Retention of Novice Science Teachers in U.S. School Districts: Findings From a Cross-Case Analysis

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: A Focus on Teacher and Leader Well-Being and Retention (Table 20)

Abstract

This research reports on results of a 5-year study to understand the reasons for novice science teacher retention in school districts/LEAs with demonstrably high rates of retention. Analysis of state-level school staffing data between 2007-2018 from four U.S. states was used to identify site, and 13 focus districts/LEAs were selected for site visits. Qualitative data was collected and case studies were constructed for each site, and a cross-case analysis was conducted. Major factors that influenced retention included: support from departmental colleagues, organizational systems and culture of support, compensation, and teacher autonomy/agency. Implications of specific aspects of the findings related to the retention of teachers of color and the role of mentoring and induction in retention in these districts are discussed.

Authors

• Douglas B. Larkin, Montclair State University

• Suzanne Poole Patzelt, Touro University

• Mayra Muñoz, Montclair State University

• Liz Carletta, Montclair State University

• Khadija M. Ahmed, Montclair State University

• Manar Hussein, Montclair State University