The First Five Years Fostering Teacher Retention in a School

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Running head: THE FIRST FIVE YEARS: FOSTERING TEACHER RETENTION
The First Five Years: Fostering Teacher Retention in a School through Mentoring and Induction
Tommie Baravong
University of Phoenix

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Table of Contents
Abstract…………………………………………………………………………………….. 4
Chapter I: Introduction………………………………………………………………………...5
Problem Statement………………………………………………………………………...5
Purpose…………………………………………………………………………………….5
Description of Community………………………………………………………………..5
Description of Work Setting………………………………………………………………7
Writer’s Role……………………………………………………………………………10
Chapter II: Study of the Problem……………………………………………………………11
Problem Description……………………………………………………………………..11
Problem Documentation…………………………………………………………………13
Literature Review………………………………………………………………………..13
Causative Analysis……………………………………………………………………….15
Chapter III: Outcomes and Analysis…………………………………………………………17
Goals and Expectations………………………………………………………………….17
Expected Outcomes………………………………………………………………….…..17
Measurement of Outcomes………………………………………………………………18
Analysis of Results……………………………………………………………….……..18
Chapter IV: Solution Strategy……………………………………………………….………19
Problem Statement……………………………………………………………….……...19
Discussion……………………………………………………………………….………19
Description of Selected Solutions……………………………………………………….23

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Chapter V: Results………………………………………………………………………….. 24
Results………………………………………………………………………………….. 24
Discussion………………………………………………………………………………..26
Recommendations and Plans for Dissemination…………………………………………28
References…………………………………………………………………………….…….. 30
Appendix A: Conditions of Learning and Teaching Survey (CLTE)……………………..….34
Appendix B: Informed Consent Form……………………………………………………….35
Appendix C: Conditions of Learning and Teaching Survey (CLTE) Pre- and Post-
Implementation………………………………………………………………………………39

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Abstract
This action research project focuses on the problem that many new teachers are leaving teaching
within the first 5 years of the profession. The study was designed to decrease the desire to leave
the teaching profession. New teachers were leaving the profession for multiple reasons, including
a lack of support during their first years of teaching. The causes of attrition in this study were
gathered through the Conditions of Learning and Teaching Environment (CLTE) Survey.
Participants received induction training and mentoring to improve teaching skills and provide
guidance from experienced teachers. Analysis of the data indicated that a combination of
induction training and mentoring decreased the desire to leave the teaching profession of the
participants during the first 5 years.

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Chapter I: Introduction
Problem Statement
The problem, as indicated in this study, is that there is a significant amount of new
teachers that are leaving the profession within the first five years of commencement of teaching.
This problem affects many aspects of the educational setting as well as the stakeholders in
education including, but not limited to all students, parents, teachers, administrators, schools, and
school districts. The time needed to conduct the research and implement the intervention was
eight to nine months.
Purpose
The purpose of this study was to determine what specific solution strategy, if any, will
decrease teacher attrition rates and the desire to leave the profession of new teachers for the
identified school. For this study, a new teacher was defined as any certified teacher that was
currently between their first initial days of contracted teaching up to the last day of their fifth
year of teaching during the time of the study.
Description of Community
The chosen community is located in the southwestern part of the United States of
America. The community is a rapidly growing metropolitan area with approximately 1,836,000
residents in 2008, up from 1,375,765 in 2000, and 741,459 in 1990. According to the U.S.
Census Bureau, the ethnic distribution of Clark County in 2007 was approximately 52%
Caucasian, 28% Hispanic descent, 10% African American, 7.2% Asian, 1% Native American or
Alaskan American, and less than .5% was identified as Hawaiian native or Pacific Islander
(2009).

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The chosen school district is the fifth largest school district in the United States. The
school district has experienced a huge growth in numbers proportionate to that of the community
growth. The school district currently is comprised of 332 public schools including: 210
elementary schools, 56 junior high schools, and 37 high schools, and 29 alternative schools or
charter schools. The student population was approximately 315,350 children in the school district
during the 2008-2009 school year (State of Nevada - Department of Education, 2008). According
to Clark County School District (2008b), the school district is now a minority – majority district
with 39.9% of the students of Hispanic or Latino descent, 36.1% Caucasian, 13.9% African
American, 9.3% Asian or Pacific Islander, and 0.8% American Indian or Alaskan Native.
The certified teacher population was approximately 19,261 educators in the school
district for the 2008-2009 school year, and the ethnic distribution for licensed personnel in the
chosen school district during the 2008-2009 school year was approximately 77% Caucasian, 7%
Hispanic, 7% African American, 4% Asian or Pacific Islander, 4% identified as other, and less
than 1% American Indian or Alaskan Native (State of Nevada- Department of Education, 2009b).
The mission statement of the school district is that “Students will have the knowledge,
skills, attitudes and ethics necessary to succeed academically and will practice responsible
citizenship” (Clark County School District, 2008a). The district’s three goals are: (a) the District
will demonstrate increased student achievement in English language arts, mathematics, and
science, reduce the achievement gap between disaggregated populations, decrease the number of
high school dropouts, and increase achievement of English Language Learners (ELL) and
Individualized Educational Program (IEP) students by institutionalizing research-based
instructional systems; (b) the district will coordinate, design, deliver and evaluate ongoing

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professional development aligned to district instructional initiatives; (c) the district will increase
efforts to attract, support, and retain qualified staff including teachers, administrators, and
support staff (Clark County School District, 2008a).
The school district has hired an average of 2,200 teachers annually since the 1999-2000
school year, relying on recruitment from other states due in part to the low number of local
candidates. During the 2007-2008 school year, the district hired 2,389 new teachers, down from
2,970 during the 2006-2007 school year (Clark County School District, 2008b). The information
and figures provided by the school district included that all teachers new to the school district
and not just to the profession were considered new teachers.
Description of Work Setting
The research took place at one of the 37 high schools located in this school district. The
certified teaching population of the chosen high school was approximately 116 educators during
the 2008-2009 school year (State of Nevada- Department of Education, 2009a). The research
conducted consisted of 43 participants at the selected school. Of those new teachers, 21
participants (49%) were in their very first year of teaching, 10 participants (23%) were between
their first and second year, 4 participants (9%) were in between their second and third year, 2
participants (5%) were in their third to fourth year, and 4 (9%) were in their fourth to fifth year
of teaching. All participants of the research have taught entirely in the secondary level of
education. Only two participants of the study had previously taught in a middle or junior high
school environment while all other participants had only experiences in the high school
environment.

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According to the Clark County School District, the student population in the chosen high
school was approximately 2455 students. The ethnic composition of the school was
approximately 42% Caucasian, 24% Hispanic, 12% African American, 21% Asian or Pacific
Islander, and less than 1% American Indian or Alaskan Native during the 2008-2009 school year
(2008a).
The school first opened during the 2004-2005 school year and has recently finished its
fifth year. The mission of the school is “to prepare all students for post-secondary education and
life-long learning through a challenging, interactive, academic curriculum that stresses
opportunities to explore a career area of interest” (Clark County School District, 2008a).
The school was opened with a modified block schedule that provided students the
opportunity to take eight classes each year of high school. Students would meet for only four
classes each day alternating between odd period classes, also known as A days, and even period
classes known as B days. The class period would run 85 minutes and then a short passing period
before the students proceeded to their next class. During the first day of school and during any
catch up days, C days would be initiated where students would attend all class periods for only
42 minutes.
While on this modified block schedule, teachers were given two class periods that were
pupil and duty free. These preparation periods were determined based on scheduling which gave
some teachers one preparation period every day, or both preparation periods on both days and no
preparation time on the alternating day. Some teachers were given preparation times that were
not scheduled at similar times on alternate days, such as an early preparation time on A days and

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last period prep on B days. Due to such a high number of student enrollments, specific teachers
were asked to sell back, with pay, their preparation time to teach another section of their subject.
The modified block schedule was eliminated at the end of the 2008-2009 school year due
to school, school district, and state budget cuts. Teachers and students will return to a traditional
academic schedule and follow a six class period system for the 2009-2010 school year. Teachers
will be allowed one preparation time per day according to the new schedule.
The school was initially structured into a smaller learning community format by dividing
students by grade level from grades 9 to 11 with one of the three assistant principals as head of
the houses. Students were put into grade level houses according to the year the student entered
high school. Students that were not on grade level because of credit deficiencies remained in the
same houses and were not moved into a lower house. The certified teachers were grouped into
houses based the grade level taught for the majority of their schedule. Teachers that taught
subjects that involved classes with multiple grades, like physical education and electives, would
be placed randomly amongst the grade level houses.
Following the end of the first year, the houses were restructured by pulling out all
elective and physical education teachers from their former houses and creating the new Career
Academy Program House (CAP House). In this CAP House, teachers would meet every third
Wednesday to discuss budget issues, recommendations to improve elective classes, increase
participation through club afterschool clubs, and raise the enrollment numbers for the following
year through a recruitment program targeting all surrounding middle schools. The CAP House
was lead by the principal of the school and assisted by the deans. A fourth grade level house was

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added to the restructuring due to the addition of a senior class that year and a fourth assistant
principal.
The department chair positions were eliminated following the end of the first year of
school. The positions were eliminated to allow more instruction for the students and more
available classes due to the loss of an additional preparation time for each position. A new
position called the department coordinator was introduced at the beginning of the second school
year. The department coordinator position was similar to the department chair position without
the additional preparation time given to a department chair. Department meetings were held
during the first Wednesday of each month to discuss issues within each department. Each
department coordinator was responsible for including any reports or discussions within a
summary to the principal of the school.
Writer’s Role
The writer holds a B.A. in secondary education with an endorsement in theatre and a
minor in theatre studies. The writer has been teaching for a total of six years and faculty member
of the selected high school in the study for four years. The role of the writer at the school is a
member of the Department of Performing and Fine Arts and head of the theatre program. The
writer is responsible for teaching approximately 236 students throughout the school year and is
also responsible for 10 classroom preps. The writer teaches three sections of theatre I, two
sections of theatre II, one section of theatre III, theatre IV, technical theatre II and technical
theatre III combined into one class period. The other classes included one section of costume
design I and II combined, and one section of technical theatre I, and independent studies for
advanced theatre.

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The writer is also the advisor for both the drama club and the International Thespian
Society Troupe #6831. The drama club meets on the second and fourth Wednesday of each
month and the International Thespian Society Troupe meets on the last Friday of each month.
The writer is responsible for being present at each meeting and assisting the club officers with
information and providing guidance on running the clubs.
The writer is the coordinator of the Teach Me program and is responsible for conducting
meetings with teachers in the high school interested in school improvement. The Teach Me
program meetings are held once every two weeks in the conference room of the school library.
Administrators are prohibited from attending the Teach Me meetings in hopes of getting more
teachers involved with school improvement without feeling intimidated. The meeting is only for
certified teachers and staff members, allowing for honest discussion amongst colleagues. The
writer is then the liaison responsible for relaying concerns, problems, and potential solutions
from the teachers and staff members to the administration. The administration is then able to
choose to bring any topics of the faculty into staff meetings or to provide information or
resolutions to the liaison to be discussed at the next Teach Me meeting.
Chapter II: Study of the Problem
Problem Description
The problem, as indicated in this study, was that many new teachers that were leaving the
profession within the first five years of commencement of teaching. Teachers were leaving the
teaching profession because they were dissatisfied with their professional development training.
Another reason why teachers were leaving the teaching profession is because they were unhappy
with the amount of empowerment and support they had received from their school.

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Many individuals were affected by the high amount of new teacher attrition.
Hancock states that the “attrition of teachers is a consequential phenomenon, especially
when considering the investment made by those to become certified teachers, the expenses
incurred by schools to attract teachers, and the discontinuity of instruction received by students
adapting to a different teacher” (2008, ¶3). According to Brown and Schainker, “When school
districts lose new teachers, they often lose the chance to recoup their investment in recruitment
and professional development” (2008, p. 13).
Students, parents, colleagues, administration, schools, and school districts are disrupted
by new teachers leaving the school and profession especially if teachers leave unexpectedly
during the school year. The administrative team is left seeking out a replacement for the teacher,
regularly choosing an extended or long term substitute to fill the position for the rest of the
school year.
Often, the long term substitutes are not qualified or trained enough to educate the
students, relying on generic or emergency lesson plans or lesson plans created by other teachers
at the school. Long term substitutes are often asked to prepare lesson plans and may not be
equipped or skilled to create them. If the position cannot be filled with a permanent new teacher,
the classroom with the recently vacated teacher is often chosen to be dissolved and other teachers
are asked to step up and take on more students. Classrooms already have a large amount of
students and situations like this can create more overcrowding. Parents and students are left
learning to adjust and trust a new teacher or long term substitute or even multiple substitutes for
the rest of the year. Ondrich, Pas, and Yinger argued that “high rates of teacher turnover have

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direct monetary costs and alter the distribution of teacher experience and skill across
districts” (2008, p. 114).
Special education has also seen issues in teacher attrition. According to Billingsly, “the
annual attrition rate of special education teachers compounds this issue. Many of the vacant
positions are filled with unqualified general education teachers hired under waivers, while many
other positions are left vacant” (as cited in Nance & Calabrese, 2009, p. 431).
Problem Documentation
The Conditions of Learning and Teaching Environment (CLTE) Survey (see Appendix A)
was created by the writer. The CLTE Survey found that 27 of the 43 (63%) new teachers
indicated that they would leave the teaching profession before starting their sixth year of
teaching. This was a general statement of the respondents that did not include any specific
factors that also were included in the CLTE Survey. The participants suggested that they would
not continue teaching after five years due to their overall experiences with teaching.
The participants were asked how staff development or a lack of staff development would
affect their feelings about leaving the profession and 21 out of 43 (49%) participants indicated
that they would consider leaving the teaching profession due to this dissatisfaction of their
professional development training. Finally, 19 of the 43 (44%) participants have indicated that
they would consider leaving the teaching profession due to the dissatisfaction of the amount of
empowerment or support they receive from their school.
Literature Review
The demand to keep up with student population growth is not teacher recruitment but has
more to do with teacher retention (Cochran-Smith, 2004; Colgan, 2005). The National

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Commission on Teaching and America’s Future (NCTAF) suggests that the “inability to support
high-quality teaching in many of our schools is driven not by too few teachers entering the
profession, but by too many leaving it for other jobs” (as cited in Colgan, 2004, p. 23).
There has been an abundance of research that has shown the reasons why new teachers
remain in the profession as well as the many reasons why new teachers choose to leave the
teaching profession. According to a number of studies researched by Smith and Ingersoll, “as
many as 50% of beginning teachers leave the profession in the first five years of teaching” (as
cited in Roulston, et al., 2005, p. 1). Additional figures set new teacher attrition during the first
five years at 39% nationally (Boe, Cook and Sunderland, 2008; Ondrich, et al., 2008). Ondrich,
et al. reports that over 90% of new hires are the replacements for the recent teachers that have
attrition (2008).
Inman and Marlow suggested that “the reported attitudes of beginning teachers in order
to identify perceived positive aspects of teaching as factors which may lead to teacher retention”
rather than concentrating on the reasons why teachers are leaving the profession (2004, p. 605).
According to Inman and Marlow, measuring teacher attrition are important to a school system to
plan for the future, but insisted that finding the reasons and factors that caused teachers to remain
in the teaching profession is of greater importance (2004). The study found that only 33% of
teachers with 0-3 years of experience stay in the teaching profession due to working conditions
such teacher roles, administrative support, paperwork, class size, and availability to resources,
while 50% of teachers with 4-9 years of experience stay in the teaching due to this reason (Inman
& Marlow, 2004).

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More literature and reading show that poor training, low staff development and non-
existent mentorships were causes of new teachers leaving the profession. Whitener et al.
suggested that “Only 24% of exiting public teachers want to escape from teaching” such as
pursing “other employment in other vocations or because a dissatisfaction with teaching” (as
cited in Boe, et al., 2008, p. 10). According to Ingersoll, “those who depart because of job
dissatisfaction, most often link turnover to low salaries, lack of support from the school
administration…and lack of influence over decision-making” (2004, p. 16).
A teacher’s personal characteristic and the educational training, such as college or
university training and alternative routes to teaching are considered variables that can attribute to
teacher retention and attrition (Hancock, 2008). Hancock suggested that school characteristics,
workplace conditions, and financial compensation and pay also affect the attrition rates of
teachers (2008).
Causative Analysis
There are a number of causes leading to the problem of new teachers leaving the
profession of teaching within the first five years. One of the major findings of the CLTE Survey
is that new teachers are dissatisfied with their professional development training. This area
involved finding that the participants: (a) do not receive the proper and suitable training prior in
post-secondary education leading to teaching certification, (b) do not receive enough time to
collaborate with other teachers within their school, (c) do not receive enough professional
development at their school, (d) do not receive enough adequate training for new practices or
teaching technologies at their school.

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The second area of concern is that new teachers are overwhelmed with the lack of time
allowances in the school. This area involves finding that new teachers (a) are overwhelmed with
the amount of administrative paperwork that needs to be completed on a daily basis, (b) are
overwhelmed with the amount of students that are in their classes, (c) are unsatisfied with the
amount of mandatory duties and meetings that may interfere with their teaching and prep times.
The third area of concern is that new teachers are dissatisfied with the lack of
empowerment and support at their school. This area involves finding that new teachers: (a) are
not empowered to make decisions that affect their classroom; (b) are not empowered to make
decisions that affect their school; (c) are not respected at their school from outside their
department or grade level; (d) are not respected at their school from within their department or
grade level; (e) are not supported by their administrative staff, colleagues, or office staff; (f) are
not recognized as a professional by their school; (g) are not recognized for the professional
contributions to education at their school; (h) are not allowed input for school improvement; (i)
are not treated fairly due to lack of experience in the teaching field or at the school.
The final area of concern is that new teachers are dissatisfied with the quality of life,
safety, and resources and salary. This area involves findings that new teachers: (a) are not happy
with the quality of life in the school district, (b) are not happy with the amount of parental
conflicts within the school, (c) are not happy with the amount of student behavioral problems at
the school, (d) do not feel physically safe in their school environment, (e) do not have the access
to the proper equipments to teach, (f) do not have the necessary funds to teach due to budgeting
and financial issues.

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One cause of teacher attrition that was not examined in the CLTE Survey dealt with the
satisfaction of the participants with their current pay salary within the school district. Low pay
and the desire for increases in teacher salary are always a significant reason for new teacher
attrition. Since these causes are changed through a union and school district and not through the
writer and any intervention, they were not included within the study.
Chapter III: Outcomes and Analysis
Goals and Expectations
The three goals of this action research project were: a) to increase the amount of new
teachers that will continue to work in the educational field for more than five years, b) to
increase positive feelings toward professional development in new teachers, and c) to decrease
the feelings of isolation amongst new teachers.
Expected Outcomes
Several specific outcomes will be achieved with new teachers and their retention in the
teaching profession. The following are the outcomes expected from this research:
1. No more than 15 of the 43 (35% or less) participants will consider leaving the
teaching profession before reaching their sixth year of teaching.
teaching profession due to the dissatisfaction of their professional development
training and induction.
teaching profession due to the dissatisfaction of the amount of empowerment and
support they receive from their school.

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Measurement of Outcomes
The measurement of outcomes came from a survey created by the researcher called the
Conditions of Learning and Teaching Environment (CLTE) Survey. The survey contained
multiple sections of many common causes for new teacher attrition. The first section of the
survey dealt with the identification of teaching personnel including the amount of years teaching,
the amount of years teaching in the school, and the grade level taught by the participant. The
second section of the survey dealt with professional development, time allowances, teacher
empowerment or support, and safety and resources, and allowed the participant to include any
other issues that was not covered in the survey. The third section of the survey asked the
participant when they exactly plan to leave the teaching profession based on the experiences that
they have had so far in the profession. The fourth section of the survey dealt with interventions
that the new teacher would like to see in place and what interventions are currently in place at
their school and if they are aware of them. The final section of the survey dealt with contact
information of the participant.
Forty-three of the 116 certified educators at the selected school was identified as a new
teacher, and participated in the pre-implementation survey and post-implementation survey. The
CLTE Survey was utilized in both instances and the results from all 43 participants from the pre-
implementation survey were analyzed against the answers from post-implementation survey
results.
Analysis of Results
The answers from the 43 participants that completed the survey and their answers to the
different potential causes for leaving the teaching profession were computed and organized. The

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data is displayed in both numbers and the percentages and will be displayed in figures such as
graphs. The graphs will display data visually comparing pre- and post-implementation data for
each of the three objectives.
Chapter IV: Solution Strategy
Problem Statement
This problem affects many aspects of the education setting including all students, parents,
teachers, administrators, schools, and school districts.
Discussion
A number of solutions have been gleaned from the literature. Teachers new to the
profession benefit from mentorship programs that are already successfully in place. Mentoring
occurs when a new teacher is paired up with an experienced or seasoned teacher. Mentoring was
also identified as one strategy for addressing the retention of first-year teachers and may also be
closely linked to developing their professional and personal competence (Tillman, 2005). The
benefits of providing this type of program are important and vital to the success of new teacher
retention.
According to Inman and Marlow (2004), it is “important for beginning teachers to have
colleagues with whom they can share ideas, make plans, and attempt to solve problems” (p. 610).
Mentoring programs also allow the beginning teacher to receive personal encouragement,
feedback, and advice that only an experienced colleague can provide. By mentoring these
beginning teachers, the feeling of isolation decreases and benefits of gaining knowledge from

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veteran teachers are increased (Inman & Marlow, 2004). According to Wong, “Mentors are an
important component, perhaps the most important component of an induction program, but they
must be part of an induction process aligned” with the vision, mission, and structure of the
school and school district (2004, p. 42).
Research has also shown that the success of mentoring is closely tied to how the pairing
of beginning teacher and experienced teacher is decided. Inman and Marlow suggested that
administrators or coordinators introduce “teaming situations between beginning and experienced
teachers should be arranged, basing the matching of beginning and experienced teachers on
common information gleaned during classroom visits” (2004, p. 612).
Subject matter and grade level mentoring are also identified as key components of a
successful mentoring system. A recent study of teachers in the Boston Public Schools found that
mentoring programs worked best for new teachers who were paired with mentors who taught the
same subject at the same grade level in the same school (Colgan, 2004). Roulston, et al. (2005)
stated that “Research have revealed that beginning music teachers tend to feel less isolated and
more supported when they are able to forge strong relationships with experienced music
teachers” and in cases where mentors outside of music were assigned to the new music teacher,
the levels of satisfaction were lower (p. 2).
While mentoring can be a successful tool to assist new teachers, the training of the
mentor teacher is imperative to the success of the program. Costa and Garmston suggested that
the “mentoring approaches are by design needs based, nonevaluative [sic], and focused on
professional growth goals, mentors [should] receive district training in cognitive coaching and
other mentoring techniques” (as cited in Kelley, 2004, p. 442). According to Flynn and Nolan,

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the “mentors received training in the needs and stages of first-year teachers, adult-learning
theory, and cognitive coaching” (2008, p. 175).
Flynn and Nolan (2008) reported that a successful mentor program possessed a process
for selecting and identifying mentors in the spring leading up to the new school year which
included an application process for the mentors. This specific mentoring program also provided
education and support for their participants. The program coordinator protected the confidential
relationship of a mentor and mentee. The teams were required to meet an average of two hours
per week and maintain a log of their activities (Flynn & Nolan, 2008).
Teacher induction programs can include a variety of different activities including
professional development classes, networking opportunities within the community, and new
teacher orientations. Smith and Ingersoll suggested that “Teacher induction programs are not
necessarily extra training but do provide activities for teachers who have already completed basic
preparation. Such programs are considered a bridge, enabling the student of teaching to become a
teacher of students” (as cited in Hahs-Vaughn & Scherff, 2008, p. 24). These inductions not only
have to include training on bridging the gap between student of teaching to teacher of students,
but should include classes or seminars on combating stress and fostering support amongst other
new teachers such as support groups (Hahs-Vaughn & Scherff, 2008).
Both mentoring and induction are thought to assist beginning teachers as they transition
into the profession, and aid in the retention of teachers (Roulston, et al., 2005). Smith and
Ingersoll reported that “Teachers who experienced induction and mentoring support in their first
year of teaching were less likely to leave teaching or change school” (as cited in Brown and
Schainker, 2008, p. 14).

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New teachers benefit from proper induction programs and staff development training.
“[A] principals’ support for mentoring and induction programs, particularly those related to
collegial support, appears to play a prominent role in beginning teachers’ decisions to quit or
remain on the job” (Brown & Schainker, 2008, p. 14). Teachers who experienced induction and
mentoring support in their first year of teaching were less likely to leave teaching or change
schools (Ingersoll & Smith, 2004).
However, inductions are all conducted differently and may not result in the same effects
from school to school or from district to district. Hahs-Vaughn and Scherff suggested that some
induction programs may only provide generic information and teaching strategies that lack the
breadth and depth that a beginning teacher will need to be successful (2008). New teacher
inductions can also be overwhleming, requiring teachers to complete numerous workshops,
create a portfolio, and attend many district meetings. A good balance between the two is the key
to having an effective induction program.
New teachers show more success and retention when the support from administration are
strong and the amount of teacher empowerment in decision making are allowed. The role of the
principal within a new teacher induction program, as well as the explanation of the school
culture, was critical to new teachers feeling supported, and to their ultimate retention
(Wischkaemper as cited in Nance & Calabrese, 2009). Brown and Schainker suggested that
“lower levels of teacher attrition and migration have consistently been found in schools with
more administrative support for teachers. . .and higher levels of faculty decision making,
influence, and autonomy” (2004, p. 14).

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Description of Selected Solutions
Several approaches to improving the retention rate of new teachers were realistically
implemented.
Participants were involved in a mentorship program with a volunteer mentor at the
school. Participants were paired with a mentor teacher that possessed more than six years in the
teaching profession and taught the same subject matter as the participant. If a mentor teacher of
the same subject as the participant was not available, the participant was paired with a mentor
teacher that taught either a core subject or an elective like the participant. Both teachers mutually
agreed to a commitment in helping the mentee succeed. Both teachers met at least twice a week
for at least an hour each meeting. Additional meetings or longer meetings were solely up to the
discretion and mutual agreement of both the participant and mentor. Within the first two
meetings between the mentor and participant, the participant had created goals with the mentor
teacher to be achieved during this school year. Participants documented the topics and issues
covered during these meeting and submitted these documents to the coordinator on a monthly
basis. Meetings took place predominately at school after the end of the school day, but meetings
were allowed in a neutral setting that was outside of the school setting. Participants attended
monthly meeting to discuss issues and concerns with the mentoring programs. These monthly
meetings were utilized to share the interactions of the participant and their mentors with other
participants.
Mentor teachers received no formal training for the mentoring programs. The mentoring
teachers were informed to provide any knowledge and advice to the participant and answered

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any questions that they participants had for them. The mentor teachers were asked to listen and to
support the participant in any way that the mentor deemed appropriate and fit for the role.
Participants in the study received a two-week long new teacher training seminar held the
week prior to school starting and the week following school commencement. The participant was
instructed on various administrative programs for the classroom and forms used within the
school and school district. ClassXP, an attendance and student information program, InTouch, an
online grade book program, EasyGradePro, a grade book, MyClass.com, a website host for
teachers for their students, and other computer-based programs were taught and explored in
training sessions. Deans’ referrals, activities’ request, field trip permission slips, club advisor
procedures and other school forms and school district forms were taught and explored in training
sessions. Participants were instructed on utilizing the resources and staff at the school. Copy
machines, graphic arts, library, school bank, deans’ office, computer labs, job bank and other
school resources were discussed and visited. Participants received a “New Teacher’s Manual:
Frequently Asked Questions” booklet.
Chapter V: Results
Results
The goals of the study was to increase the amount of new teachers that will continue to work in
the educational filed for more than five years, increase positive feelings toward professional
development in the participants, and reduced the feeling of isolation amongst the participants.

The First Five !25
The writer expected that no more than 15 of the 43 (35% or less) participants will
consider leaving the teaching profession before reaching their sixth year of teaching. The results
of the post-implementation survey showed that there was a decrease in the number of
participants that indicated their desire to leave the profession from the pre-implementation CLTE
survey (see Figure 1). The objective was met and the number of participants that indicated that
they would leave the profession before their sixth year of teaching was reduced.
The writer expected that no more than 12 of the 43 (28% or less) new teachers will
consider leaving the teaching profession due to the dissatisfaction of their professional
development training and induction. After conducting a post-implementation survey, 6 of the 43
(14%) participants indicated that they would leave the teaching profession due to the
dissatisfaction of their professional development and induction. The objective was met. The new
teacher induction created by the school decreased the amount of participants that indicated that
would leave teaching due to the dissatisfaction of the professional development and induction
programs.
The writer expected no more than 10 of the 43 (23% or less) new teachers will consider
leaving the teaching profession due to the dissatisfaction of the amount of empowerment and
support they receive from their school. The objective of reducing teacher attrition due to the
dissatisfaction of empowerment and support received from the school was achieved. Only 7 of
the 43 (16%) indicated that they would leave the teaching profession due to the dissatisfaction of
the amount of empowerment and support they receive from their school.
All three expected outcomes were achieved in this study. The results for the CLTE
Survey showed that the desires of the participant to leave the teaching profession within the first

The First Five !26
five years were reduced in multiple areas including the overall attrition of new teachers, attrition
due to lack of professional development and induction training, and attrition due to lack of
support from administration and colleagues.
Discussion
The three goals of this action research project were: a) to increase the amount of new
teachers that will continue to work in the educational field for more than five years, b) to
increase positive feelings toward professional development in new teachers, and c) to decrease
the feelings of isolation amongst new teachers. It is in the opinion of the writer that the goals of
the study were met because of the interventions that were introduced to the participants. The
participants were involved in a number of activities through the induction that bridged the
knowledge that they learned at their respective teaching programs with the added information
given at their induction classes. Participants were able to obtain specific knowledge of how the
school and school district operates and conducts itself, rather than having to rely solely on
general knowledge from their teaching program. The induction program gave the participants
valuable skills that will better prepare them for the rest of the school year and their career in
education.
It is the opinion of the writer that the mentoring program was also a reason why the goals
of the study were successful. New teachers often experience isolation from other teachers and
the opportunity for them to meet with a mentor teacher can decrease that feeling of isolation. The
participants were able to confide in another person that could actually identify with them. Many
teachers go home to a spouse, partner, or roommate and are not able to discuss matters of school
to someone in their personal life, and some may not have anyone. The mentoring program

The First Five !27
provided the participant an outlet to communicate with another teacher and to gain invaluable
knowledge.
The writer recognized that the study could have been improved through certain
developments. The research utilized surveys to obtain information about the attitudes of the
participants on causes for attrition. While the survey was vital in narrowing down the major
reasons for attrition in the school, interviews with the participants would have allowed the
researcher more detailed responses. The study should have concluded with an exit interview of
the participants to research the specific reasons for their retention or attrition.
According to Smith and Ingersoll (2004), many mentoring programs differ in many
aspects such as if the mentors receive any training, the attention devoted to matching up the
mentors and mentees by the coordinator, or the amount of compensation the mentor teacher may
receive. The mentoring program that was conducted in this study needed to be more carefully
constructed in terms of selecting mentors and their attendance at a training seminar.
Recommendations
Recommendations for future researchers of the study are as follow:
1. Develop an extensive survey to analyze for causes.
It is the recommendation of the writer for other researchers interested in new teacher
retention and attrition to develop a thorough survey to identify every possible cause for new
teacher attrition. It is important to identify the cause or causes that are increasing new teacher
attrition. In future studies of new teacher attrition and retention, it is suggested by the writer that
the researcher conduct their first survey prior to the end of the school year. By conducting the
data collection at the end of the end, it will allow the researcher more time to develop and plan

The First Five !28
interventions like induction and mentoring programs with administration depending on the
results the researcher receives from the survey.
1. Develop and create appropriate interventions from survey results.
The next recommendation for any future study is for the researcher to develop an
application process for potential mentors, and to create a training program for the mentors
wanting to participate. Mentors need to be prepared in cognitive coaching and other mentoring
skills to be successful (Costa and Garmston, as cited in Kelley, 2004). While mentor teachers are
a good source of information and guidance for the new teacher, it is important that the mentor
teacher understands how to successfully coach these new teachers through training.
2. Utilize a quasi-experimental or an experimental design.
The ability to compare data from a control or contrast group to an action group is
important to the research. The quasi-experimental design is a preferred method. By comparing
the answers from the prior year, where teachers were given the survey but did not receive the
intervention, to the current action group, who received the intervention of induction and
mentoring, the researcher will be able to easily identify if the interventions were successful.
Plan for Dissemination
The writer’s plans for dissemination will include presenting the research results to the
administration of the selected school used in the study. This presentation will be helpful for
administrators to understand the affects of induction and mentoring on new teachers and the
retention of them. The writer plans to apply for grants to help fund a more extensive study on
mentoring and new teacher retention. The writer plans on presenting this information to the area

The First Five !29
superintendent for the Southwest Region of the school district to revamp the current new teacher
programs in place.

The First Five !30
References
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition,
teaching area transfer, and school migration. Exceptional Children, 75(1), 7-31. Retrieved
March 8, 2009, from EBSCOhost database.
Brown, K. M., & Schainker, S. A. (2008). Doing all the right things: Teacher retention issues.
Journal of Cases in Educational Leadership, 11(1), 10-17. Retrieved March 17, 2009,
from SAGE Full-Text Collections database.
Clark County School District. (2008a, August). Clark County School District accountability
reports. Retrieved March 28, 2009, from Clark County School District Web Site: http://
ccsd.net/schools/acc_pdfs_2008/districtAcc2007.pdf
Clark County School District. (2008b). District improvement & AMAO plan: For implementation
in 2008-2009. Retrieved March 22, 2009, from Clark County School District Web Site:
http://ccsd.net/schools/pdf/DSIP_2009_FULL.pdf
Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher
retention. Journal of Teacher Education, 55(5), 387-392. Retrieved March 17, 2009, from
SAGE Full-Text Collections database.
Colgan, C. (2004, August). Is there a teacher retention crisis? American School Board Journal,
191(8), 22-25. Retrieved January 10, 2009, from EBSCOhost database.
Flynn, G. V., & Nolan, B. (2008). The rise and fall of a successful mentor program: What
lessons can be learned? Clearing House, 81(4), pp. 173-179. Retrieved Jan 10, 2009,
from Gale PowerSearch database.

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Hahs-Vaughn, D. L., & Scherff, L. (2008). Beginning English teacher attrition, mobility, and
retention. The Journal of Experimental Education, 77(1), 21-53. Retrieved March 11,
2009, from Gale PowerSearch database.
Hancock, C. B. (2008). Music teachers at risk for attrition and migration. Journal of Research in
Music Education, 56(2), 130-144. Retrieved April 9, 2009, from EBSCOhost database.
Ingersoll, R. M. (2003). Is there really a teacher shortage? A report co-sponsored by the Center
for the Study of Teaching Policy and the Center for Policy Research in Education.
Seattle: University of Washington, Center for the Study of Teaching and Policy. Retrieved
June 10, 2009, from EBSCOhost database.
Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP
Bulletin, 88(638), 28-40. Retrieved April 11, 2009, from SAGE Full-Text Collections
database.
Inman, D., & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the
profession? Education, 124(4), 605-614. Retrieved February 27, 2009, from EBSCOhost
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Kelley, L. M. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438-448.
Retrieved April 11, 2009, from SAGE Full-Text Collections database.
Nance, E., & Calabrese, R. L. (2009). Special education teacher retention and attrition: The
impact of increase legal requirements. International Journal of Educational
Management, 23(5), 431-440. Retrieved July 2, 2009, from Emerald database.

The First Five !32
Ondrich, J., Pas, E., & Yinger, J. (2008). The determinants of teacher attrition in upstate New
York. Public Finance Review, 36(1), 112-144. Retrieved June 20, 2009, from SAGE Full-
Text Collections database.
Roulston, K., Legette, R., DeLoach, M., Buckhalter-Pittman, C., Cory, L., & Grenier, R. S.
(2005). Education: Mentoring and community through research. Research Studies in
Music Education, 25(1), 1-22. Retrieved June 20, 2009, from SAGE Full-Text
Collections database.
State of Nevada - Department of Education. (2008). QuickSTATS-2009. Retrieved April 4, 2009,
from Nevada Department of Education: http://nde.doe.nv.gov/Resources/
QuickSTATS-2009.pdf
State of Nevada- Department of Education. (2009a). Directory of licensed personnel: Nevada
public schools. Retrieved March 30, 2009, from Nevada Department of Education: http://
nde.doe.nv.gov/Resources/LicensedStaffDirectory_2008-2009.pdf
State of Nevada- Department of Education. (2009b). Nevada Department of Education research
bulletin for student enrollment and licensed personnel information. Retrieved April 1,
2009, from Nevada Department of Education: http://nde.doe.nv.gov/Resources/Bulletin-
FY2009.pdf
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on
beginning teacher turnover? American Educational Research Journal, 41(3). 681-714.
Retrieved July 4, 2009, from SAGE Full-Text Collections database.

The First Five !33
Tillman, L. C. (2005). Mentoring new teachers: Implications for leadership practice in an urban
school. Educational Administration Quarterly, 41(4), 609-629. Retrieved on January 20,
2009, from SAGE Full-Text Collections database.
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Bureau: http://factfinder.census.gov/servlet/SAFFPopulation?
_event=Search&_name=clark&_state=04000US32&_county=clark&_cityTown=clark&_
zip=&_sse=on&_lang=en&pctxt=fph
Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP
Bulletin, 88(638), 41-58. Retrieved May 20, 2009, from SAGE Full-Text
Collections database.

The First Five !34
Appendix A
Informed Consent Form
August 14, 2008
Dear Colleague,
I am currently enrolled in a Master of Arts in Education (MAED) program at the University of
Phoenix and I am conducting research on new teacher attrition and retention. The university has
a requirement that I inform participants of the action research project that I will be conducting
this school year and obtain informed consent from you. I am investigating this to determine what
specific solution strategy, if any, will increase the teacher retention rates of new teachers in the
education system and profession. If you decide to do this, you will be asked to complete a
research surveys, participate in two week long new teacher induction training, a mentoring
program where you will be paired with an experienced teacher, meeting twice a week for at least
one hour, for the duration of the entire nine month school period, and an exit survey or interview.
Any data gathered during my research will not identify individual participant so your identity
will remain anonymous.
If you take part in this project you will be assisting research to find interventions that will help
reduce new teacher attrition and increase new teacher retention. Taking part in this project is
entirely up to you, and no one will hold it against you if you decide not to do it. If you do take
part, you may stop at any time without penalty. In addition, you may ask to have your data
withdrawn from the study after the research has been conducted.
If you want to know more about this research project, please contact me at (702) 321-2617 (cell
phone) or at tommie.baravong@y7mail.com (e-mail).
Please return the entire consent form. You will receive a copy of this consent form for your
records.
Sincerely,
Tommie Baravong, Teacher
I agree to take part in this project. I know what I will have to do and that I can stop at any time.
________________________________ _____________
Signature of Participant Date

The First Five !35
Appendix B
Conditions of Learning and Teaching Environment (CLTE) Survey
Section One
Demographics.
1. Describe the total amount of years that you have been teaching at your current school
district.
a. 0-1 year b. 1-2 years c. 2-3 years d. 3-4 years e. 4-5 years
2. Describe the total amount of years that you have been teaching at your current school.
a. 0-1 year b. 1-2 years c. 2-3 years d. 3-4 years e. 4-5 years
3. The following best describes the grade level or levels that you teach:
a. Elementary b. Middle or Junior High School c. High School
Section Two
For questions 4-27, if the following situations occurred at your school or district, which
answer would best describe your decision about the future of your profession?
Please rate each of the following on a 1-5 scale, where (1) is "Leave education," (2) is
"Leave this school and this district, but continue working in education," (3) is "Leave this school,
but continue working in this district," (4) is "Leave this school, continue working in education,
but am unsure of where" and (5) is "Continue working at my current school."
Professional Development.
4. I feel that I am not strong enough or competent enough to teach.
5. I am not given enough time to collaborate with other teachers in my school.

The First Five !36
6. I am not given enough professional development training or induction training at my
school.
7. I am not receiving adequate training to stay current with new teaching practices
Time allowances.
8. I am overwhelmed with the amount of work in the school day and must spend additional
outside time to finish.
9. I am overwhelmed with the amount of students in my classroom.
10. I am overwhelmed with the amount of paperwork at my school.
11. I am unsatisfied with the amount of mandatory duties that interfere with my teaching.
Empowerment and support.
12. I am not empowered to make decisions that affect my classroom
13. I am not empowered to make decisions that affect my school.
14. I am not respected at my school from other teachers outside my department or grade
level.
15. I am not respected at school from other teachers within my department or grade level.
16. I am not supported at my school from administration, colleagues, or office staff members.
17. I am not recognized as a professional at my school.
18. I am not recognized for my professional contributions to education at my school.
19. I am not allowed input for improvement at my school.
20. I am not treated fairly at my school based on a lack of professional experience in
teaching.
Safety and resources.

The First Five !37
21. I am not happy or satisfied with the quality of life in the school district.
22. I am not happy with parental conflicts at my school.
23. I am not happy with the amount of student behavioral problems at my school.
24. I am not physically safe in my school environment.
25. I am not happy with budgeting and financial issues at my school.
26. I am unhappy with the lack of access to necessary technology or equipment in my school.
27. I do not have the proper equipment necessary to properly teach.
28. What other potential issue or issues not mentioned above have caused you to consider
your future in the teaching profession?
Section Three
29. “Overall, based on current experiences, I believe that I will stay in the profession for”:
a. No more than my five years b. More than my five years.
Section Four
30. What type of intervention or interventions do you think would help increase teacher
retention in your school or school district?
a. Develop teacher recognition programs within my school or district?
b. Create or improve teacher development programs within my school or district?
c. Create or improve new teacher induction programs within my school or district.
d. Allow more time for teacher collaboration with other teachers within my school.
e. Create or improve more committees and focus groups to address school issues.
f. Create or improve mentor programs for new teachers within my school or district
g. Other. Please specify.

The First Five !38
31. What type of intervention or interventions does your school or school district currently
have in place?
a. Teacher recognition programs within my school or district.
b. Teacher development programs within my school or district.
c. New teacher induction programs within my school or district.
d. Allowed more time for teacher collaboration with other teachers within my school.
e. Committees and focus groups to address school issues.
f. Mentor programs for new teachers within my school or district
g. I do not know.
h. Other. Please specify.
Section Five
32. Please provide your name and contact information including e-mail address.

The First Five !39
Appendix C
!
Figure 1. The pre- and post- implementation responses of the participants and their overall
beliefs on staying in the teaching profession from question 29 on the CLTE Survey.
!
Figure 2. The pre- and post-implementation responses of the participants about the future of their
career due to the lack of professional development and induction training at their school from
question 6 on the CLTE Survey.
Numberof
Respondants
0
10
20
30
40
CLTE Survey
Pre-implementation Post-Implementation
No more than my five years
More than my five years
Numberofrespondants
0
8
15
23
30
CLTE Survey
Pre-implementation Post-implementation
Leave education
Leave this school and this district, but c
Leave this school, but continue working
Leave this school, continue working in e
Continue working at my current school

The First Five !40
!
Figure 3. The pre- and post-implementation responses of the participants about the future of
their career due to the lack of empowerment and support from administration and colleagues at
their school from question 16 on the CLTE Survey.
Numberofrespondants
0
10
20
30
40
CLTE Survey
Pre-implementation Post-implementation
Leave education
Leave this school and this district, but c
Leave this school, but continue working
Leave this school, continue working in e
Continue working at my current school

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