A former PhD student of mine, Kerry McKee, did a master's thesis at the University of Texas, called "A Study of Factors Related to Teacher Retention" in 2003. You can Google it on the Web.

Great, thanks

Hello, i have some pappers you could read about teacher´s work that might interest of you.

1. Teacher self-efficacy and teacher burnout: A study of relations

2. Cohort study on clustering of lifestyle risk factors and understanding its association with stress on health and wellbeing among school teachers in Malaysia (CLUSTer) – a study protocol.

3. Burnout Among Teachers. Students’ and Teachers’ Perceptions Compared.

4. Predicting intraindividual changes in teacher burnout: The role of perceived

school environment and motivational factors

5. Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts

6. How to Improve Teaching Practices: The Role of Teacher Motivation Organizational Factors, and Leadership Practices

Regards

I had the pleasure of serving on the dissertation committee for Dr. Monique Wheatley-Phillip, who was recently appointed the Asst. Superintendent for Zone 2, for the Baltimore County Public School System.  Her research addressed the problem of retention of new teachers with less than three years of service.

The contact number for her office is 410-887-3235, Office of the Asst. Superintendent, Zone 2, Baltimore County Public School System.

CEW

Stearns, E., Banerjee, N., Mickelson, R. & Moller, S. (2014). Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction. Social Science Research 45, 56-72

Mehta, S. (2012). Job Satisfaction among teachers. IUP Journal of Organizational behavior  11 (2), 54

My supervisor, A Prof Jeffrey Dorman (Monash University), has published some papers on teacher burnout from a Learning Environments Research perspective looking at a number of factors.

The following links are from Google Scholar - search terms: teacher burnout dorman

Also, Helen Watt (Monash) has a long list of publications on Teacher motivation and related topics see http://monash.edu/education/research/profiles/profile.html?sid=7554&pid=3974

http://newcastle.edu.au/Resources/Research%20Centres/SORTI/Journals/AJEDP/Vol%203/v3-dorman.pdf

http://link.springer.com/content/pdf/10.1023/A:1023296126723.pdf

http://monash.edu/education/research/profiles/profile.html?sid=7554&pid=3974

I suggest you make contact with the following authors for help in respect of your research.

1. Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367-409.

2. Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Boston: Harvard Graduate School of Education, Project on the Next Generation of Teachers.

3. Marvel, J., & Rowland, R. (2007). Teacher attrition and mobility: Results from the 2004-05 Teacher Follow-up Survey. Washington, D. C.: Institute of Education Sciences National Center for Educational Statistics.

4.Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44–70.

Wishing you the best in this enterprise.

Richard Ingersoll is a leading researcher in this area. Many of these references are available online.

Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534. Ingersoll, R. M. (2000). Teacher Shortage: Myth or Reality. Educational Horizons, p 146-152. Ingersoll, R. M. (2000). Turnover among math and science teachers. Prepared for the National Commission on Mathematics and Science Teaching for 21st Century, Chaired by John Glenn. Ingersoll, R. M. (2000). Turnover among mathematics and science teachers in the U.S. Washington, D.C.: National Commission on Mathematics and Science Teaching. Ingersoll, R. M. (2002). Out-of-field teaching, educational inequality and the 112

organization of schools: An exploratory analysis. Seattle, WA: University of Washington. Ingersoll, R. M. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. National Association of Secondary School Principals, NASSP Bulletin, 86(631), 16-31. Ingersoll, R. M. (2003). Is There Really a Teacher Shortage? Center for the Study of Teaching and Policy, and the Consortium for Policy Research Education. September 2003. Ingersoll, R. M. (2004). Revolving doors and leaky buckets. In C. Glickman (Ed.), Letters to the next president: What we can do about the real crisis in public education. New York: Teachers College Press. Ingersoll, R. M. (2003). Turnover and shortages among science and mathematics teachers in the United States. In J. Rhoton & P. Bowers (Eds.), Science teacher retention: Mentoring and renewal. Arlington, VA: National Science Education Leadership Association and National Science Teachers Association Press. Ingersoll, R., & Perda, D. (2011). How high is teacher turnover and is it a problem? Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.

Rick Ingersoll at the University of Pennsylvania has done a great deal of research on teacher attrition.

The research topic is really valuable & requires variety of perspectives.

I found the reference , given in the link below, to be very interesting. Mind you, it is less than 56 pdf pages (as what appears when the link opens).

http://www.rand.org/content/dam/rand/pubs/papers/2009/P7827.pdf

I would suggest you take a look at some of the work emanating from the VITAE project in the UK (Day and Gu) which referenced quite a lot of contemporary research into teacher attrition world wide. I would also suggest your looking at the work of Stephen Ball from the London Institute as his critique of the neo-liberal agenda is really powerful and does address the notion of teachers leaving the profession.  

There's a literature review by Billingsley (1993) which is quite old but may be a good start. Otherwise, a very interesting article analyzes the relationship between emotion regulation abilities, stress and teacher attrition. Here's the reference:

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189. doi:10.1080/01443410903494460

May I also suggest you take a look at Wilmar Schaufeli's work? He's been working on teacher burnout and engagement for quite a while. You should also look directly at ERIC or Google Scholar's results on teacher attrition to get the big picture.

Good luck!

The best work in this area is a study by Jean Clandinin in Canada. They have a book coming out soon, but also articles or contact Dr. Clandinin about the project. It is a narrative inquiry into teacher leaving.

Christopher Day has done excellent work in this regard as well as has Cheryl Craig. She has an article which reports a longitudinal study of Anna Dean.

If you are looking for references in the field, you will find many in my doctoral thesis (focused on new teachers' perseverance and abandonment in Belgium)'s bibliography (pp 369-392), see the link below. Some suggestions:

Barnes, G., Crowe, E., & Schaefer, B. (2007). The cost of teacher turnover in five school districts: A pilot study (Rep.). Washington, D.C.: National Commission on Teaching and America’s Future.

Chicago Association of Community Organizations for Reform Now. (2003). Where have all the teachers gone?: The costs of teacher turnover in ACORN neighborhood schools in Chicago.

Corbell, K.A. (2009). Strategies That Can Reduce New Teacher Attrition in North Carolina. Friday Institute White Paper Series, 3, 1-14.

Darling-Hammond, L. (2003). Keeping good teachers: why it matters, what leaders ca do. Educational leadership, 60(8), 6-13.

Gold, Y. (1996). Beginning teacher support: Attrition, mentoring and inductions. In J. Sikula, T. J. Buttery et E. Guyton (dir.), Handbook of research on teacher education (2e éd.) (p. 548-594). New-York: Macmillan.

Guarino, C., Santibanez, L., & Daley, G. (2006). Teacher recruitment and retention:

A review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.

Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational

analysis. American Educational Research Journal, 38(3), 499-534.

Ingersoll, R. M., & Smith, T.M. (2003). The Wrong Solution to the Teacher Shortage. Educational Leadership, 60(8), 30-33.

Inman, D., & Marlow, L. (2004). Teacher retention: why do beginning teachers remain in the profession? Education.

Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23, 775–794.

Luekens, M. T., Lyter, D. M., Fox, E. E., & Chandler, K. (2004). Teacher attrition and mobility: Results from the teacher follow-up survey, 2000-01. Washington, D.C.: National Center for Education Statistics.

Schlechty, P., & Vance, V. (1983). Recruitment, selection and retention: The shape of the teaching force. Elementary School Journal, 83, 469-487.

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educationnal Research Journal, 41(3), 681-714.

Smithers, A., & Robinson, P. (2003). Factors affecting teachers’ decisions to leave the profession. Research Report n°430. Department for Education and Skills.

Stockard, J., & Lehman, M.B. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40(5), 742-771.

Stoel, C. F., & Thant, T.-S. (2002). Teachers’ professional lives – A view from nine industrialized countries. Washington, DC: Milken Family Foundation.

Texas Center for Educational Research (2000). The Cost of Teacher Turnover

Thesis Persévérance et abandon des enseignants débutants : La relèv...

 Factors Influencing the Attrition of Agriculture Teachers in Secondary Schools in Botswana

Thank you everyone

Rick Ingersoll just published one new paper: http://www.cpre.org/prep-effects, I would like to recommend great work by Bauer & al. Teachers' career trajectories and work lives (2009). If you are more interested to read about more specific area, PE teachers, check out my articles: http://www.tandfonline.com/doi/full/10.1080/02701367.2014.893052#.VAVQcPmSx8E & http://www.tandfonline.com/doi/full/10.1080/17408989.2013.780590#.VAVQbPmSx8E

Good luck for your study.  

Thank you.  In particular, a colleague and I are interested in interviewing people who left the profession of teaching.  We are looking at the impact of standardized testing, and educational bureaucracy on teachers' choices to leave the profession.

Here are 2 articles Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching.

By: Struyven, Katrien; Vanthournout, Gert. Teaching & Teacher Education. Oct2014, Vol. 43, p37-45. 9p. DOI: 10.1016/j.tate.2014.06.002.

Combating the Attrition of Teachers of Students With EBD: What Can Administrators Do?

By: Cancio, Edward Joseph; Albrecht, Susan Fread; Johns, Beverley Holden. Intervention in School & Clinic. May2014, Vol. 49 Issue 5, p306-312. 7p. DOI: 10.1177/1053451213513953.

NCES Releases "Teacher Attrition and Mobility: Results From the 2012–13 Teacher Follow-up Survey"

Of the 3,377,900 public school teachers who were teaching during the 2011–12 school year, 84 percent remained at the same school (“stayers”), 8 percent moved to a different school (“movers”), and 8 percent left the profession (“leavers”) during the following year. Additionally, about 30 percent of public school teacher movers and 10 percent of public school teacher leavers left their 2011–12 positions involuntarily. Among public school teachers who left the profession in 2012–13, about 8 percent moved to an occupation outside the field of education, including military service.

First collected in school year 1988–89, the Teacher Follow-up Survey (TFS) was designed as a component of the Schools and Staffing Survey (SASS) and was sponsored by the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education.

To view the full report, please visit

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014077

Wow, thank you for the great leads.  The NCES study points me to some really interesting information.  I am particularly interested in the 'leavers'.  

As someone who counsels teachers both before and after their careers, I find that there is a great divide between the reasons people aspire to teach and then what they actually find in the classroom. At least in the US, rarely is the classroom atmosphere a learning experience and many are searching for ways to improve learning outcomes, but they seek to do so without addressing the issue that we are NOT all equal. Sure we congratulate ourselves on mainstreaming multitudes and bringing down cultural barriers, but the fact is we are not the same and students cannot become anything they want to be. If you think that sounds hard, wait till you try to explain to some why they have to change direction after investing a lot time and money in a field that has become unbearable to them.

Please do not misunderstand this as a good vs. bad, but rather as a reality check that students have different learning styles and different perceptions of the world around them. (one is not better than the other). Teachers are becoming more and more frustrated by having their competence judged by test scores when the entire diverse class takes the same test. Until we admit students have different learning styles and perspectives,.... and then teach to those personality types, it will be useless to continue seeking a solution to our decline that does not address these individual differences, leaving student motivation to learn on a continual decline.

I study the various types of teaching bias that influence not only the success of students, but also the success of faculty. A brief, (simple) example is the number of students I counsel who have made nothing but an "A" on exams, but received a "C" in the class because 30% of the grade was based on class participation. Teachers are totally unaware that phobic introverts are unable to participate, but are keen listeners.

Our teachers are required to show competence in particular content areas, but are totally unprepared for what they will find in a classroom with so many personalities.

For brevity sake I must stop here, but certainly this issue will eventually be addressed and I will wait for that day. Even in college, teachers can do as much to destroy motivation as our system does, but I am confident they do it ignorantly.

Allen et al (1982) conducted a study which shows a raw correlation between teacher turnover and disadvataged schools. Makes a very interesting reading. You an access the paper through the link below

http://www.jstor.org/discover/10.2307/30186139?sid=21105507887873&uid=70&uid=3&uid=5910784&uid=62&uid=3738032&uid=2129&uid=67&uid=2&uid=25007&uid=25009

Thanks Gordon

Rick Ingersoll has some good work on the subject including the cost of teacher attrition.  There was a recent article in the Journal of Education Finance about the cost of teacher attrition as well.

Thank you William

I admire scientific performance of teachers´attrition based on testing hypotheses, interviews, medical reports etc. But the scientific research is in quite different area – what to do not to be hit by attrition? The answer my friends is not blowing in the wind but in paying attention to be more refreshed when you leave  school in the afternoon than you enter it in the morning. And first of all you should  have been  in better physical+mental state when you go into retirement than you had been starting your professional career. And what is ´between´ completelly depends on your abilities to performance adequate life style.

I think the strongest work has been done by Jean Clandinin's research team at the University of Alberta. It has been published as several articles and in a book. The link to the book is

http://www.emeraldinsight.com/doi/book/10.1108/S1479-3687201423

As a means of updating this thread for anyone still interested - here is the UK Government briefing paper on the subject from Feb 2019

http://researchbriefings.files.parliament.uk/documents/CBP-7222/CBP-7222.pdf