Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 62

60 curriculum and instruction. Finally, the current study revealed an additional cost of teacher attrition was the possible loss of student achievement. This finding was consistent with the study by Freedman and Appleman (2009) who stated it is well known that students achieve more if the teacher has at least three years of experience. The most significant factor participants attribute to teacher attrition is family or personal reasons. Ingersoll and Smith’s (2003) study found that 42% of teachers who leave reported they were leaving for family or personal reasons. Opportunities for career advancement was the second most common reason participants reported that caused teachers to leave and retirement was the third most common reason. The other major factors influencing attrition were low salaries and benefits or dissatisfaction with campus leadership. Participants perceived the reputation of the school district and an attractive community to in which they live to be the first and second most important factors in recruiting highly qualified candidates. The school districts making up the NTRC are located in suburban, family-friendly cities. The school districts are very high performing academically with small populations of low socioeconomic students overall. Relative affluence, academic achievement, and successful athletic and fine arts programs add to the NTRC districts’ positive reputations. Allen’s (2005) research suggested teachers were attracted to schools based on certain characteristics including location, student achievement, relative affluence, and ethnic composition. Internal recruiting strategies, such as grow-your-own programs, were perceived by participants to be an extremely effective strategy for recruiting quality teacher candidates. The findings were consistent with Swanson’s (2011) research that suggested grow-your-own programs had promise for thwarting the teacher shortage. Competitive or above-average salaries and benefits were perceived by participants to be an important factor in attracting teacher candidates. Participants considered the culture of the district and school to be the most important factor in teacher retention. Seybert’s (2014) study affirmed a positive culture does impact teachers, and they do their best work in a supportive environment. Participants perceived school leadership to be the second most important factor influencing teacher retention. The findings were consistent with Butler’s (2014) research that suggested positive and supportive campus leaders matter to all teachers. Support from parents and the community was perceived to be a major factor contributing to teacher retention, according to participants. Teacher autonomy was perceived by participants to be a significant factor in teacher retention. The finding was consistent with Johnson’s (2006) research which found increasing teacher influence and autonomy led to greater teacher job satisfaction about the workplace and therefore had a positive influence on teacher retention. Participants perceived positive relationships with peers and the opportunity to participate in meaningful collaboration to be factors in teacher retention. Effective mentor and induction programs were perceived to be significant factors in retaining new teachers, according to participants. Smith and Ingersoll’s (2004) research showed mentoring can help increase retention rates, particularly when beginning teachers were matched with mentors who teach in the same grade level, same subject, and same school. Participants perceived that once teachers were hired, it was imperative that ongoing professional development was provided to promote their growth and job satisfaction, which promotes retention. Conclusion Some amount of teacher attrition is unavoidable, and in some cases, can be a positive change for the school. Teachers who are disgruntled, dissatisfied, or who are ineffective need to seek a change of environment. Schools may benefit from new teachers who have fresh energy and ideas. However, when schools lose highly effective, successful teachers, the results can be catastrophic to the learning organization and to student achievement. The current study contributed a different perspective to the body of research that exists on teacher attrition and retention. It is the hope of the researcher that school leaders take from the current study the importance of investing heavily in intentional recruitment and retention strategies. In addition, school leaders must invest the time and resources necessary to create positive working environments for teachers where they feel supported by campus leadership and they are honored for the difference they are making in the lives of children every single day. James Hill, Ed.D.