Factors Related to Teacher Retention in Arctic Alaska

• In Event: Developing Excellent Teachers in Rural and Remote Communities: Challenges and Efforts in Rural Alaska

Abstract

We present findings from an ongoing three-year National Science Foundation (NSF) Polar Programs-Arctic Social Sciences funded study of factors influencing teacher retention in Arctic Alaska.
The theoretical framework of the study is based on the belief that access to quality education for all Alaskans is critical to sustaining healthy and vibrant communities in a rapidly changing global context (Barnhardt, 2005; Kisker et al., 2012) and draws on anthropology and native education studies. To engage students in meaningful learning, effective teachers must both understand living and culturally guided teaching in the context of Alaska’s rural and diverse Native villages and appreciate the Arctic environment. High rates of teacher attrition, however, threaten the provision of quality education (Castagno & Brayboy, 2008; Ingersoll & Strong, 2011; Strange, 2011).
Approximately 60% of teachers leave Arctic Alaska after two years (Hill & Hirshberg, 2013). This means teachers in Arctic schools often are new both to teaching and to Alaska’s environments and cultures. They learn about local cultures, Arctic lifestyles, and differentiating instruction for their students – often only to leave after a few years (Munsch & Boylan, 2008).
We identify indicators for teacher retention and community integration, and factors linked to teacher retention, in order to inform education policy for teachers working and living in rural, Indigenous communities. We make a special effort to document the impacts of the Arctic and Arctic communities on teacher retention. While quantitative data exists on teacher attrition, little qualitative information is available, which might add inside and nuances to the reasons for high attrition rates. We asked teachers and community members in 10 rural communities to address teacher preparation for teaching and living in Indigenous communities, school climate, community and school integration, curriculum and pedagogy, job satisfaction, and a vision for the future. Through thematic analysis of interview data we examined community indicators of teacher integration and retention.
Our preliminary findings indicate that teacher retention in Arctic Alaska is strongly related to community/tribal beliefs about education, active community involvement in school governance, stable effective school leadership, ongoing cultural-based teacher induction, and the freedom to enact instructional decisions, which enhance and enrich the academic experiences of Native students. In addition, the complexity of living as “outsiders” in Native villages, the low number of Native educators/mentors, geographical isolation, and the Arctic’s demanding living conditions affect teacher retention. National accountability practices and proposals for teacher evaluations tied to student test scores also are critical factors. Our results reflect conflicts between tribal sovereignty in education and federal education policy. We highlight examples of effective community integration between schools and teachers, with a focus on educational strengths rather than “achievement gaps” or what communities lack.
This study can inform teacher training and hiring practices for schools in Arctic Alaska and similar areas. It also is establishing sustainable community partnerships (i.e., research capacity) among Native communities, researchers, and education policy makers.

Authors

• Ute Kaden, The University of Alaska - Fairbanks

• Philip Patrick Patterson, The University of Alaska - Fairbanks