Teacher Recruitment and Retention: A Review of the Recent Empirical Literature

By Cassandra M. Guarino, L. Santibañez, G. Daley. 2006

1,421 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fd229fb623ed3ba1d4db9de4e7ed813b367a6267

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Citations in the corpus

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 (2014, background): “…desire to serve society and to ‘make a difference’ is one of the primary motivations for pursuing teaching and staying in the teaching profession (Guarino et al., 2006; Smethem, 2007), the social respect and acknowledgement of the profession is often perceived as being low (Buckley, Schneider,…”
A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates (2012, background): “Counseling prospective teachers into the realities of teaching can help those committed to completing their teacher preparation programs into developing appropriate goals for their teaching careers, healthy dispositions and expectations for their daily teaching lives, and a deep appreciation for the”
Assessing the Effects of High School Exit Examinations (2010, methodology): “To identify studies for inclusion, we applied the following inclusion criteria, drawn from Guarino, Santibanez, and Daley (2006): relevance, empirical nature, and scholarship quality.”
Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis (2011, methodology): “( co nt in ue d) 189 190 Educational Administration Quarterly 47(1) students) that researchers have found to influence school measures of student achievement (see, e.g., Guarino et al., 2006).”
It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation (2009, background): “Among the features shown to influence attrition are demographic factors (Guarino, Santibanez, & Daley, 2006 ), the kind of induction programme available (Smith & Ingersoll, 2004 ) and support structures that allow for personal growth and collegial interaction (Johnson & Birkeland, 2003 ).”
Early career teacher attrition: intentions of teachers beginning (2015, background): “While there is some discrepancy about the actual percentage of early career teachers who leave teaching within five years (from 5 to 50%), Guarino, Santibañez, and Daley (2006) state “one very stable finding is that attrition is high for young teachers” (p. 10).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “Studies on teacher attrition have consistently found a high rate of attrition among beginning teachers (e.g. Achinstein, 2006; Darling-Hammond, 1999; Fantilli & McDougall, 2009; Guarino et al., 2006; Haberman, 2004; Ingersoll, 2001, 2003; Johnson & Birkeland, 2003; Kersaint, Lewis, Potter, & Meisels”
Why are New Teachers Leaving the Profession? Results of a Canada-Wide Survey (2013, background): “To conclude, it is noteworthy that the majority of the drop-outs reported in this study occurred within the first five years of teaching (including 50% within the first two years), which confirms the argument that the professional induction phase is particularly conducive to teacher attrition[17],[1”
Factors Influencing Teachers' Performance and Retention (2015, background): “On the other hand, many researchers found no significant relationship between teacher gender, race, or ethnicity to turnover (Allensworth et al., 2009; Guarino et al., 2006; Johnson et al., 2005).”