A qualitative study on factors influencing teacher retention in the Southeast Region of North Carolina\u27s Public Schools

The purpose of this study was to examine factors that impact teacher retention in the Southeast Region of North Carolina Public Schools. A second purpose was to identify variables that influence beginning teachers\u27 decisions to leave or remain in the teaching profession. A final purpose of this study was to examine the factors that promote veteran teachers to continue teaching despite the challenges associated with the profession. The present study aims to expand knowledge on teacher retention through the use of a qualitative methodology to investigate factors that contribute to early departure from the profession among beginning teachers in southeastern North Carolina. The participants were former and current teachers from four of the 14 public school districts in the NC Southeast Region. Five were former beginning teachers who left the profession within the initial three to five year employment span between the years of 2008 and 2011. Five were purposefully selected veteran teachers with 10 or more years experience as professional educators. Research reveals that teacher support, poor teacher working conditions, adverse student behavior, and comparatively low salary are among the leading factors impacting former beginning teachers leaving the teaching profession prior to tenure. The emerging issues in this study were consistent with current research, especially in the crucial areas of teacher support, working conditions, and the mentor relationships. All of these factors have impacted beginning teachers leaving the teaching profession prior to tenure. There are implications for change in the mentoring and beginning teacher support programs highlighted in this study as well as recommendations for future research