Running head: Teacher Retention
Teacher Retention
Monica Tucker
Retention
Abstract
In this essay we take a look into the many reasons why the teacher retention is so high. Educators
are leaving the profession for many different reasons. The reasons are more complex and leaves
many confused and wondering if they have made the correct decision. There are many theories
that have been researched and proven correct. Some may say that lack of leadership and high
stakes testing environments have a huge impact on teacher retention. Research suggests that at a
time when teachers must carefully examine and master the roles and responsibilities of their
profession to meet the needs of students as well as the demands of administrators and policy
makers, strains experienced by teachers are resulting in teacher turnover (Valli & Buese, 2007).
This has caused teachers to feel that they can’t keep up with the demand of education. Let alone
feel as if it’s even worth it with such little pay. This essay will help put teacher retention into
perspective and broaden the thoughts of why teachers leave the profession.
Retention
Teacher Retention
Overview
The rate of teacher retention is climbing higher and higher by the year. Educational
leaders are having a hard time keeping the positions of teachers filled as many are leaving the
profession before they are set for retirement, which leaves a strain on schools, other staff
members, and students. Based on current research there are many different factors as to why a
teacher will choose not to stay. The main three being, high-stakes testing, leadership, and salaries
of teachers. Researchers have conducted a very through research to see how teacher retention can
be improved in order for the teaching experience can be positive for all educators in the field.
Theoretical Framework
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016) directed research to provide the
relationship between school organizational contexts, teacher turnover, and student achievement.
Credible estimates were identified by isolating variation in organizational contexts within
schools over time. In this study, we provide the first direct evidence to inform answers to two
questions central to policy and practice: Would strengthening organizational contexts in schools
decrease teacher turnover and increase student achievement? And, which dimensions should we
focus on for improvement Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. 2016? Many things
led to teacher retention, but this research lean more towards organization.
Review of the Literature
Retention
After completion of reviewing the literature this essay will introduce three important
themes: teacher retention and pay increases, teacher retention and leadership, and teacher
retention and high-stake testing. Combined they will support the themes and hypothesis of
researchers who put in the work throughout the essay. They will also describe support teachers
need in order to want to stay and be successful in the classroom.
Theories of Teacher Retention and Pay Increases
Any teacher that goes into the field of education could tell you that they are not in it for
the pay. Most teachers feel that they are called to teach and although one does not begin it for the
pay, one can admit that the pay often times is not enough in most areas. After being in the
profession and not seeing a change in pay, one will also say that it is not enough to say and will
result in teachers leaving the profession as a whole. How does this affect the rate of teacher
retention?
Effective Bonuses The theory behind retention incentives assumes that offering financial
incentives will help retain more teachers (ideally in the upper tail of the ability distribution) in
hard-to-staff or chronically low-performing schools (Springer, M. G., Swain, W. A., &
Rodriguez, L. A. 2016). Retention bonuses in practice have ranged from US$250 to more than
US$20,000, whereas a simulation study by Feng (2009) estimated that an additional US$10,000
a year in pay for teachers in hard-to-staff schools would improve retention rates to that of
teachers in average schools. Retention bonuses are often given to teachers for them to stay in
disadvantaged schools.
High-stakes Testing High-stakes testing is another contributor to teacher retention. Due to the
No Child Left Behind Act testing for each student, teacher retention has thrust. Many teachers
Retention
become overwhelmed by all that is required of them when it comes to high stakes testing that
they leave the profession. Theorists feel this is the number one reason why there is a high
turnover rate.
Summary
There have been many researchers and theorist that have contributed to teacher retention. Many
reasons have been given to teacher retention. The success of bringing down the teacher retention
rate has not been researched and all leadership can do is continue to look for ways to keep staff.
The care of a teacher is very important, and leaders should always put a teacher’s care first.
Teachers tend to take care of others, which often times they forget about themselves. All leaders
should have to take trainings on how to lead teachers and to cut down on the effect of teacher
retention. Being an educator is very challenging and the importance of meeting teachers where
they are as well as caring about their well-being is a great start. Each year there is more added to
the teacher’s overview of jobs and this causes stress and in turn they leave. No amount of pay
will keep them and regardless of how much one care for the students they will leave as well. The
study should be about having positive outcomes for the teacher and the classroom.
Retention
References
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retention. Power and Education, 10(1), 92–104.
https://doi.org/10.1177/1757743818758782
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workplace climate and job satisfaction. Urban Education, 53(1), 86-112.
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Hill, Andrew J, and Jones, Daniel B. “The Impacts of Performance Pay on Teacher Effectiveness
and Retention: Does Teacher Gender Matter?” The journal of human resources. (2018): n.
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Jane Perryman & Graham Calvert (2019) WHAT MOTIVATES PEOPLE TO TEACH, AND
WHY DO THEY LEAVE? ACCOUNTABILITY, PERFORMATIVITY AND
TEACHER RETENTION, British Journal of Educational
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Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts,
teacher turnover, and student achievement: Evidence from panel data. American
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Retention
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Bonuses: Evidence From Tennessee. Educational Evaluation and Policy Analysis, 38(2),
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retention." Academy of Educational Leadership Journal19.1 (2015): 227+. Business
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Tray Geiger & Margarita Pivovarova (2018) The effects of working conditions on teacher
retention, Teachers and Teaching, 24:6, 604-625, DOI: 10.1080/13540602.2018.1457524
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