Advertisement

Early Childhood Education Journal

, Volume 33, Issue 6, pp 379–380 | Cite as

Editorial Teacher Attrition: An Issue of National Concern

  • Mary Renck Jalongo
  • Kelly Heider
Article
No matter where you go in your community you are apt to encounter people who used to be teachers. Whereas other occupations speak of “wannabes,” the field of teaching is dominated by “used to bes.” The following account of a couple who exited the profession offers some insight into the reasons that teachers give for abandoning teaching.

While visiting friends in Florida I met a married couple who had left careers as high school teachers to start their own house cleaning business. They cheerfully enumerated the advantages of their new job: flexible hours, more time spent together, greater physical fitness, less stress, good salaries/tips, and vacations that were not dictated by the school calendar. True, the couple admitted, they had lost some social status and were no longer working in the profession in which they had invested four years of college study. Yet some of the sources of satisfaction that had eluded them as teachers were accessible to them for the first time. They mentioned...

Keywords

Professional Development Teacher Preparation Program Revolving Door Early Childhood Program National Education Association 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Carroll, T., & Fulton, K. (2004). The true cost of teacher turnover [Electronic version]. Threshold, 16–17Google Scholar
  2. Chase, B. (2000). Show us the money. NEA Today, 18(7), 5Google Scholar
  3. Darling-Hammond L. (2003). Keeping good teachers: What leaders can do. Educational Leadership 60(8), 6–13Google Scholar
  4. Hull J. (2004). Filling in the gaps [Electronic version] Threshold 8–11:15Google Scholar
  5. Ingersoll R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal 38(3), 499–534CrossRefGoogle Scholar
  6. Ingersoll R. (2002a). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin 86(631), 16–31CrossRefGoogle Scholar
  7. Ingersoll R. (2002b). Holes in the teacher supply bucket. School Administrator 59(3), 42–43Google Scholar
  8. Jalongo, M. R., Rieg, S. A., & Helterbran, V. (2007). Planning for learning: Collaborative approaches to lesson design and review. New York: Teachers College PressGoogle Scholar
  9. Johnson, S. M. (2006). Finders and Keepers: Helping new teachers survive and thrive in our schools. San Francisco: Jossey-Bass Google Scholar
  10. Langer J. (2002). Effective literacy instruction. National Council of Teachers of English, Urbana, ILGoogle Scholar
  11. Nobscot Corporation. (2004). Retention management and metrics. Retrieved Jan. 18, 2005, from the World Wide Web: http://www.nobscot.com/survey/index.cfmGoogle Scholar
  12. Tye B., O’Brien L. (2002). Why are experienced teachers leaving the profession? Phi Delta Kappan 84(1):24–32Google Scholar

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Indiana University of PennsylvaniaIndianaUSA

Personalised recommendations