Why Do New Teachers in Urban School Districts Leave?

• In Event: Examining Teacher Retention Across Contexts

Abstract

This study examined whether new urban teachers’ experience in state teacher induction program was associated with their intent to stay in their urban schools, as well as whether new urban teachers were supported by state teacher induction program in the same way as new teachers in suburban and rural school districts. Based on multiple years of surveys of new teachers in Ohio, quantitative data analyses showed that principal engagement of the induction program had significant effect on new urban teachers’ decision to stay in their current teaching position. It was also found that new urban teachers had significantly lower levels of satisfaction about principal engagement, mentor match, and mentor quality in the induction program than new suburban and rural teachers.

Authors

• Qinghua Nian, Johns Hopkins University

• Christopher Cox, Miami University

• Sarah Beth Woodruff, Miami University - Oxford

• Ashley George