Retention of novice teachers: A study of factors that affect their decisions to stay

An issue of growing importance in the field of education is the retention of novice teachers. Current statistics indicate that new teachers are leaving the field at an alarming rate, providing much cause for concern (Billingsley, 2004; Graziano, 2005; Ingersoll & Smith, 2003). Since the current demand for educators stems partly from growing attrition rates of teachers, especially those within the first five years of their careers, schools must begin making concerted efforts to improve forms of assistance offered to novices in hopes of increasing retention (National Commission on Teaching and America\u27s Future, 2003). School systems have been experiencing difficulty recruiting and retaining quality teachers. The No Child Left Behind Act (NCLB) was signed into law January 2, 2002 by U.S. President George W. Bush, bringing the issue of addressing teacher attrition issues into the national spotlight.;Cousin (2000) analyzed stress factors that influenced novice teachers\u27 from one south Mississippi school district intentions to stay in the profession. The current study replicated Cousin\u27s study in a southeastern Virginia school district five years later. Participants were drawn from 42 separate schools---26 elementary, 10 middle, and 6 high schools. Novice teachers, those with one to five years of teaching experience, were targeted. A total of 251 of the 325 novices who were invited to participate returned surveys that were subjected to data analyses including Pearson correlations, multiple stepwise regression analyses, analysis of variance (ANOVA), and t-tests.;The purpose of this study was to replicate Cousin\u27s (2000) study in which she aimed to: (a) analyze the relationship between those teachers who intend to stay in the profession; (b) identify those variables that influence that decision; and (c) determine if working conditions, job satisfaction, satisfaction with the quantity and quality of professional and peer support, teacher self-efficacy, stress induced by student misbehavior, certification routes, and satisfaction with induction influence commitment levels. Comparisons between the two studies\u27 findings are outlined. Further, induction practices that may influence novice teachers\u27 intentions to stay in the profession are highlighted