Beginning English Teacher Attrition, Mobility, and Retention

Debbie L. Hahs‐Vaughn · Lisa Scherff

80 citations0/0 files storedThe Journal of Experimental Education

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Teacher Professional Development and Motivation Teacher Education and Leadership Studies School Choice and Performance

Abstract

Although much research on teacher attrition and mobility exists, few researchers have addressed English teachers specifically. The present authors, using the 1999-2000 Schools and Staffing Survey (SASS) and the Teacher Follow-Up Survey (TFS; National Center for Education Statistics, 2005) examined individual and school characteristics and mentoring and induction activities that affect beginning English teachers' attrition, mobility, and retention. The results indicated that only salary was statistically significantly related to increased odds of beginning English teachers' leaving the profession. No factors related to decreased attrition. In terms of mobility, no teacher or school characteristics were associated with migration (i.e., changing schools). Reviewing combined effects of mentoring and induction activities when controlling for teacher and school characteristics, the authors found that the results suggested none of the activities were related to attrition and migration.

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References

2004What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?2003Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions 2003KEEPING GOOD TEACHERS: WHY IT MATTERS, WHAT LEADERS CAN DO 2000Mentoring in the New Millennium 2004Tensions in Learning to Teach 1989First Year Teacher: A Case Study 2004Teacher salaries and teacher attrition 2004Stayers, Leavers, Lovers, and Dreamers

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