Exploring Teacher Attrition Among Lateral Entry Novice Teachers: A Mixed Methods Investigation

Schools in California have increased their reliance on lateral entry novice teachers to fill teacher shortages across the state. Unfortunately, retention among lateral entry novice teachers is far from favorable. This mixed methods explanatory sequential study provides educational leaders with insight into the indicators and characteristics that lead to lateral entry novice teacher attrition. A phenomenological approach explored the lived experiences of lateral entry novice teachers in Santa Clara County, and quantitatively the School Culture Triage Survey and Short Grit Scale framed the lived experience within an Organizational Culture and Motivational framework. The results indicated statistically significant differences between high-risk and low-risk lateral entry teachers on the School Culture Triage Survey but no statistically significant differences on the Short Grit Scale. Recommendations for practice included (a) aligning organizational culture and organizational citizenship behaviors to a mission of equity, (b) establishing experienced peer support and mentorships, (c) improving administrative-employee relationships, (d) implementing stress and anxiety reduction strategies, (e) increasing interpersonal relationships in the organization, and (f) reinforcing statutory supports through licensure requirements and state regulations. Recommendations for future research included (a) reproducing study in different geographical regions in California and increasing the sample pool, (b) subdividing future research by emergency permit type, (c) exploring nuances in lived experiences by school type – i.e. traditional versus charter, (d) researching characteristics of quality mentorship, (e) exploring the organizational culture preferences of the emerging generational cohort knows as Generation Z, and (f) analyzing the impact of an emerging equity lens within new generational cohorts