Addressing Teacher Retention within the First Three to Five Years of Employment

Abstract

Teachers’ perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status in a large public school district in Central Florida. Participants interviewed were in the first three to five years of their teaching career. Information derived from each interview was used to determine trends and factors that influence teacher retention and attrition. The main finding was that when teachers feel supported through professional development, time for collaboration with colleagues, and autonomy, they are more likely to remain in the teaching profession.