New Teacher Retention
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This paper addresses the many sources and reasons given by novice teachers for dissatisfaction and leaving the field. In addition, solutions are presented from an administrative standpoint, mentoring programs and additional suggestions to reduce the flight of novice teachers from the field of education. These solutions are matched to administrative standards that are accepted within the field of educational administration. Finally, a new teacher mentor program within the writer's school district is discussed and examined as a model of an effective mentorship program.
From the Paper:"Many believe that the first year of teaching is the most critical one as it can determine if a person will remain in the teaching field and what kind of elementary school teacher that person will become. Novice educators are often found alone in their classrooms, with little access to colleagues for problem solving and role modeling; discouragement and frustration can easily set in. Typically new teachers are assigned to the most undesirable classes. A "sink or swim" environment exists for many new teachers who often leave the profession because they find the work too isolating and unsupported. The result, "20 to 50 percent of new teachers will quit within the first five years" (Colley, 2002). Continuing carrier dissatisfaction among teachers will pose a serious threat to efforts to raise student achievement. Qualified educators will always be in short supply unless schools and communities address the teachers' reasons for being dissatisfied in their chosen careers."
Cite this Research Paper:
New Teacher Retention (2003, May 17) Retrieved July 14, 2020, from https://www.academon.com/research-paper/new-teacher-retention-11201/
"New Teacher Retention" 17 May 2003. Web. 14 July. 2020. <https://www.academon.com/research-paper/new-teacher-retention-11201/>