Abstract
Statement of Problem: The problem evaluated in this research is that teachers are prematurely leaving the profession at substantially high rates. The purpose of this research is to (a) collect and analyze factors linked to retention and potential attrition (i.e. how often a teacher considers leaving the profession), (b) to provide specific and updated data on the causes of this problem and potential solutions, and (c) to meet the objective of improving retention policy and practice at all the levels of leadership within the education system. Sources of Data: The sources used for this study are extensive literature and a survey sent to teachers across the state of California. The survey collected responses from nearly 2,200 teachers about their experiences with teacher preparation programs, induction or mentorship programs, and throughout their first 5 years of teaching experience. These responses were analyzed to determine the relationships between the experiences and to make recommendations for leadership. Conclusions Reached: Teachers across the state of California feel high amounts of stress in their first 5 years of teaching, in addition to being generally unprepared for the profession and unsupported in their induction programs. All of these factors are related to the frequency with which teachers consider leaving the profession throughout their careers. Recommendations for leadership include creating hands-on, practical, specific experiences prior to teaching; building better relationships between all staff members, including mentors; reducing the workload for teachers generally; and developing clearer communication and transparency between all stakeholders throughout the educational system.