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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Using Support Programs to Reduce Teacher Attrition among Elementary School Teachers
in the US
Omar Morris
School of Education, Liberty University
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Abstract
Lack of teacher self-efficacy has been cited as one the probable reasons for teacher attrition
across the globe, which in turn negatively impacts the education system. Because teachers play a
critical role in student success, their attitude towards their job performance often impacts student
achievement. The aim of the study is, therefore, to explore ways schools could foster teacher
self-efficacy. Self-efficacy, according to Bandura’s Social Cognitive theory, supports the idea of
social interaction, which creates learning opportunities. Novice teachers, because of their limited
experience may, therefore, benefit greatly from an environment that fosters social interaction.
Keywords: self-efficacy, attrition, mentorship, teacher support, teacher retention
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Using Support Programs to Increase Self Efficacy Among Elementary School Teachers in
the US
Like any other profession, teachers need a support system to guide them through the
beginning years of their career. The teaching profession comes with a mountain of challenges
that novice teachers sometimes are unable to cope with and the types of support provided
during these critical years of a novice teacher’s career, will determine how long they remain
in the profession (Dias-Lacy & Guirguis, 2017, p. 265; Butterfield-Tracy & Stow, 2020, p.
12; Aydoğmuş and Serçe, 2021, p. 234). Cited as one of the main reasons for teacher
attrition, is teacher efficacy. Teacher attrition has long been a major challenge for the
education system. It has, since the early 1990s, continued to increase at a rate of 8% per
annum (Carver-Thomas & Darling-Hamand, 2017, p. 3).
Teacher efficacy speaks to the level of confidence a teacher has in his or her ability to
effectively carry out his or her classroom responsibilities (Blackburn et al., 2017, p. 15).
Langdon et al. (2019, p. 249) argued that critical to the efficacy and retention of new
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
teachers, is their learning environment and their continuous development. While majority of
the current literature focuses on the factors that affect teacher efficacy, there is still a lack of
literature that focuses on ways to foster teacher efficacy in schools. The goal of this literature
review is, therefore, to explore the possible ways to foster self-efficacy among elementary
school teachers in the US.
Improving self-efficacy among teachers may be a possible way to reduce teacher
attrition. Studies indicate that teacher attrition poses a challenge both globally and here in the
US (NEA, 2019; Whalen et al., 2019, p. 591; Fressehatsion, 2021, p. 1). Literature exists that
details the challenges caused by teacher attrition, especially, in the US. Exploring the
literature will help to provide a comprehensive understanding of the nature of teacher
attrition and its impact on the education system. Since teacher attrition here in the US and
across the globe negatively impacts student achievement (National Center for Education
Evaluation and Regional Assistance, 2021, p. 1), it is necessary to explore the possible ways
to support teachers that would increase their self-efficacy. A comprehensive understanding
of the different ways to increase self-efficacy among teachers may help to improve the
education system.
Literature Search Strategy
To garner information on the nature of teacher attrition, online search was carried out
using Google Scholar and the Jerry Fallwell Online Library. EBSCO Host and Google
Scholar were the two main databases used for this research. The keywords, “teacher
attrition”, challenges of novice teachers”, “mentorship programs’, “teacher efficacy”,
“indicators of teacher efficacy”, “impact of teacher attrition on student performance”,
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Bandura’s theory”. The sources used for this paper were no more than five years old, (2017
– 2022). These consists of peer-reviewed articles, full text articles and books.
The researcher scanned the titles and abstracts relating to the research topic with the
target audience of elementary school teachers. It is important to note that articles that have
nothing to do with the nature of teacher efficacy, teacher attrition and mentorship programs,
were excluded from the research. The literature search was guided by the following research
questions:
1) What are the key practices school administrators can use to help foster teacher efficacy?
2) What are the classroom implications for teacher efficacy?
Theoretical Foundation
The framework of the literature review is grounded in Albert Bandura’s Social
Cognitive Theory. The researcher will describe the theoretical perspectives of the framework
and how it relates to self-efficacy. Bandura was a clinical psychologist who did extensive
research in the area of social learning (Schunk, 2020, p. 126). He is best known for his social
learning theory called Self-efficacy. In his theory, Bandura (1997) described self-efficacy as
one’s belief that he or she can accomplish a specific task (Mark & Well, 2019, p. 224;
Weinberg et al., 2022, p. 321; Parikh-Foxx et al., 2020, p. 184).
According to Schunk (2020, p. 126), the early years of Bandura’s work were
influenced by Social Learning theory formulated by Miller and Dollard (1941). Their theory
focused on the social learning and imitation. This influence guided Bandura’s research on
influences of social behavior. Because of his dissatisfaction with behavioral theories at the
time, he formulated an observational learning theory that was comprehensive in nature.
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Overtime, Bandura reformulated his theory to address the idea of self-regulation (Schunk,
2020, p. 126).
Bandura’s theory is a social cognitive theory that highlights the need for social
interaction, as it is through the social environment, human learning occurs (Schunk, 2020, p.
125; Junwith & Gahbauer, 2021, p. 2). Since much of learning takes place in the social
environment, it is important to pay keen attention to the environment individuals operate, as
it determines the growth and development of 'persons. Another key element of Bandura’s
theory is observation. Bandura (1986) posited that through observation much can be learned -
people acquire knowledge, skills and strategies (Schunk, 2020, p. 62).
In education, Bandura’s theory has been widely used to guide classroom instruction
(Schunk, 2020, p. 126). It promotes the need for interaction among students, especially in the
classroom, in addition to observational learning. The theory adds that students become self-
assured when they have strong self-efficacy beliefs and they approach new challenges with
excitement with the aim to master the new challenges (Mark & Well, 2019, p. 224).
Several studies have suggested the applicability of Bandura’s Social Cognitive
theory. In one study, for example, the reverse pathway between self-efficacy of teacher and
job satisfaction was examined using Bandura’s theory. The findings suggested there was a
reciprocal relationship between the levels of individuals and their job satisfaction
(Katsantonis, 2021). In another study, the theory was also used to examine the extent which
job satisfaction and satisfaction with life affected teacher professional burn out and efficacy
perceptions. The findings suggested that there is a correlation between the perception of
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
teachers regarding job satisfaction and satisfaction with life and perception of professional
burnout (Aydogmus & Serge, 2021).
Bandura’s theory was selected to guide this study, as it surrounds the idea that
through observing and imitating behaviors, humans learn (Weinberg et al., 2022, p. 321). The
theory made a distinct connection between self-efficacy and high levels of motivation,
achievement and persistent, the very same reasons why teachers leave the profession (Schuh,
2012, p. 64). It’s applicability to the research is, therefore, extremely high and would serve to
support and amplify the need for direct support for novice teachers in the research. The
researcher also believes that teacher support influences teacher self-efficacy, which in turn
enhances job satisfaction and help to retain teachers in the profession. The theory will also
guide the research in providing answers to the research questions.
Review of the Broader Problem
Challenges of Novice Teachers
First year of a teacher’s career will determine how long they remain in the profession.
Among the many challenges faced by novice teachers are that of isolation, lack of support
and coping and communicating with challenging students. Novice teachers’ lack of
experience may also pose challenges with them adapting to their school system in addition to
delivering and executing effective lessons (Schwan et al., (2020, p. 191; Dias-Lacy &
Guirguis, 2017, p. 265; Yirci, 2017, p. 31). Novice teachers, although enter the profession
with the with appropriate knowledge, skills and attitudes, are affected by their perceptions of
classroom burnout (Aydogmus & Serce, 2021, p. 234).
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Defined by the Webster online dictionary (2018, as cited in Aydogmus & Serce,
2021, p. 234), burnout is prolonged stress or frustration which causes exhaustion of physical
emotional strength or motivation. New teachers, especially in the first year of their career,
usually struggles and often demotivated, thus experiencing teacher burnout and stress
resulting in them leaving the profession (Dias-Lacy & Guirguis, 201, p. 265). The stress new
teachers face is often related to the demands of their job, which creates an unpleasant
experience (Skaalvik, 2018, as cited in Mukam et al., 2022, p. 67)
Review of the Broader Problem
Teacher Attrition
Teacher attrition is defined by the Alliance for Excellent Education (AEE) (2014) as
the migration of teachers from one profession to another. Teacher attrition has long been a
major challenge for schools across the globe. It has, since the early 1990s, continued to
increase at a rate of 8% per annum (Carver-Thomas & Darling-Hamand, 2017, p. 3). The
AEE (2014) reported that approximately half a million of teachers in the US abandon the
profession annually, creating a shortage of teachers that critically affects the education
system (NEW, 2019). Studies indicate that less prepared teachers are often the ones to leave
the profession (Dias-Lacy & Guirguis, 2017, p. 265). On the other hand, highly qualified
teachers tend to remain in the profession much longer due to enhanced job satisfaction. To be
categorized as highly qualified teachers, Schawn et al. (2020, p. 190) suggests that teachers
remain in the profession for approximately three to five years.
Teachers during this time, would have received adequate training and support that
hone their professional practice. Admits the daunting reports over the years on teacher
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
attrition and its effects on the education system, The AEE reports that initiatives to support
new teachers, are now underway (AEE, 2014). Research as far back as 1975 indicates that
the maintenance of an adequate number of quailified teachers in the profession is not as a
result of the lack of highly qualified teachers who enter the profession, but rather that these
teachers leave the profession in an exorbitant number (Callahan, 2016, as cited in Kimball,
2018, p. 36).
Reasons for Teacher Attrition
Although qualified teachers enter the profession each year with appropriate
knowledge, skills and attitudes, they leave the profession within the first five years of their
arrival (Kimball, 2018, p. 24). This a call for concern, seeing its implications for the
education system. Due to its adverse effects on the education system, it is imperative to
garner a comprehensive understanding of the reasons teachers leave the profession within the
first five years of their practice. There is a myriad of reasons for teacher attrition. Cited as
some of the reasons are lack of teacher support, compensation, isolation, work overload
which leads to stress and job dissatisfaction, in addition to poor student behavior (Dias-lacy
& Guirguis, 2017, p. 266; Whalen et al., 2019, p. 592; Lindsay et al., 2021, p. 3).
Effects of Teacher Attrition
Teacher attrition has adversely affected the education system for decades in many
ways. Its negative effect on student achievement is cited as one of the ways. When teachers
leave the profession or change schools, they tend to disrupt the instructional flow in schools
(National Center for Education Evaluation and Regional Assistance, 2021, p. 1; Brummet et
al., 2017, p. 250). Another way teacher attrition affects the education system is by placing
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
burdens on school district to having to find highly qualified teachers to fill the vacancies left
by teachers (Lindsay et al., 2021, p. 2). The exorbitant cost of hiring and training new
teachers is another negative effect. It is estimated that hiring new teachers costs between $10,
000 and $20, 000 per teacher (Barnes et al., 2007, as cited in Lindsay et al., 2021, p. 2).
Rather than spemding this amount to hire new teachers annually, the funds to have been
reallocated to purchasing materials that could support classroom practices (Lindsay et al.,
2021, p. 2).
Mentorship Program
As an initiative provided by schools across the US, mentorship programs may help to
increase teacher efficacy and reduce teacher attrition (Albert, 2020, p. 73; Lindsay et al.,
2021, p. 3’ Schwan et al., 2020, p. 190). Effective mentorship programs provide structure and
flexibility that creates a mentorship workflow that is critical to the professional success of
novice teachers (Kimball, 2018, p. 18). Guidance is provided to mentees both
psychologically and professionally. Guidance provided psychologically, underpins the
mentee’s capability and self-esteem, thus allowing them to smoothly adapt to their new
environment (Yirci, 2017, p. 32).
Teacher support in the past had received little attention from school administrators
due to limited funding (Kimnall, 2018, p. 37); however, the steady increase in attrition rate
over the years has caught the attention of the relevant authorities (Whalen et al., 2019, p.
591). Today, mentorship programs are increasingly promoted across the states to mitigate the
effect of attrition (National Center for Education Evaluation and Regional Assistance (2021).
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Because novice teachers often enter the profession as inexperienced teachers, they are
assigned to more seasoned, veteran teachers at the commencement of the school year (Shawn
et al., 2020, p. 191). These veteran teachers serve as mentors who help novice teachers
overcome challenges and navigate through the school system (Hokins, 2018, p. 73). Mentees,
during the mentorship program, can grow and develop in a social setting (Schunk, 2020, p.
125). They also get a chance to observe their mentors in action, which may help to strengthen
their self-efficacy beliefs (Schunk, 2020, p. 62; Mark & Wells, 2019, p. 224). Overtime, as
mentees grow and develop, their mastery of tasks enhances their self-efficacy. Studies have
shown that effective mentorship programs have contributed to the reduction of teacher
attrition (Schawn et al., 2020, p. 190).
Effective mentorship programs require effective mentors. It is, therefore, the
responsibility of administrators to oversee the full operation of mentorship programs in
schools (Bickmore & Bickmore, 2010, as cited in Albert, 2020, p..57). Administrators may;
however, at times experience challenges finding mentors that serve as a part of the school’s
support system because being a mentor requires individuals to agree to voluntarily take on
added responsibilities. Mentors must be carefully selected to ensure that they have the skills
to empower mentees as they grow and develop professionally (Hopkins, 2018, p. 73).
Reviewing Relevant Literature
Related Studies
Most studies to date, focus on teacher support programs in general. There is extensive
literature that demonstrates the significance of teacher support, especially for novice teachers
in the education system that could increase self-efficacy. For example, a study done by
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
Schwan et al. (2020), looked at perceptions of new teachers regarding statewide mentorship
programs. This study was a qualitative study that collected data from 147 new teachers and
89 mentors. Although the number of participants from this study seems to be a lot, it should
have consisted of a greater population size to provide a better representation of the data.
The findings from the study presented a favorable response to school mentorship
programs in schools across the states. In another study, looking at teacher perception of
schools’ mentorship programs, Yirci (2017) used a qualitative metho research to data from a
study group of 22 participants. The results showed that new teachers’ perceptions of
mentorship programs were positive. Again, the population size for qualitative research
should represent a greater population size to provide a more accurate representation of the
general public.
There is much literature that correlates low teacher efficacy with low student
performance and high teacher efficacy with high student performance and teacher job
satisfaction (Takunyanci, 2021, p. 397; Lindsay et al., 2021; Dias-Lacy & Guirguis, 2017, p.
265). Although there is much research that focuses on teacher efficacy and student
performance, there is still fewer studies that focus on teacher efficacy of elementary teachers.
Although teacher attrition affects schools across the board, there still needs to be more
research that focuses on teacher attrition at the elementary school level, since this level is
considered the foundation years for education. Since the fundamental years of a child’s life is
critical to his or development, greater attention needs to be focused on the elementary level
with regard to teacher efficacy. To boost student achievement, especially at the elementary
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
level, there needs to be more focus on the extent to which teacher efficacy impacts learning
at this level.
Conclusion
Teacher attrition has been a long been a standing global crisis (NEA, 2019; Whalen et al.,
2019, p. 591; Fressehatsion, 2021, p. 1). It is also a cause for concern because of its adverse effect on
the education system. Since teachers play a key role in student success, their consistent movement may
negatively impact student achievement (NCEEA, 2021, p. 1). In addition, the cost associated to recruit
and train new teachers is crippling the sector (Lindsay et al., 2021, p. 2). The key assumption to fixing the
problems of teacher attrition, is therefore to provide a continuous support system that fosters teacher
efficacy.
Because teaching is viewed as a challenging and stressful profession (Mukam et al.,
2022, p. 67), most novice teachers leave for varying reasons (Lindsay et al., 2021, p. 3). This is
so because new teachers often enter the profession with limited experience and knowledge,
which may pose challenges for them navigating through the system (Yirci, 2017, p. 31). If left on
their own, novice teacher may experience negative job-related emotions (Mukam et al., 2022, p.
67); however, the support systems provided by schools may help to change their view of the
system.
Schools’ mentorship programs serve to build confidence in new teachers. Studies have
indicated that effective mentorship programs in schools have contributed to the reduction of
teachers leaving the system (Schwan et al., 2020). Mentees in mentorship programs participate in
a social context where much learning takes place (Schunk, 2020, p. 125). They also get an
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USING SUPPORT PROGRAMS TO REDUCE TEACHER ATTRITION
opportunity to observe their mentors model the skills and strategies they need for their success.
This builds self-efficacy.
