Why Teachers Stay: Lessons from High-Retention Districts
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| Title: | Why Teachers Stay: Lessons from High-Retention Districts |
|---|---|
| Language: | English |
| Authors: | Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahm, Mayra Perna |
| Source: | Phi Delta Kappan. 2026 107(7-8):43-47. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1758282 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Persistence, Elementary Secondary Education, School Districts, Beginning Teachers, Science Teachers, Collegiality, Work Environment, Interpersonal Relationship, Professional Autonomy, Resources, Faculty Development, Race, Racism |
| Geographic Terms: | New Jersey, Pennsylvania, North Carolina, Wisconsin |
| DOI: | 10.1177/00317217261452872 |
| ISSN: | 0031-7217 1940-6487 |
| Abstract: | As part of a multiyear, multistate National Science Foundation-funded research study, Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahmed, and Mayra Perna interviewed educators from districts with higher-than-average novice science teacher retention. They found six factors that can be applied at the school level to increase the likelihood of K-12 teacher retention across grade levels and subject areas. They present the framework of teacher embeddedness as a useful tool to help predict and improve retention efforts and suggest specific strategies teachers and administrators can employ to improve teacher retention in their schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507101 |
| Database: | ERIC |
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| Abstract: | As part of a multiyear, multistate National Science Foundation-funded research study, Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahmed, and Mayra Perna interviewed educators from districts with higher-than-average novice science teacher retention. They found six factors that can be applied at the school level to increase the likelihood of K-12 teacher retention across grade levels and subject areas. They present the framework of teacher embeddedness as a useful tool to help predict and improve retention efforts and suggest specific strategies teachers and administrators can employ to improve teacher retention in their schools. |
|---|---|
| ISSN: | 0031-7217 1940-6487 |
| DOI: | 10.1177/00317217261452872 |
