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Newly Hired Teachers of Science pp 31–42Cite as

Perceived Support and Retention of First Year Secondary Science Teachers

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Abstract

Teacher attrition is a critical issue, as nearly half of beginning teachers leave the teaching field by their fifth year (Ingersoll, 2001; Ingersoll, 2012; Macdonald, 1999). Additional studies have found that secondary teachers, especially in science and mathematics, were more likely to leave the field than elementary teachers (Guarino, Santibanez, & Daley, 2006; Macdonald, 1999).

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Author information

Authors and Affiliations

  1. College of Education, University of Houston, US

    Sissy S. Wong

  2. College of Education, Washington State University, US

    Jonah B. Firestone

  3. College of Education, Washington State University, US

    Richard L. Lamb

  4. Department of Mathematics and Science Education, University of Georgia, US

    Julie A. Luft

Authors
  1. Sissy S. Wong
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  2. Jonah B. Firestone
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  3. Richard L. Lamb
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  4. Julie A. Luft
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Editor information

Editors and Affiliations

  1. University of Georgia, USA

    Julie A. Luft

  2. Valparaiso University, USA

    Shannon L. Dubois

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© 2015 Sense Publishers

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Wong, S.S., Firestone, J.B., Lamb, R.L., Luft, J.A. (2015). Perceived Support and Retention of First Year Secondary Science Teachers. In: Luft, J.A., Dubois, S.L. (eds) Newly Hired Teachers of Science. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-283-7_2

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