PROBLEM STATEMENT OUTLINE 2
General Problem Statement Sentence
The general problem to be addressed is the challenge school principals encounter hiring
and retaining teachers resulting in low enrollment and reduced funding.
oArthur and Bradley (2023) identified the increasing need for teachers in
impoverished and cautionary areas that are underserved because of location,
funding, and student demographics.
oCasely-Hayford et al. (2022) researched rural public schools analyzing teacher
staffing levels projecting a shortage of 277,000 qualified teachers in the next ten
years.
oGuthery and Bailes (2022) detail the impact of school administration’s tenure in
place as a determinant factor for teacher recruitment, seeing a direct correlation
with administration tenure and teacher recruitment.
oShibiti (2020) offers that the current need for teachers per year to meet demand is
25,000-30,000, with colleges only supplying 8,000-10,000 annually.
oThe specific problem to be addressed is the possible challenges school principals face
hiring and retaining teachers within Craven County Public Schools (CCPS) possibly
resulting in low enrollment and reduced funding.
oRelationship to Cognate- This study relates to the Human Resources (HR) cognate
representing the importance of developing recruitment and retention programs as a key
challenge to HR professionals. With the current recruitment challenges and increased
turnover in public education systems, teacher acquisition and retention has become a
forefront issue for public school HR professionals (Casely-Hayford et al., 2022; Shibiti,
2020).
References
PROBLEM STATEMENT OUTLINE 3
Arthur, L., & Bradley, S. (2023). Teacher retention in challenging schools: Please don’t say
goodbye! Teachers and Teaching, 1–19. https://doi.org/10.1080/13540602.2023.2201423
Casely-Hayford, J., Björklund, C., Bergström, G., Lindqvist, P., & Kwak, L. (2022). What makes
teachers stay? A cross-sectional exploration of the individual and contextual factors
associated with teacher retention in Sweden. Teaching and Teacher Education, 113.
https://doi.org/10.1016/j.tate.2022.103664
Guthery, S., & Bailes, L. P. (2022). Building experience and retention: The influence of principal
tenure on teacher retention rates. Journal of Educational Administration, 60(4), 439–455.
https://doi.org/10.1108/jea-09-2021-0172
Shibiti, R. (2020). Public School Teachers’ satisfaction with retention factors in relation to work
engagement. SA Journal of Industrial Psychology, 46 E1-E9.
https://doi.org/10.4102/sajip.v46i0.1675
Annotated Bibliography
PROBLEM STATEMENT OUTLINE 4
Arthur, L., & Bradley, S. (2023). Teacher retention in challenging schools: Please don’t say
goodbye! Teachers and Teaching, 1–19. https://doi.org/10.1080/13540602.2023.2201423
The authors of this article, Linet Arthur and Simon Bradley are both professors at Oxford
Brookes University School of Education in Oxford, United Kingdom. Linet Arthur has published
seven articles related to management and organizational behavior. Simon Bradley has over 25
years of qualitative research study in social and public policy. This article was published in 2023
in a Routledge publication "Teachers and Teaching". The focus of this article is ongoing concern
with teacher retention in public schools. First, the article focuses on the reasons for teacher
turnover including stress, workload, poor pupil behavior, and low-income schools. Next the
article identifies reasons why teachers stay in the profession including administrative support
leadership skills, teacher's resilience, increased autonomy, and the satisfaction of impacting
change through mentoring youth. The article further explores intrinsic and extrinsic motivations
for teacher retention. Specifically veteran teachers were motivated to stay by the feeling of
teaching mastery and desire to do make a difference in children. The methods used in this
research were group interviews, semi-structured individual interviews, and a qualitative survey.
The data for intrinsic and extrinsic motivators were compared and grouped with like results. It
was found that veteran teachers are more likely to build intrinsic motivation to continue
employment, whereas fledgling teachers lack the resiliency to do so. This reference supports the
general problem statement being based off the same subject matter of teacher retention and
motivational factors. This article supports research to nullify the ongoing, growing issue of
teacher turnover and retention planning.
Casely-Hayford, J., Björklund, C., Bergström, G., Lindqvist, P., & Kwak, L. (2022). What makes
teachers stay? A cross-sectional exploration of the individual and contextual factors
PROBLEM STATEMENT OUTLINE 5
associated with teacher retention in Sweden. Teaching and Teacher Education, 113.
https://doi.org/10.1016/j.tate.2022.103664
This article is published by Elsevier in the Teaching and Teacher Education journal. The article
was published in 2022 offering recent research into the topic of teacher retention. The authors all
currently work as professors and research professionals in their fields working at Universities in
Sweden. The focus of this literature is to identify what makes teachers stay in the profession. The
study aims to identify and explore individual and contextual factors that are the basis of teacher's
retention decisions. The article acknowledges the impact of teacher retention on student
education and school financial impacts. The study focuses on retention from a conceptual
approach based on teacher's individual factors and contextual factors. The following individual
variables are assessed: organizational commitment, teaching mastery, work-life balance, and
health related to work. Work-level, socio-organizational, and outcome variables are also present
in the research. Using correlation and regression analysis the research found a high correlation
between retention and work-Life health factors. With moderate correlations between the rest of
the variables tested. There was no correlation between work factors and teacher retention. This
article supports the general problem statement since it is focused on the need to increase teacher
retention. As stated in the article in Sweden the demand for teachers by the year 2030 will
outpace availability by 227,000 teachers. This article supports the consequences of the general
problem statement citing high cost of turnover and the diminished capacity to teach and train
students at an acceptable level.
Guthery, S., & Bailes, L. P. (2022). Building experience and retention: The influence of principal
tenure on teacher retention rates. Journal of Educational Administration, 60(4), 439–455.
https://doi.org/10.1108/jea-09-2021-0172
PROBLEM STATEMENT OUTLINE 6
This article is published by Emerald Publishing Limited in the Journal of Education
Administration. The article was published in 2022 and offers current research about teacher
retention. The authors, Sarah Guthery and Lauren P. Bailes, both work as professors at Texas
A&M University and the University of Delaware respectively. The focus of this article is based
on how principal's tenure can affect teacher retention in public schools. The article starts by
laying the groundwork for how a school principal, or other top administrator, dependent on the
structure of the school, can aid in teacher retention. The article aims to determine if the
principal's ability to hire teachers is directly proportional to teacher retention. The study follows
11,717 principals in the Texas education system between 1999-2017. The methodology used ws
tracking how many teachers were hired and how many quit in a time period between 19991 and
2017. Using regression analysis, the research determined that principal tenure is important to
teacher retention in a bell curve formulation. At the peak year of principal tenure, the highest
level of current teacher retention is obtained. After the peak year, teacher retention starts to wain
gradually. The findings of this research suggest that five years is when principals experience
gains in teacher retention. The identified issue with the findings is that the average principal
leaves at the four-year point. This article supports the general problem statement focused on
teacher retention in public schools by offering greater insight into retention strategies. The
research supports the consequences of the general problem statement through offering principal
tenure as a solution to the phenomenon of teacher retention.
Shibiti, R. (2020). Public School Teachers’ satisfaction with retention factors in relation to work
engagement. SA Journal of Industrial Psychology, 46.
https://doi.org/10.4102/sajip.v46i0.1675
PROBLEM STATEMENT OUTLINE 7
This article is published in the South African Journal of Industrial Psychology in 2020. The
author Ronny Shibiti is a professor at the University of South Africa in the College of Economic
and Management Science. The purpose of this article is to draw a correlation between teacher
retention, satisfaction and work engagement. The reason for the study is to address the growing
issue of teachers exiting the career field in the early years of the profession. This is leading to a
shortage of teachers for the growing population. The research design included a quantitative
approach utilizing 278 questionnaires. The research aims to find a correlation between retention
factors and employee engagement. The findings support a significant correlation between
retention motivation factors and work engagement. These retention factors include financial
compensation, autonomy, administrative support, professional development, and other minor
benefits. The implication of this research suggests organizations should invest in determining if
the current retention factors available bear the importance to the teachers to enable engagement
and retention. This article supports the general problem statement as the basis for this research is
congruent with the proposed research problem. Similarly, this research mirrors the same
consequences available in the general problem statement. The difference is the current general
problem is searching for a correlation between teacher tenure and retention factors. Therefore,
the article will be used to support current literature and available retention factors.
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