Teacher retention: Why do they stay?
2015
This quantitative study
was based on national studies of teacher retention. A survey modified from Wiegand
(2003) was completed by 425 practicing teachers from four Wisconsin school
districts. Perception data were gathered from 319
participants who reportedly planned to continue teaching at their current
schools. The survey was cross-sectional:
data were collected in a short time frame. Data analysis was conducted in
five stages: 1) Background characteristics of respondents; 2) Analysis of
future plans; 3) Analysis of Likert scale items for all teachers that plan to
remain; 4) Analysis of Likert scale items by teacher subgroups; 5) Analysis of
open-ended items.
Findings showed that their decisions were influenced by gender, age,
current school teaching experience, and grade levels. Analyses of responses found significant
relationships among intrinsic motivation, school organizational
characteristics, and school climate. This study received Exempt Review from the Edgewood College Human
Participants Review Board based on an appropriate risk/benefit ratio and a
project design wherein the risks have been minimized.
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