Dr. Evelyn Dandy and Dr. Ana Maria Villegas   (view transcript)

 

Resources Available Online

Eight Questions on Teacher Recruitment and Retention: What Does the Research Say?

This resource discusses the personal and environmental factors that contribute to teacher recruitment and retention. While many factors help to determine the successful education of children, there is a strong consensus among experts that the effectiveness of their teachers is the single most important educational determinant. (Education Commission of the States 2005)
Author: Allen, M. B.
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Teacher Recruitment and Retention: A Review of the Recent Empirical Literature

This article is a review of current empirical literary texts on the topic of teacher recruitment and retention. The purpose of the article is to review the way teachers are recruited and retained through an examination of the teaching profession. It looks at characteristics of individuals who enter the teaching profession, characteristics of individuals who remain in the teaching profession, characteristics of schools and districts that are successful in recruiting and retaining teachers, and policies showing evidence of efficacy in teacher recruitment and retention. (2006)
Authors: Guarino, C. M., Santibanez, L., Daley, G. A.
Review of Educational Research, 76(2), 173–208
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Warning! Diversity Recruitment Could Backfire

This article utilizes the person-organization fit, realistic job preview, and psychological contract literatures to illustrate how common diversity recruitment practices may contribute to increased turnover among new hires of color. The research suggests that while diversity recruitment initiatives may give the impression that that workplace maintains a supportive diversity climate, subsequent hires may believe that the recruitment tactics used to entice them were misleading if actual workplace diversity climates are unfavorable. Several suggestions are presented for strengthening the link between diversity recruitment and minority employee retention. (2005)
Authors: McKay, P. F., Avery, D. R.
Journal of Management Inquiry, 14(4), 330–336
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Additional Resources

Oh, Won't You Stay: A Multilevel Analysis of the Difficulties in Retaining Qualified Teachers

This article uses nationally representative data from the 1999–2000 Schools and Staffing Survey to address teacher attrition in a multilevel analytic framework, accounting for the clustering of teachers within schools within states. Using a theoretical framework rooted in occupational wage theory and social identity theory, the authors find that teachers are more likely to leave if they are specialized instructors, have a probationary teaching certificate, are less experienced or the racial composition of the students is heavily minority, the students' racial composition is less matched to their own race/ethnicity, and some teachers leave if the teaching staff's racial composition is less matched to their own race/ethnicity. (2006)
Authors: Strunk, K.O., Robinson, J.P.
Peabody Journal of Education, 81(4), 65–94

Reflective Teaching in the Early Years: A Case for Mentoring Diverse Educators

The need for diversity in the teaching profession is critical as diversity in classrooms is on the rise. Recruitment and retention of teachers, especially teachers of color, is discussed in this case study of a collaborative mentoring approach used by two university professors and a multilingual immigrant teacher. Mentoring is shown to be of great value in supporting and retaining diverse educators. (2007)
Authors: Souto-Manning, M., , Dice, J.L.
Early Childhood Education Journal, 34(6), 425–430

Will I Ever Teach? Latino and African American Students' Perspectives on PRAXIS I

This is a longitudinal study of the experiences and perceptions of the PRAXIS I exam of 44 African American and Latino students. The students were enrolled in a teacher education recruitment and support program. The use of longitudinal action research in this case study was conducted via surveys, focus groups and data analyses. The study concludes that the test is not a fair or equitable tool. (2006)
American Educational Research Journal, 43(3), 531–575