Teacher Retention: One District’s Search to Understanding Complex Issues Regarding Retaining Quality Teachers

• In Event: Roundtable Session 104
  In Roundtable Session: How Leadership Contributes to the Quality of Professional Life for Teachers: Team, School, and District-Level Perspectives

Abstract

Objectives
The purpose of this study was to better understand the factors contributing to teacher turnover from a District perspective in order to make recommendations for the future to increase retention of quality teachers. Specifically, it examined one inner city district’s data trends for regarding teacher turnover, exit surveys and interviews of teachers most at risk of leaving the District. The study analyzed patterns of teacher turnover and compared those patterns to circumstances to interviews notes conducted a year prior to separation from the District. Ultimately, it attempted to discover what could be done to increase teacher retention.
Perspective
Each summer across America school Districts are faced with the task of hiring the best teachers for their positions to accelerate student achievement. During the 1990’s and early 2000’s the talk was all about “teacher shortages” and the goal was to recruit, recruit, recruit (Dillion, 2009). Many Districts invested time and money recruiting out of state and sought teachers though alternative programs such as Teach for America and Smart Schools. Now in 2011, there are many stories teachers receiving RIF (Reduction in Force) notifications due to budget cuts and declining enrollment. Yet, an inner city district with teacher turnover and undergoing reform continue to scramble for the best teachers.
Findings
The District conducted interviews with those teachers who were most at risk for terminating employment with the District based on their years of service. The Director of Human Resources interviewed sixty-seven second and third year teachers from nine schools. Each interview lasted approximately 20-30 minutes, and the purpose of the interviews was to collect data for retention purposes. Each participant was told conversations would remain confidential. The interviewer scripted responses to the following open-ended questions: "Have we (CESD) met your expectations?” and "What are your professional aspirations?"
Based on interview results seven themes immerged around: professional development, leadership, time, aspirations, site-based issues, student population and culture/climate. The majority of second and third year teachers were dedicated to staying in education, and were appreciative of the professional development and mentoring that they received. Some challenges faced were the need for differentiation of professional development and the length of the extended school day. There were a number of specific challenges expressed around time. Not having enough time to implement what they have learned, not having enough time for planning, and the hardship of balancing work, school and family. The majority of the teachers enjoy working with their sites, teams, administrators and community. Overall the teachers understood the challenges the District faces and were supportive.
Significance
Teacher retention may be one of the problems that has the greatest effect on education. This study provides new evidence of how teachers think about their work and make decision to stay or exit from a school district.

Author

• Susan Lugo, Creighton School District