Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers’ responses to the 2015–2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher’s decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher’s level of satisfaction with workplace conditions that directly impact teaching.
The impact of a health professions and public health educational
intervention on native american students at a tribal college in North
Dakota
