Retention of Novice Teachers who Migrate to Arizona to Begin their Dissertation

Retention of Novice Teachers who Migrate to Arizona to Begin their Teaching C areers - Dissertation Example certainty programs, which typically have several goals, are the most common support structure for modern teachers (Killeavy, 2006). Among those goals are to instruct smart teachers in the methods, culture, and background of the school or district to increase student achievement, and to do new teachers experience success in their first stratum (Breaux & Wong, 2003). Success of a first year teacher is commonly measured by both student academic success as healthful as the novice teachers desire to continue in the teaching profession (Strong, 2005). Unfortunately, rubbing rates for teachers new to the profession continue to be high with as many as fractional of all new teachers leaving the profession within their first three years of teaching (Ingersoll & Smith, 2011 Greiner & Smith, 2006 Darling-Hammond, 2004). consort to Rosenow (2005) as many as 10% of novice teachers in high-poverty schools fail to finish their first panoptic year of teaching. While these numbers are alarming, alone they do not provide adequate incursion into the factors that influence a novice teachers intent to sting or leave the profession. Factors influencing a teachers decision to leave the profession range from job stress to low correct to inadequate support (Reiman & Corbell, 2007). However, induction programs with strong support elements have shown promise in increasing belongings rates of novice teachers (Corbell, Osborne, & Reiman, 2010 Hammer, 2005). American public schools are at a critical crossroads. In the undermentioned decade, it is estimated that an additional 200,000 teachers will be needed as a result of teacher retirements, increasing birthrates, and immigration, and the popularity of class-size simplification initiatives (Zumwalt & Craig, 2009 Graue & Rauscher, 2009). Compounding the problem is the fact that some states, like Arizona, fail to produce e nough college graduates to fill the make for new teachers (Berry, Fuller, & Williams, 2007). This has resulted in some school districts, particularly hobnailed ones, recruiting and hiring teachers from other states resulting in novice teachers who emigrate across state lines to begin their careers (Allen, 2005). Little is currently known about the factors that influence the intent to stay for the sub-population of novice teachers who migrate across state lines to begin their teaching careers. However, current investigate on new teacher retention suggest that induction programs with strong mentor, colleague, and administration support help to increase retention of novice teachers (Corbell, 2008). Statement of Problem Despite the efforts by administrators and policy makers to increase the retention of novice teachers, research consistently shows that between 30-50% of teachers leave the profession within their first three years (Ingersoll & Smith, 2011 Greiner & Smith, 2006 Darli ng-Hammond, 2004) Furthermore, Merkel (2004) describes the problem of new teacher attrition in Arizona as chronic. Many Arizona districts, particularly rural ones, experience the revolving door described by Ingersoll (2003) in which new teachers are hired, trained, and supported but not retained beyond their first few years. Therefore, the purpose of this quantitative study will be to construe the factors that influence retention rates of novice teachers who migrate to Arizona from out of state to begin their careers. importee of Study It is not known if novice teachers w