Abstract

Over 95% of states in the nation experience teacher shortages in at least one subject or certification area (Espinoza et al., 2018). Specifically, special education is acknowledged as an area with a critical shortage of teachers (Florida Department of Education, 2018; U.S. Department of Education, 2018). The purpose of this study was to investigate teacher shortages through the analysis of the relationship among first-year teachers, teacher licensure, teaching assignment, professional learning, and teacher retention. This study examined the relationship between first-year teacher retention and whether a cohort of first-year teachers remained within the same school, moved to another school within the school-district, or left the school-district and/or the profession between 2015 and 2019. This study used descriptive statistics, chi-square of independence, and cross-tabulation tables to analyze first-year teacher retention as it related to type of licensure, teaching assignment, and professional learning. The results of this study indicate that there are statistically significant differences in retention based on type of licensure (p < .05) and professional learning (p < .001). The results of this study could assist school-district and school level instructional leaders to design targeted programs to support groups of teachers taking into consideration their unique needs based upon practices, guidelines, and programs that are consistent with retaining first-year teachers.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Vitale, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0008246

Language

English

Release Date

8-15-2021

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Campus-only Access)

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