Teacher Retention Dissertation or Thesis by ABCs

Teacher Retention
A dissertation analyzing the impact of mentors on teacher retention.
# 111571 | 11,390 words | 52 sources | APA | 2008 | US
Published on Jan 25, 2009 in Education (Administration)

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This research paper examines the problem of a shortage of teachers brought about, in part, by the failure of retaining teachers. The author hypothesizes that a mentoring program similar to other professions would help retain teachers. The author analyzes the data collected from surveys of new teachers in the New York City Department of Education (NYCDOE) during each school year from 2004 through 2007. Using charts and color graphs, the author presents the findings, which support a mentoring program.

Table of Contents:
Statement of the Problem
Background and Significance of the Problem
Research Questions
Definition of Terms
Literature Review
Restatement of the Problem
Description of Subject
Discussion of Data Processing
Methodological Assumptions, Limitations, and Delimitations
Ethics Activities
Data Analysis
New Teachers (1-5 years experience):
Mid-Career Teachers (6-24 years experience
Eligible Retirees (25+ years experience)
Analysis and Evaluation of Findings
New Teacher Induction/Mentoring
Who Must be Mentored?
Mentoring Certification
When Do New Teachers Need To Complete 175 Hours of Professional Development?
Summer New Teacher Orientation
New Teacher Induction/Mentoring System (NTIMS)
Summary, Conclusions and Recommendations
Appendix: Letter of Invitation to Participate in the Study
Appendix: Application for Approval for the Use of Animals or Humans
Appendix : Approval by Chair of Ethics Committee
Appendix: Historic Attrition Rates for New Teachers in the New York City School District and Reasons Cited for Leaving

From the Paper:

"According to district publications, NYCDOE provides several support mechanisms for the beginning teacher. Examples include selected mentor teachers with more than 5 years of teaching experience working closely with beginning teachers to provide support, teacher centers providing professional development, mentors and beginning teachers receiving training and release time, and the UFT offering to the beginning teacher graduate credit courses focused on teaching techniques, classroom management, and techniques focused on specific student populations."

Sample of Sources Used:

  • Association of Community Organizations for Reform Now (ACORN). (2003). Where have all the teachers gone? The cost of teacher turnover in ACORN neighborhood schools in Chicago. Retrieved February 25, 2008, from www.ACORN.org/index.Php?id=315
  • Booth, W. C., Colomb, G. G., & Williams, J. M. (2003). The craft of research (2nd ed.). Chicago: University of Chicago Press.
  • Boyd, D. J., Grossman, P., Lankford, H., Loeb, S., Michelli, N. & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in New York City schools. Journal of Teacher Education, 57(2), 155.
  • Boyd et al. (2007). Who Leaves? Teacher Attrition and Student Achievement at http://www.teacherpolicyresearch.org/portals/1/pdfs/Do percent20Effective percent20Teachers percent20Leave.pdf
  • Cavanaugh, J. (2003). Teaching as a profession. Retrieved January 21, 2007, from http://tiger.towson.edu/~jcavan1/paper.htm

Cite this Dissertation or Thesis:

APA Format

Teacher Retention (2009, January 25) Retrieved August 23, 2017, from http://www.academon.com/dissertation-or-thesis/teacher-retention-111571/

MLA Format

"Teacher Retention" 25 January 2009. Web. 23 August. 2017. <http://www.academon.com/dissertation-or-thesis/teacher-retention-111571/>