Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 59

Journal of K-12 Educational Research 57 TRANSFORMATIONAL SCHOOL DISTRICTS: BEST PRACTICES FOR RECRUITING AND RETAINING TEACHERS James Hill, Ed.D. Introduction Teachers are the backbone of education and the heart of every classroom. They are not merely resources; they represent the gateway to a world of possibilities for all children. Noted education expert Harry Wong once said, “The single greatest effect on student achievement is not race, it is not poverty, it is the effectiveness of the teacher” (Wong & Wong, 2000). Although teachers are critical to children’s education and their future, they are often not valued in American society for their vital roles. Teachers are leaving the profession at alarming rates. Teacher attrition is a critical concern for school districts across the country. It has been an issue for many years and is a growing problem. Since 2000, teacher attrition percentages in the United States have increased by as much as 50% (National Center for Educational Statistics, 2008). Teacher attrition is costly in terms of scarce financial resources, time, and human capital. In fact, it has been estimated that attrition may cost as much as $7.3 billion annually in lost time, recruitment of new teachers, and loss of investment in professional development (Hallam, Chou, Hite, & Hite, 2012). The researcher sought to expand the body of research related to the phenomenon of teacher attrition and explore best practices for recruiting and retaining the most highly qualified teachers by interviewing human resource professionals who work in transformational school districts. Literature Review Many factors contribute to teacher attrition. Of those who leave, over 30% of teachers reported having left due to ineffective leadership (Brill & McCartney, 2008). According to Ingersoll and Smith (2003), up to 42% of teachers who leave do so for family or personal reasons. Family reasons vary from death in one’s family, illness, health problems, relocation of a spouse, birth of a child, or a variety of other circumstances (Butler, 2014). Numerous teachers report leaving for better professional opportunities elsewhere (Ingersoll & Perda, 2011). According to many researchers, low salaries contribute to high attrition rates (Cassandra, Lucrecia, Glenn, & Dominic, 2007; Feng, 2005; Guarino, Santibanez, & Daley, 2006). Other reasons for teacher attrition include retirement, school policies and procedures, instructional issues, discipline problems, student motivation, negative occasions for professional advancement, and inadequate classroom resources (Brill & McCartney, 2008; Thornton, Perreault, & Jennings, 2008). It is essential for school administrators to recognize the factors that influence teacher attrition in order to implement strategies to retain their most highly qualified teachers. In response to the high number of teachers leaving, school districts must focus on recruiting the most highly qualified teachers possible. Higher salaries may attract teaching applicants, but do not ensure the highest quality candidates (Bartholomew- Jones, 2015). The school environment plays a large role in teacher recruitment (Guarino et al., 2006). The reputation of the school and school district, location, demographics, resources, work place conditions, and perception of the community are all Journal of K-12 Educational Research 2019, VOL. 3, ISSUE 1 www.dbu.edu/doctoral/edd