility-collaboration-equity (SACE) is presented as a powerful structure for re-imagining mentoring/induction, especially for busy practitioners. Current mentoring models refer to the three pillars of support, accessibility, and collaboration (SAC). This book introduces an additional perspective, that is, the aspect of equity/justice in regard to career entry and socialization. The SACE framework extends the SAC model and fills a gap in the literature. Schools that integrate equity in mentoring/induction can anticipate the equitable support of new teachers, among other benefits. This research-informed work offers accessible theory on an important issue in the world of practice. The focus is on equity, a much-neglected area in mentoring/induction knowledge. Additionally, practical activities and case studies bring theory to life in everyday professional practice. This reader-friendly book appeals to a wide, global audience and is useful for early career teachers, mentors, teacher educators, and policymakers. It is of particular interest to those with a passion for social justice and equity in professional contexts. Practitioners seeking ways to improve their program design and delivery from an equity perspective can draw on this resource for their own purposes. University teachers and students in educational leadership and teacher education programs and mentoring/induction researchers can explore the book’s social justice ideas to enrich theory and practice.
... The difference in teacher quality and effectiveness between alternatively certified and traditionally certified teachers is a common debate within the educational community nationwide. By not completing a TPP, alternatively certified teachers lack training in classroom pedagogy, causing them to struggle in lesson planning, classroom management, and accommodating assignments for a diverse group of learners (Gray & Taie 2015;Koehler et al. 2013;Shwartz & Dori 2020). Darling-Hammond (1992) reports, 'Studies of teachers through quick-entry alternate routes frequently note that the candidates have difficulty with curriculum development, pedagogical content knowledge, attending to students' differing learning styles and levels, classroom management, and student motivation' (p. ...
... Feelings of dissatisfaction within the job have led to a consistent revolving door of teachers across the nation with the effects being felt far stronger in urban schools with an attrition rate upward of 50% (Gray & Taie, 2015;Wronowski, 2018). The effort to understand the connection between teacher retention and job satisfaction is extensive in the literature, highlighting its positive relationship with teachers' self-efficacy, stress or potential to burnout, willingness to remain teaching, teacher-student relationships, and the academic performance of students they instruct (Ronfeldt et al., 2013;Banerjee et al., 2017). ...
The learning environment for students is affected by factors inside and outside of the classroom. Research denotes the relationship between students’ learning environment and teachers’ satisfaction with their job. Job satisfaction for teachers consists of several interpersonal, classroom, and school factors known as teacher working conditions (TWCs). Few studies attempt to understand TWCs and job satisfaction for teachers in an urban school district; which is of particular importance as approximately 20% of teachers in the U.S. instruct in urban environments. This study analyzes teacher responses from an annual TWCs survey through a principal component analysis and hierarchical multiple regression. Results indicate that teachers’ satisfaction with campus school culture and ratings of campus behavioral response were positively associated with job satisfaction. As learning environments across the U.S. continue to require highly qualified teachers, this research underscores how one urban school district was able to retain teachers and keep their teachers satisfied with their job. This study contributes an initial conceptualization of urban TWCs and the importance of school administrators’ addressing of these to maintain high job satisfaction.
... Due to the above changes, the water yield may be affected at the basin level, and this is estimated using the InVEST model. Other models used in the research for similar studies are Artificial Intelligence for Ecosystem Services (ARIES), the Topography Based Hydrological Model (TOPMO-DEL) (Zulkafli et al. 2021), the Soil and Water Assessment Tool (SWAT) (Schilling et al. 2008;Gray and Taie 2015), Variable Infiltration Capacity (VIC) (Srivastava et al. 2020), and the Conceptual Hydrological Model (Paul et al. 2018). Compared with other models, the InVEST model, developed by Stanford University, the World Wide Fund for Nature (WWF), the Nature Conservation Society (NCS), the Chinese Academy of Science (CAS), and the University of Minnesota, is based on the Budyko curve (Shukla et al. 2018) and annual average precipitation. ...
The natural environment consists of flora and fauna, providing valuable services for human livelihood, termed ecosystem services (ES). These ES consist of four significant biomes, of which water is one of the subbiomes. Due to anthropogenic activities, visible changes are seen in land patterns, which has a diverse effect on these water bodies. Monitoring these changes plays a vital role in the present-day scenario. The water availability at the upper Ganga basin (UGB) has the potential to develop the state economy by producing hydropower. Hence, the main aim of this work is to estimate the annual water yield and understand the quantity of water yield produced from each Land Use Land Cover (LULC) class in the study area using the Integrated Valuation of Ecosystem Services and Trade-offs (InVEST) model. The study captures the impact of LULC changes on water yield for three decades from 1985 to 2014. The results are obtained in pixel-level computations, which are incorporated with the spatial variation of parameters in the model application; it shows that the Evergreen needleleaf forest (ENF) plays a significant role in boosting water yield. The outputs obtained by the model are in good agreement with pixel-level formation. This study helps decision-makers take proper steps to increase water yield of the study area and is ideal for application in mountainous regions and other river basins where quality and quantifying ES are critical.
... Our study examines this issue. Regarding teacher efficacy's association with teacher attrition, novice teachers are particularly vulnerable to leaving the teaching profession at a significantly higher rate than their more experienced peers (Gray and Taie, 2015). Novices tend to have less amount of mastery experience and thus harbor lower self-efficacy than more experienced teachers (Tschannen-Moran and Hoy, 2007), which may negatively impact the intention to remain in the profession. ...
Purpose
Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.
Design/methodology/approach
Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.
Findings
Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.
Research limitations/implications
School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.
Originality/value
This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.
... Teachers describe their occupation as stressful and student misbehavior is a significant factor (Klusmann et al., 2008; Frontiers in Psychology 02 frontiersin.org Gray and Taie, 2015). MBIs may help improve teacher's self-efficacy to handle job-related responsibilities and challenges, which, in turn, is associated with job satisfaction and student achievement and behavior (Caprara et al., 2006). ...
Introduction
Mindfulness-based interventions (MBIs) have the potential to improve students’ mood, behavior and cognitive functioning; yet, little is known about the feasibility and acceptability of adapting such programs for rural middle schools.
Methods
An exploratory qualitative evaluation was conducted to examine the feasibility and acceptability of an initial trial delivery of AttuneEd®, a trauma-informed, mindfulness-based mental health curriculum. In this single-group design study, 10 weekly lessons were taught in a middle school located in a rural town in the pacific northwest during 6th grade students’ P.E. classes. Three P.E. teachers, 26 6th grade teachers, and one school counselor attended trainings before and mid-curriculum implementation, where they provided qualitative feedback. A total of 160 students completed acceptability surveys before and after curriculum delivery.
Results
Three themes were identified from qualitative data: cultural considerations, teacher self-efficacy, and barriers and facilitators to student acceptability. Student acceptability ratings were high. Students reported, on average, that the classes helped them better understand themselves and others.
Conclusion
Some identified needs for future MBIs include (1) the need for culturally sensitive, trauma-informed delivery strategies; (2) teachers’ desire for more support in content delivery; and (3) students’ desire to have their own teachers deliver the curriculum. Findings elucidate the nuances associated with implementing an MBI in a rural middle school and have notable implications for development, scalability, and sustainability.
... The National Center for Education Statistics reports that 30 percent of candidates who did not complete license requirements leave the profession within a five-year span, compared to 15 percent of fully licensed teachers (Gray & Taie, 2015). With this in mind, we provide regularly scheduled test support sessions for the required state examinations and seek out grant support to pay for the exams. ...
This article provides an overview of two innovative “Grow your Own” (GYO) pathways to teacher preparation. These pathways include authentic partnerships between an institute of higher education (IHE) and school districts, who actively plan and work together to recruit, prepare, and retain special educators. These pathways specifically focus on addressing teacher shortages, increasing the diversity of the educator workforce, and preparing educators through a social justice lens. The IHE and school district collaboration remove siloed practices to reach potential candidates who have a passion for teaching and social justice but who have previously lacked a pathway to enter the profession.
... Sub-Saharan Africa has an acute shortage of secondary versus primary teachers (UNESCO, 2022 4 ). In the United States, where teacher attrition is often hard to enumerate, attrition of new teachers by year five has been estimated to range between 30% and 50% (Gray & Taie, 2015;Ingersoll & Strong, 2011;Smith & Ingersoll, 2004). At the start of the 2022 school year, 44% of U.S. public schools reported at least one teaching vacancy, with more than half due to resignations (National Center for Education Statistics, 2022). ...
A much expanded and up-to-date version of the 2011 book, Distance Education for Teacher Training: Modes, Models and Methods. In addition to examining newer technologies, such as Virtual Reality and MOOCs on teacher education, the book discusses how COVID-19 impacted the world of distance education for teacher training. This book profiles or discusses distance education programs in 188 countries and territories.
... Ingersoll, Merrill, and May (2014) report that 41 percent of teachers leave the classroom within the first five years of their careers. Gray and Taie (2015) estimate this figure to be lower (17%). Papay, Bacher-Hicks, Page, and Marinell (2017) suggest that teacher attrition statistics could be inflated, especially in urban contexts, when those who temporarily leave the classroom and later return are counted as attrition statistics. ...
Teaching during the 2020–2021 school year was fraught with challenges related to the COVID-19 pandemic. In the United States, teacher experiences varied greatly. Teacher attrition has been a concern for years, and contemporary media outlets reported that this was exacerbated by the pandemic. The authors surveyed teachers nationally between January and February 2021 (n = 334) to uncover what factors were related to teachers’ reported intention to remain in the classroom after the 2020– 2021 school year. Logistic regression findings indicate that teachers approaching retirement age and those teaching in private schools were significantly less likely to report an intention to remain at their school while elementary school teachers were more likely to stay. Conversely, we found that teacher autonomy, job satisfaction, and student access to resources outside of school were all positively associated with an intention to remain in their current position. RésuméAu cours de l’année scolaire 2020–2021, l’enseignement a fait face à de nombreux défis reliés à la pandémie de la COVID-19. Aux États-Unis, les expériences des enseignants ont été très diverses. Depuis des années, l’érosion de l’effectif est un souci, et les médias contemporains signalent que la pandémie a augmenté celle-ci. En janvier et février 2021, les auteurs ont sondé des enseignants à l’échelle nationale (n = 334) afin de relever les facteurs ayant motivé ceux-ci à vouloir continuer audelà de 2020–2021. Une régression logistique effectuée par les auteurs indique que les enseignants proches de la retraite et ceux travaillant dans des écoles privées étaient moins enclins à rapporter l’intention de rester dans leurs écoles tandis que les enseignants des écoles élémentaires avaient davantage l’intention de persévérer. En général, les auteurs ont trouvé que l’autonomie de l’enseignant, la satisfaction au travail, et l’accès des étudiants à des ressources au-delà de leur école étaient tous positivement associés au désir de continuer à enseigner. Keywords / Mots clés : COVID-19, teacher retention, teacher attrition, teacher autonomy, job satisfaction, retirement age / COVID-19, fidélisation des enseignants, attrition des enseignants, autonomie des enseignants, satisfaction au travail, âge de la retraite
... Because of their prior experience in schools and their community connections, paraeducators who become teachers are more likely to persist in the teaching profession (Rueda & Genzuk, 2007). While 17% of teachers do not return after the first year of teaching, (Gray et al., 2015), the attrition rate for teachers recruited from paraeducator career ladder programs is only 8% (Podolsky et al., 2016). Research shows that paraeducators also tend to accept hard-to-fill teacher positions in urban settings and are likely to remain in the teaching profession for more than three years (Abramovitz & D'Amico, 2011). ...
... It is important to note that most of the above findings are based on observational data, and therefore the positive correlation between induction or mentoring and job satisfaction cannot be claimed to be causal in nature. A recent study with a longitudinal design which tracked a sample of newly-qualified teachers in the US over the first 5 years of their career therefore makes an important contribution (Gray & Taie, 2015). At each follow-up visit, teachers who were assigned a mentor during their first year in the classroom were more likely to still be teaching than those who did not receive this extra support, thus showing a temporal association between mentoring and retention. ...
Teacher shortages and attrition are problems of international concern. One of the most frequent reasons for teachers leaving the profession is a lack of job satisfaction. Accordingly, in this study we have adopted a causal inference machine learning approach to identify practical interventions for improving overall levels of job satisfaction. We apply our methodology to the English subset of the data from TALIS 2018. Of the treatments we investigate, participation in continual professional development and induction activities are found to have the most positive effect. The negative impact of part-time contracts is also demonstrated.
... However, the longitudinal study, "Public School Teacher Attrition and Mobility in the First Five Years", published by NCES, found that 92% of teachers who were assigned a mentor their first year returned the following year, and 86% remained on the job by the fifth year. Conversely, only 84% of teachers without assigned mentors returned in the second year, declining to 71% by Year 5 (Gray & Taie, 2015). Clearly, having ample support and mentoring can make a significant difference for novice teachers. ...
Purpose
The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.
Design/methodology/approach
The study included surveys and structured interviews with teaching fellows and their instructional coaches.
Findings
Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.
Research limitations/implications
A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.
Practical implications
This paper includes implications for designing new induction programs or improving existing ones.
Social implications
Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.
Originality/value
As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.
... Sub-Saharan Africa has an acute shortage of secondary versus primary teachers (UNESCO, 2022 4 ). In the United States, where teacher attrition is often hard to enumerate, attrition of new teachers by year five has been estimated to range between 30% and 50% (Gray & Taie, 2015;Ingersoll & Strong, 2011;Smith & Ingersoll, 2004). At the start of the 2022 school year, 44% of U.S. public schools reported at least one teaching vacancy, with more than half due to resignations (National Center for Education Statistics, 2022). ...
Distance Education for Teacher Training: Modes, Models and Methods (Second edition) is the new edition of the highly-regarded and popular 2011 guide by the same name, completely revised to include lessons learned over the last decade, including the massive move to online learning during the COVID-19 global pandemic. Drawing on data from 188 countries and nearly 700 publications, this comprehensive guide explores distance education technologies and approaches for pre- and in-service educators, offering the most detailed, global, and up-to-date information on new technologies and on the inputs that are most valuable to ensure that distance education results in meaningful teacher learning.
... The United States Department of Education (DOE) studies indicate that, throughout the U.S., roughly 17 percent of new teachers leave the profession within the first five years. 7 Earlier research suggested that at least a third 8 and, in some cases, as many as 40 to 50 percent of U.S. teachers leave in the first five years. 9 Research regarding Adventist teachers' retention rates is limited. ...
... Statistics from the United States by Gray in (Gray and Taie 2015) suggests one in ten teachers does not return to the classroom after their first year and nearly 20% of teachers left the profession entirely within five years. These high attrition rates negatively impact student assessment results (Goldhaber, Lavery, and Theobald 2015;Hanushek, Rivkin, and Schiman 2016). ...
PHILOSOPHICAL GAMES IN PRIMARY EDUCATION: AN INTERDISCIPLINARY APPROACH Philosophical games provide an innovative transformative structure in the learning process for all levels
of formal education. The motivation is to provide elementary school teachers with an innovative
methodology for Game-based-Learning of Philosophy/in Philosophy teaching. A combination and
attentive collaboration of Philosophy, Art and games/ Game-based Learning provides new tools in
approaching and solving the problems that education faces today. Since Game-based Learning constitutes
a strong trend in technologically enhanced learning, is the, where/with the employment of gaming
elements both in learning content and learning pathways, the proposed methodology leads to a series of
novel applications about teaching philosophy that enable young agents to cultivate hypothetic-deductive
and critical thinking with a positive attitude towards others and developing feelings of constructive
antagonism. The teaching scenario proposed aims at cultivating hypothetic – deductive and critical
thought/moreover, enhances the linguistic ability in the vocabulary of ancient Greek philosophy as well.
The scenario is part of a game suite entitled “Entering the Socratic school” and targets 10–12-year-old
children. It is easy to implement on any digital platform with open-source tools used by almost every
teacher. The game elements rely on the structure of the learning content rather than on the digital tools
themselves. The methodology consists in designing a concept map and defining the game narrative, the
game levels and transitions between levels, the mechanics to be used, such as polls, badges, and
leaderboards. Online activities include digital games such as quizzes and crossword puzzles, student
generated comic stories, and a digital guide. They are complemented by physical activities involving
movement and dialogue using fishbowl techniques and Socratic circles. The proposed teaching scenario
will be implemented in the classroom in the following academic year and our work team applies
interdisciplinary approaches inspired by at least three different fields of expertise.
Keywords: Socratic games, gamified learning, philosophy, art, Moodle.
p-ISSN: 2184-044X e-ISSN: 2184-1489 ISBN: 978-989-53614-3-4 © 2022
... Teacher turnover represents a critical concern to local education agencies across the USA. On a national level, recent data suggest that 17% of teachers have left the profession within 5 years (Gray & Taie, 2015). However, data suggest that attrition is much higher in some states (e.g., 56% attrition within 7 years in Utah; Ni et al., 2017). ...
High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may alleviate some of the stress that leads to teacher burnout. The purpose of this study was to assess the effects of the Good Behavior Game on self-reported stress levels in teachers. The rate of academically engaged behavior in students was also assessed as a secondary outcome measure. A multiple baseline design was used to evaluate the effects of teacher implementation of the Good Behavior Game within three elementary-level classrooms at a Title I school. Overall, the results indicate that the Good Behavior Game intervention procedures were effective in decreasing teacher stress levels and increasing academically engaged behavior in students.
... Another issue associated with new teacher attrition is that the exact rate of quitting is unknown. Ingersoll (2003) suggested that 40% to 50% of new teachers leave the classroom within five years, while Hanna and Pennington (2015) reported 30%, and Gray and Taie (2015) indicated 17%. Regardless, the number of new teachers quitting Denton, Baliram, & Cole 164 each year has a destabilizing effect on the organization of schools, as suggested by various studies that deal with the workplace environment. ...
Every year school districts must fill tens of thousands of teacher vacancies in mathematics and science. Reasons for the high rate of attrition are described in general terms, such as lack of administrative support and dissatisfaction. Analysis of direct quotes from qualitative research, however, suggests the presence of cognitive errors within the decision-making process of those teachers who quit. Cognitive errors include all or nothing thinking and fortune telling, among others. Results of this study are interpreted in comparison to the attrition literature. Suggestions for future research, such as Cognitive Behavioral Therapy training for preservice teachers, are presented.
... Teachers who had mentors remained at a rate of 91 percent the following year, whereas those who did not have mentors stayed at just 77 percent. According to the study, 86 percent of starting teachers who had mentors were still in the classroom the following year, whereas only 71% of those who didn't have a mentor were still teaching the next year (Gray & Taie, 2019). Also, another author permitted that academic coaches and mentors should be wary of their role in the success of starting educators and strive to guide them while maintaining an optimistic outlook. ...
... Assuming 2011-12 numbers remained constant, this figure represents an estimated 15.6% decrease in the total number of teachers prepared over the eight-year period. Furthermore, only about half of the graduates from a teacher education program will enter the field and of those who do, a projected 17% will leave the profession within the first five years (Cowan et al., 2016;Gray & Taie, 2015). ...
Teacher shortage in all subjects, including music, has been an ongoing concern in the United States since the 1980s. The shortage is especially acute in urban and rural schools that serve economically disadvantaged students. This article examines (a) music teacher shortage in relation to P–12 public schools in general, (b) the demand for music teachers in specific states and regions, (c) the declining number of preservice candidates certified in music, and (d) potential strategies for alleviating music teacher shortages and providing equitable instruction for P–12 students. Solutions could involve heightened efforts to recruit music education majors, curricular revision in preservice preparation programs, alternative pathways to certification, and partnerships among universities and school districts.
... An estimated 17% of public-school teachers reported leaving the teaching profession before their fifth year, often as a result of low salary and insufficient school resources as major reasons for their departure (Gray & Taie, 2015). Since the pandemic began, teachers leaving the educational field increased to 44% (Jagannathan, 2021). ...
Childhood trauma was found to increase the risk of aggression and disruptive behavior in classrooms. The disruptive behavior risks exposure to the school-to-prison nexus, a result of inequities in zero tolerance and exclusionary policies. The coronavirus disease (COVID-19) pandemic disrupted the world's learning systems leaving in its wake feelings of anxiety, depression, fear, uncertainty, and hopelessness. This exacerbated the existing trauma experienced by students. Thousands of studies involving hope theory advanced to a science with predictable outcomes and progressively more benefits for dealing with childhood trauma. The eight recommended practical strategies for higher hope include acknowledging that hope takes work, understanding the tenets of hope theory, emphasizing a personal approach to student needs, protecting educators from vicarious trauma, listening more and talking less, developing ambassadors of hope, and creating partnerships of hope focused on positive experiences, effective communication, and resilience to reduce the effects of childhood trauma.
... Ostatnie badania wskazują, że jeden na dziesięciu nauczycieli odchodzi z zawodu już w pierwszym roku pracy. W okresie pierwszych pięciu lat pracy aż 20% nauczycieli odchodzi z zawodu ostatecznie (Gray, Taie 2015, Auletto 2021. Zjawisko to jest szczególnie nasilone w tych krajach, gdzie płace w edukacji są bardzo niekorzystne w porównaniu z pensjami w innych branżach oraz gdzie nauczyciele mogą względnie łatwo znaleźć pracę częściowo wykorzystującą ich kompetencje oraz bardziej finansowo satysfakcjonującą. ...
Niedobory kadrowe w szkolnictwie są w literaturze światowej ważnym przedmiotem badań nad usługami edukacyjnymi i rozwojem regionalnym. Problem ten, choć staje się ważki także w Polsce, dotąd nie był naukowo zgłębiany. Dlatego celemartykułu jest scharakteryzowanie procesów skutkujących niedoborami nauczycieli oraz działań sprzyjających obniżeniu ryzyka utraty płynności kadr w systemie edukacji jako ważnego zadania dla polityki regionalnej. W wyniku studiów literatury ustalono, że do niedoborów dochodzi przede wszystkim na skutek tzw. „wyciekania” z zawodu młodych nauczycieli, senioralizacji profesji oraz upowszechniania się alternatywnych modeli karier. Za działania skutecznie zapobiegające temu problemowi uznaje się m.in. „retencjonowanie kadr” i systemowe wspieranie integracji oraz socjalizacji młodych nauczycieli ze środowiskiem szkolnym.
... CTE teacher credentials are important to confirm a CTE teacher's qualifications and give the CTE program credibility (Meyers, 2015). In the United States, efforts have been undertaken by some states toward reevaluating, and possibly lowering, existing teacher licensure and or certification credentialing standards as a short-term measure to mitigation efforts (Devier, 2019). ...
... Allensworth et al (2009) revealed an alarming teacher turnover trend in the Chicago Public Schools (CPS), where a typical school, in which the majority of the students are low-income and predominantly African American and Latino, experiences a turnover in half of its teachers every three years. In contrast, other data suggest that teacher turnover rates have decreased to 17 percent nationwide and to 18.6 percent in high-poverty schools (Gray & Taie, 2015). However, compared to the national labor turnover rate of 3.5 percent (U. S. Bureau of Labor Statistics, 2018), the teacher turnover rate is considerably higher. ...
Teacher turnover could have a negative effect on students' academic achievement, and teaching workload. The aim of this paper was to investigate the status teacher turnover in selected secondary schools in Bugangaizi County West, Kakumiro District, Uganda. The target population was 19 secondary school headteachers while 14 headteachers was used as the sample size. Data was collected using document analysis and interview guides. The instruments were tested to see if the questions were relevant, clear and unambiguous. Research experts who had content in the area under investigation were consulted and their comments used to improve the questions in the interview guide as a way of ensuring face validity. For quantitative data obtained, they were first edited for completeness, coded and entered into the Statistical conclusions. The paper found out that teacher turnover was an issue in many schools. Majority of head teachers openly reported that some teachers quit teaching from their schools either for green pastures or to other professions. The study concluded that there was low teacher turnover of 4.7% that is approximately 11 teachers per year. The paper recommended that Ministry of Education and Sports in Uganda should put in place a system that captures the statistics of teacher turnover and make right decision through replacements.
... The issue of career choice is especially important in the teaching profession. For some time, schools in the United States have struggled to maintain its workforce [9][10][11][12]. The K-12 student enrollments continue to increase while, at the same time, few individuals are entering the teaching profession [13]. ...
This study examines factors that influence parent’s willingness to encourage their children to consider teaching as a career. Using structural equation modeling, we identified four factors that are highly predictive of a parent’s willingness to encourage their children to consider teaching and their belief that teaching would be their best career option. Results indicated that parents were more likely to encourage their children to become teachers when people outside the family had encouraged the children to teach, if the parents believed their child would be a good teacher, and if parents thought that expectations placed on teachers were reasonable. Results also showed, however, that when considering other professions, parents were much less likely to encourage their children to become teachers in favor of other professions.
Systemwide mentoring/induction in U.S. schools is illustrated through three cases from urban, suburban, and rural districts/divisions. Job-embedded mentoring for new teachers in work environments is viewed from an equity lens. Support–accessibility–collaboration–equity (SACE), my original multidimensional framework, is used to examine newcomer induction and leadership from a critical perspective. As shown, equity varied in the professional development and learning contexts, ranging from present/explicit, to uneven/inconsistent, to absent/ambiguous. Based on perceptions of new teachers, mentor teachers, and school leaders gleaned from interviews, areas of equity and inequity spanned vision, implementation, and assessment. Accompanying the school cases are descriptive analysis and tables. Conversation starters and reflective activities also anchor theory in practice.
This chapter details how university and school partners leveraged a potentially harmful licensing policy to address both short- and long- term problems caused by a critical teacher shortage. The shortage is primarily concentrated in schools that serve a large number of students living in poverty where school administrators increasingly hire unqualified and inexperienced teachers using a temporary licensing policy that was not designed for this purpose. Prompted by concern over the impact these unqualified teachers will have on economically disadvantaged students, faculty from a university preparation program and leaders from a large public K-12 urban–suburban school division in the Greater Richmond region of Virginia collaborated to innovate possible solutions. The school-university partnership reimagined ways to utilize the temporary licensing policy and reallocate resources to financially support a newly conceived teacher residency and induction support model designed to quickly fill vacant teaching positions in high-poverty schools while simultaneously improving the retention of quality teachers. Within this new model, the temporary licensing policy is repurposed as a mechanism to maintain cost neutrality and therefore guarantee long-term sustainability of the residency and support model without external funding. Initial findings from the first two years of program implementation suggest a positive impact on teacher effectiveness and retention in high-poverty schools.
Purpose
This study investigated a mentor academy that was co-created within a school–university partnership (SUP) to support continuity in high-quality mentoring for teacher candidates, student teachers, novice teachers and teachers new to the school. We explored growth in the mentors and aspects of the academy that impacted that growth.
Design/methodology/approach
This instrumental case study included eight mentors and one administrator participating in six sessions of the mentor academy during one academic year. Data included surveys, an interview, artifacts and notes. Additional survey data were gathered from teacher candidates and novice teachers who were mentees and other administrators. The academy focused on identifying the needs of mentees at different levels of experience, approaches to communication, feedback and observation and building a sustainable and life-giving mentoring program. The constant comparative method was applied within and across sources to reveal themes. Numerical data from Likert scale survey questions were cross-referenced with qualitative data.
Findings
Mentors improved their ability to build trusting relationships with mentees, provide individualized support based on mentees’ developmental levels, confer and offer specific feedback. They learned to mentor for independence, and mentors grew in confidence, suggesting and enacting leadership roles.
Research limitations/implications
This study is limited to data from only one cohort. Furthermore, studying the content of mentoring sessions could provide a more nuanced understanding of mentors’ growth. Therefore, future research will include analysis of mentoring sessions and mentees’ goals and progress.
Originality/value
The mentor academy spanned the school–university boundary by cultivating cohesive mentoring practices, which supported the clinical preparation of teacher candidates, the development of teachers and the professional learning of mentors. The tools, procedures and network created by the mentors contributed to a self-sustaining and life-giving mentoring culture in the SUP.
This chapter seeks to address how to retain teachers by empowering preservice teachers within their teacher preparation program through advocacy and activism. Drawing from a longitudinal study on preservice teachers, among other studies, this chapter applies Freire's critical pedagogy as a framework to outline these main ideas and explain ways to implement them in a teacher education program: (1) Preservice teachers must recognize that they are functioning within a neoliberal system; (2) Preservice teachers must recognize that they have the power and voice to change and disrupt the system through advocacy and activism; (3) Preservice teachers must recognize that they can use their voice to change education and education-related policies that affect their students and their teaching; (4) Preservice teachers must recognize that they can use their voice to change social policies that affect their well-being and day-to-day life as teachers.
Purpose : This study investigated differences in (a) completion of teaching methods courses and (b) participation in professional development opportunities between alternatively and traditionally certified physical educators. Method : The sample included 1,850 physical educators (mean age: 42.7 years, male: 61.7%, female: 38.3%) from the 2017 to 2018 National Teacher and Principal Survey. Prevalence estimates of physical educators who (a) completed undergraduate or graduate teaching methods courses during their education and training and (b) participated in professional development were calculated. Results : The results of binary logistic regressions reveal that alternatively certified physical educators were less likely to complete various teaching methods courses before entering the teaching profession. In addition, there were no differences in participation in professional development except in instructional strategies for students with disabilities. Conclusion : Considering unprepared teachers tend to leave the profession early, alternative certification programs need to provide substantial levels of learning opportunities, including teaching methods courses.
The COVID-19 global pandemic quickly changed the educational landscape by adding challenges as teachers had to pivot almost immediately from traditional educational contexts to unfamiliar remote, online environments. In-service world language teachers (N = 497) were surveyed to understand differences in one's sense of efficacy teaching languages before and during the pandemic. Results show stark differences in both contexts. The findings provide manifold implications for world language teacher preparation as well as teacher retention and professional development.
Background:
During the COVID-19 pandemic, teachers quickly shifted to remote teaching with many teachers experiencing increased work demands with limited resources, affecting both mental health and work.
Methods:
Within a cross-sectional study, we evaluated the relationship between one type of work demand, non-standard work schedule characteristics, and depressive and burnout symptoms in kindergarten through 8th grade U.S. teachers working remotely in May 2020. We further assessed the impact of COVID-19 and work resources. Work schedule characteristics were self-assessed across six domains on a 5-point frequency scale from always (1) to never (5). We used multilevel Poisson models to calculate prevalence ratios (PRs) and 95% confidence intervals (CIs).
Results:
In fully adjusted models, frequently working unexpectedly was associated with a higher prevalence of depressive symptoms (PR = 1.18, 95% CI = 1.07-1.31, p < 0.01), high emotional exhaustion (PR = 1.17, 95% CI = 1.05-1.30, p < 0.01), and high depersonalization (PR = 1.40, 95% CI = 1.02-1.92, p = 0.03). Remote work resources were significantly associated with a lower prevalence of depressive symptoms (PR = 0.88, 95% CI = 0.79-0.98, p = 0.02). There was a linear association between low coworker support and a low sense of personal accomplishment (PR = 0.68, 95% CI = 0.53-0.87, p < 0.01).
Conclusions:
Frequently having to work unexpectedly while remote teaching was associated with symptoms of depression and burnout during the COVID-19 pandemic. Workplaces should support predictable working times to lessen the disruption caused by unexpected work to promote worker well-being.
Teacher attrition has increased by 50% over the past 15 years. The purpose of this study was to determine whether a mindfulness-based intervention would be effective for reducing stress and increasing mindfulness, self-efficacy, job satisfaction, and well-being among teachers at Title I (low-income) schools. The researchers evaluated the effects of a mindfulness intervention created specifically for teachers using a four-way ANOVA (2 × 3 × 2 × 5) with two between subjects’ factors, groups and levels, and two within subjects/repeated measures factors, pretest-posttest and scales. While the study did not show significant effects for mindfulness, stress, self-efficacy, and well-being, teachers in the control group demonstrated significantly lower levels of job satisfaction compared to the experimental group. These results are commensurate with previous studies that suggest with a mindfulness-based intervention, teachers report increased job satisfaction.
A student's life is mentally demanding and time-consuming for any learner. U.S. culture values hard work, no excuses mantras, and discipline to achieve a graduate degree or the next promotion, and often it is a badge of honor to be overcommitted, stressed out, and exhausted. As mental and physical health issues arise, the implementation of a health and wellness statement for graduate students was utilized to open the proverbial door to hold space and grace for life's challenges and empower learners in an inclusive setting.
Rural schools face unique challenges in recruiting well-trained STEM teachers for grades 6-12. Working with teacher education institutions, rural school districts can inform pathways to teacher licensure and therefore assist in crafting ones that better align to rural contexts. This chapter explores synergistic relationships among various STEM teacher pathways including graduate certificates in STEM education, the Robert Noyce scholarship program, licensure-only and lateral entry programs, and online vs. face-to-face teacher pathways. Institutional barriers to change in teacher education and ways of overcoming these challenges are also described.
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