Title: Recruitment, Retention, and Renewal: Eliminating Teacher Shortage
1Recruitment, Retention, and Renewal Eliminating
Teacher Shortage
- Presentation by
- Robert L. Marshall Ed.D.
- Irma Harper Marshall Ed.D.
2- The U. S. Department of Education predicts that
the nation will need more than a million new
teachers by 2010, nearly half of the current
force of 2.6 million in elementary and secondary
schools (National Center for Educational
Statistics, 1998 ).
3- Statistics show that more than one quarter of
all teachers who are presently teachers are over
the age of 50 and that the attrition rate of
beginning teachers is approximately 30 over the
first three to five years of teaching
(Darling-Hammond, 1998).
4- Indeed, nearly 50 percent of teachers in Texas
leave the profession within five years of their
first year of employment. - (Ed Fuller, SBEC 2002)
5- Nearly one half of Americas teachers will be
leaving the public-school system over the next
few years to retire or change careers
(Southworth, 2000).
6A study conducted by Dr. John Pisciotta indicated
that the problem of teacher recruitment and
retention in Texas will not be solved by
addressing pay or benefits. When considering
declining teacher morale, pay and benefits ranked
third behind student attitudes and behavior and
treatment by administrators, respectively (2001).
7Teacher Shortage in Texas2001-2002
One can safely assume that the shortage of
teachers in 2001-2002 in Texas is approximately
45,000. This is a 5,000 increase from the
2000-2001 school year. (Ed Fuller,
SBEC 2002)
8Sources of Newly Hired Teachers in Texas 2001
- Standard Certificate 22.9
- Returning 25.2
- Out of State 10.6
- ACP 11
- Emergency Permit 19.3
- Permanent Substitute 4.2
9 Purpose of the Study
The purpose of this study was to examine the
personal, organizational, monetary and teaching
preparation factors associated with the high
attrition rate of public school teachers in
Texas.
10Attrition Factors
- Personal Factors
- Organizational Factors
- Monetary Factors
- Teaching Preparation Factors
11 How was the research study conducted?
-
- The methods of research were both qualitative and
quantitative in nature.
12Population
- Quantitative 4,577 public school teachers in
Texas who left the teaching profession - 200 randomly selected 48 returned
undeliverable - created a sampling of 152
participants - 43 return rate
-
13Population
- Qualitative 10 personnel directors from various
regions of Texas
14 Findings
- Personal Factors
- Teaching is a stressful profession.
- Teaching is challenging and rewarding career.
- Starting new families relocation of spouses
- 80--- Largest factor for teachers leaving
- Family moves, family and child-rearing
considerations and marriage
15Findings
- Organizational Factors
- Discipline is the biggest problem faced by
teachers - Discipline is the largest organizational factor
- 90--teachers work hours and schedules are
convenient - Student discipline and unhappy with work
environment---twice as likely to leave profession
16Findings
- Monetary Factors
- Teachers salaries are adequate.
- Benefits are competitive with other
professions. - 70---teachers salaries are not adequate
- 50--- monetary factors played a large role in
teachers leaving their districts - 60 benefits were not a factor
- Graduating teachers make 8,000 less
17Findings
- Teacher Preparation Factors
- My education did not prepare me for teaching
(Strongly disagreed) - 90---Colleges were not preparing the teachers
for the reality of teaching - 100--- Colleges needed to get future teachers in
the classrooms earlier - "They're not adequately prepared, and they're put
into a situation completely unsupported (Archer,
1999).
18Statistical Significance
- There was a significant difference in the mean
scores of personal, organizational and monetary
factors between age groups. - There was a significant difference in the mean
scores of teacher preparation factors between
grade-level.
19Additional Findings
- 73 of the teachers who left the profession did
not participate in an induction program.
20 Recommendations
- Personal Factors
- Induction and Mentoring programs
- Staff development training in stress management
- School districts offer day care opportunities for
their employees
21Recommendations
- Organizational Factors
- Staff developments be conducted on classroom
management skills on a practical level
22 Recommendations
- Monetary Factors
- Considerations should be made regarding the
improvement of teacher salaries and benefits
23Recommendations
- Teacher Preparation Factors
- Start education students in field-based classroom
activities earlier and increase time - Courses on classroom management that are
approached through a practical perspective rather
than just a theoretical approach
24 of Teachers Employed After 6 Years After
Obtaining Initial Certification Texas AM Systems
Institutes
- TAMUK 175 72.4
- TAMUI 182 71.3
- Tarleton 316 69.5
- TAMUC 421 68.0
- TAMUCC 273 67.9
- TAMUCS 627 48.5
25 of Teachers Employed After 6 Years After
Obtaining Initial Certification Top Institutions
- University of Texas-Brownsville 76.1
- University of Texas- Pan American
- 74.5
- TAMUK
- 72.4