University of Southern California Dissertations and Theses

Teacher retention and classroom instructors who coach interscholastic athletics or advise extracurricular activities

(USC Thesis Other)

Teacher retention and classroom instructors who coach interscholastic athletics or advise extracurricular activities

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Running head: TEACHER RETENTION AND CLASSROOM INSTRUCTORS

1

TEACHER RETENTION AND CLASSROOM INSTRUCTORS WHO COACH
INTERSCHOLASTIC ATHLETICS OR ADVISE EXTRACURRICULAR ACTIVITIES

by

Richard S. K. Gonsalves

________________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2015

Copyright 2015 Richard S. K. Gonsalves

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

2
ACKNOWLEDGEMENTS
I would like to thank my family, friends, and colleagues for all their encouragement and
support as I went through the EdD program at the University of Southern California. Many
thanks go out to Dr. Monique Datta, Dr. Larry Picus, and Dr. Dominic Brewer for their time and
patience in helping me through the dissertation process. I also want to thank my fellow 2012
cohort members for making the past three years an enjoyable experience. I wouldn’t have
survived those Saturday sessions without you. I want to thank my parents for always instilling in
me the importance of education. I wish you were here to share this with me. Last, but ceratinly
not least, I would like to thank my wife, Kelly, and my son, Preston, for all your love and support
over the years. This would not have been possible without you.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

3
TABLE OF CONTENTS
Acknowledgements 2
List of Tables 5
Abstract 6
Chapter 1: Background of the Problem 7
Statement of the Problem 8
Purpose of the Study 12
Significance of the Study 12
Limitations 13
Definition of Terms 14
Organization of the Dissertation 14
Chapter 2: Literature Review 16
Human Capital Management Model 16
Figure 1. Phillips and Roper’s Human Capital Management model 18
Attracting (Recruiting) 19
Selection (Hiring) 21
Engaging 24
Developing 26
Retention 27
Another Component of Human Capital Management — Evaluation 29
Human Capital Management in Education 32
Retention Problems in Education 36
Chapter 3: Methodology 40
Research Questions 40
Qualitative Research and Study Design 41
Sample and Population 43
Instrumentation 45
Data Collection 46
Data Analysis 47
Chapter 4: Research Findings 52
Research Questions 53
Sample and Population 54
Research Question 1: What Are Some Common Practices Used to Recruit and 55
Hire Teachers?
Research Question 2: What Type of Support or Reward is Given to Teachers 89
Who Coach Sports or Advise Extra-Curricular Clubs at the Schools
They Work In?

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

4
Research Question 3: What Aspects of the School Community Contribute to 95
Teacher Retention?
Summary 114
Chapter 5: Discussion 116
Summary 117
Limitations of the Study 126
Implications for Practice 127
Future Research 129
References 130
Appendices 145
Appendix A: Interview Protocol 145

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

5
LIST OF TABLES
Table 1. Sample Selection Matrix 24
Table 2. Four Levels of Evaluation 32
Table 3. School Demographic Information (Teacher Group) 44
Table 4. School Demographic Information (Administrator Group) 45

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

6
ABSTRACT
Teacher retention is a problem that schools are faced with on a regular basis. Acquiring
qualified classroom instructors who remain in the field of education can be a challenge for many
educational institutions. The purpose of the study was to examine the experiences of teachers,
coaches, club advisors, and school adminstrators to determine how the multiple roles of teaching,
coaching, and/or advising clubs contribute to increases in teacher retention. Understanding the
experiences of teachers, coaches, club advisors, and school administrators can potentially
improve the strategies used to recruit, hire, and retain quality classroom instructors. The
researcher examined the experiences of 10 educators to determine the impact teaching while
coaching sports or advising clubs has on teacher retention. Data from the study revealed that
teaching while coaching sports or advising clubs can contribute to teachers remaining in the field
of education. The research also indicated that qualified teachers who coach sports or advise
extracurricular clubs are beneficial for schools. Low salaries, poor teaching skills, and poor
student-teacher relations were identified as contributing factors to decreases in teacher retention.
The presence of family spirit on campus, working in small school environments, the desire to
work with students, favorable work schedules, and making a difference in the lives of students
were shown to contribute to increases in teacher retention.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

7
CHAPTER 1
BACKGROUND OF THE PROBLEM
National economic growth depends upon an educated work force (Brewer, Hentschke, &
Eide, 2010). Talented and efficient administrators, supervisors, and employees are needed to
drive an organization forward and increase business capital (Brewer et al., 2010). While a
significant amount of attention is often times given to the organization itself, it is the human
factor that can make or break the company.
Individual success is fueled by quality education (Brewer et al., 2010; Blanden &
Machin, 2010). Research shows that the more education a person receives, the more success he
or she gains in the work force (Brewer et al., 2010; Blanden & Machin, 2010). Conversely,
students who drop out of school fare less favorably in the workplace and are more inclined to be
incarcerated, unemployed, or live unhealthy lifestyles (U.S. Department of Education [USDOE],
2008).
Many factors contribute to the success of schools and the students that are educated in
them. The availability and types of resources on campus, the curricula that shape classroom
instruction, and the administrators who lead their respective schools are a few of the variables
that influence the quality of teaching in schools (Loeb & Myung, 2010). Research says,
however, that classroom instructors have a significant amount of impact on student achievement
(Chisolm, 2008), and are perhaps the most important school-related factor in driving student
achievement (Loeb & Beteille, 2009). With so much riding on the educational success of our
students, a considerable amount of attention should be given to supplying our schools with high-
quality classroom instructors.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

8
In the United States, the primary mission of elementary and secondary public schools is
to provide first-rate, comprehensive education to every student on campus (Guarino, Santibanez,
& Daley, 2006). To accomplish this goal, districts and administrators need to supply their
schools with teachers who are capable of serving as classroom instructors (Guarino et al., 2006).
In light of this, schools and school districts are constantly seeking for teachers who not only
occupy classrooms, but transform classes into centers of learning for students in grades K-12
(Guarino et al., 2006). Currently, schools are struggling with mantaining teacher quality on
campus while actively recruiting new instructors that will remain in the field of education,
making teaching a career of choice (Guarino et al., 2006). The multiple roles of recruiting
effective teachers and retaining quality instructors are even more challenging considering the
lack of adequate resources available to fund these efforts (Guarino et al., 2006).
Understanding who teachers are and what influences them to stay in the field of
education is of critical importance in developing schools that thrive (Guarino et al., 2006).
Students experience school through the classes they attend and the teachers who teach those
classes (Loeb & Beteille, 2009). A teacher’s ability to inspire and motivate students can have a
tremendous amount of influence on a student’s academic performance (Loeb & Beteille, 2009).
Statement of the Problem
Teacher retention is a problem that occurs nation-wide (Hasegawa, 2011; Ingersoll,
2003). In North Carolina, 13,432 teachers left their faculty positions to pursue non-teaching
careers (Public Schools of North Carolina, 2009). In Hawaii, the Department of Education hires
approximately 1,400 to 1,600 new teachers every year to replace classroom instructors who retire
or exit the field of education altogether (Creamer, 2005). Research indicates that teachers have
one of the highest turnover rates in the professional work force (Ingersoll, 2001). Data from the
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

9
Schools and Staffing Survey and the Teacher Follow-Up Survey indicate that after five years,
40% to 50% of all new teachers leave the teaching profession in pursuit of different careers
(National Center for Education Statistics [NCES], 2008; Hasegawa, 2011). The high turnover
rate creates a steady demand for classroom instructors while exposing a dire need for increased
teacher retention (Ingersoll, 2003; Hanushek, Kain, & Rivkin, 2004).
Teacher turnover rates seem to vary depending on the specific area of instruction
(Ingersoll, 2003). Science, Mathematics, and Special Education (elementary level) have higher
levels of teacher turnover, while teacher turnover is lower in Social Studies and English
(Ingersoll, 2003). In an effort to minimize the effects of teacher turnover, some states are easing
the process for out-of-state teachers to get licensed (Hirsch, Koppich, & Knapp, 2001).
High teacher turnover adds major costs to schools and school districts (National
Commission on Teaching and America’s Future, 2002). While a considerable portion of school
and district funds are allocated to retaining teachers through professional development
opportunities and performance-based incentives, huge amounts of money are still lost because of
high turnover rates in the field of education (Texas Center for Educational Research, 2000). In
an extensive study analyzing turnover costs, it was reported that the state of Texas alone loses
between $329 million and $2.1 billion per year due to teacher turnover (Texas Center for
Educational Research, 2000).
On a national scale, the financial impact associated with the lack of teacher retention is
staggering (Alliance for Excellent Education, 2005; Coates, 2009). In the United States, an
estimated $2.2 - $4.9 billion is spent annually to replace public school teachers (Alliance for
Excellent Education, 2005). During the 2003-2004 school year, the total estimated cost to
replace public school teachers in the United States was $7.3 billion (Coates, 2009). The financial
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

10
impact associated with teacher turnover is spiraling out of control and efforts to increase teacher
retention need to be addressed.
Several reasons are cited with regards to why teachers exit the teaching profession. Low
salaries, job dissatisfaction, lack of support from administrators, scarce professional development
opportunities, lack of teacher autonomy, low levels of student motivation, and student behavior
problems are several reasons why teachers leave the work force (Ingersoll, 2003, 2004). As
administrators across the country continue to focus on recruiting competent classroom
instructors, a considerable amount of attention needs to be spent on retaining new faculty recruits
as well. Given the problems schools are faced with regarding teacher retention, it is important
for school administrators to create and implement strategies to increase teacher retention.
Effective human capital management can be a key factor in addressing retention
problems in schools (Cullis, 2009). Research indicates that higher levels of teacher retention can
be realized by “improving the experiences an individual teacher has in the organization” (Cullis,
2009, p. 16). Several components contribute to a school’s ability to equip classrooms with
quality intructors. It is important for schools to effectively recruit, train, support, and reward
teachers to help increase teacher retention on campus.
High-quality teacher recruitment programs can produce a steady supply of classroom
instructors who will be more inclined to remain in the field of education (Cauley, 2011).
Incentives such as loan forgiveness and scholarships are just two of the many programs that
hard-to-staff schools are utilizing to attract and retain high-quality teachers (Hasegawa, 2011).
Once a teacher is part of the school’s faculty, it is important to provide the instructor with
professional development training opportunities to increase the teacher’s level of success (Hirsch
et al., 2001) while increasing the likelihood of being retained as a classroom instructor. Teacher
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

11
recruitment and preparation programs can help prepare novice teachers for work in the
classroom, but continuous training through professional development is needed to expose
teachers to changes in curriculum focus and teaching methodology (Hirsch et al., 2001).
Supporting classroom instructors is important to the overall success of schools
(Hasegawa, 2011; Hirsch et al., 2001). Teacher support can come in a variety of forms.
Providing the instructor with a mentor, streamlining assessment practices, assigning reasonable
teaching loads, and delegating appropriate teaching lines are ways administrators can lend
support to teachers (Darling-Hammond & Sykes, 2003).
Rewarding teachers for performance can increase retention as well (Coates, 2009). Some
schools have utilized incentives such as pensions, merit pay, and career advancement programs
in an effort to retain effective classroom instructors (Coates, 2009). While these incentive
programs may lead to increases in teacher retention, the cost to provide financial incentives may
be prohibitive to continue long-term (Jacobson, 2006).
Hiring qualified classroom instructors who coach sports teams or advise extracurricular
clubs or activities could lead to increases in teacher retention. Teachers who coach
interscholastic sports have a desire to remain in the teaching profession, making teaching their
career of choice (Cauley, 2011). McDonald (2013) found that teachers who coach sports or
advise clubs believe they receive personal and professional benefits like preference during the
hiring process, increased social capital, and the ability to obtain tenure as a result of their
extracurricular activity participation. Brown (2012) suggests that teachers who are dedicated to
teaching and coaching “are more likely to remain committed to these roles over time” (p. 129).
As principals struggle to find effective classroom instructors who will remain in the field of
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

12
education, hiring teachers who coach sports or advise extracurricular activities could help
remedy the retention problems schools are currently experiencing.
Purpose of the Study
The purpose of the study is to examine the experiences of teachers, coaches, club
advisors, and school adminstrators to determine how the multiple roles of teaching, coaching,
and/or advising clubs contribute to increases in teacher retention. Understanding the experiences
of teachers, coaches, club advisors, and school administrators can potentially improve the
strategies used to recruit, hire, and retain quality classroom instructors. The following research
questions will be examined to drive the study:
1. What are some common practices used to recruit and hire teachers?
2. What type of support and rewards are given to teachers who also coach/advise extra-
curricular programs at the schools they work in?
3. What aspects of the school community contribute to teacher retention?
Teacher retention is the culmination of the first four stages of Phillips and Roper’s (2009)
model. In light of this, it was important to ask questions that examined how teachers are
recruited, hired, and rewarded, as these components ultimately impact teacher retention (Phillips
& Roper, 2009). Obtaining data regarding schools’ recruiting tactics, hiring practices, and
employee support systems were vital in addressing the research questions.
Significance of the Study
It is important to understand the impact that coaching athletics, advising extra-curricular
activities, and teaching have on teacher retention. Several aspects of the school community are
affected by teacher retention. School administrators are responsible to supply their respective
schools with qualified classroom instructors who can be retained and contribute to the school’s
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

13
success over an extended period of time (Cauley, 2011; Hanushek et al., 2004). A significant
amount of resources, both financial and human, can be wasted on hiring classroom instructors
that leave the teaching profession (Hasegawa, 2011; Hitz, 2002; Alliance for Excellent
Education, 2005; Coates, 2009). Understanding the experiences of teachers, coaches, club
advisors, and school administrators can potentially increase a school’s ability to recruit and hire
qualified teachers who are more likely to remain in the field of education.
Very little research exists on the impact that coaching or advising clubs while teaching
have on teacher retention. A decent amount of scholarly work has been done on the impact
extra-curricular activity participation has on students (McDonald, 2013). Research shows that
students who participate in extra-curricular activities have higher grade point averages and better
attendance rates in school (McNeely, Nonnemaker, & Blum, 2002). This study will examine the
topic of extra-curricular activity in education from a different lens — how adult participation in
athletics and other extra-curricular programs impact teacher longevity in the career of education.
Research indicates that teachers tend to stay in the field of education if they enjoy the
work they do (Donovan, 2008). Evidence indicating that teachers enjoy teaching because of
coaching and advising extra-curricular activities could dramatically change the way teachers are
recruited, hired, and retained. This study will add to the limited amount of research available
that speaks to the impact coaching and advising extra-curricular clubs have on the teaching
profession — specifically, the experiences that lead to increased teacher retention.
Limitations
A few limitations need to be discussed in regards to the study. First, the findings of the
study will reflect the thoughts, opinions, and behaviors of 10 participants. Including more
participants in the study would further substantiate the findings. Next, there seemed to be more
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

14
literature available that addressed participation in athletics than there was regarding
extracurricular clubs. More information identifying the impact that advising clubs has on
retention would have been useful in regards to this study. Lastly, choosing only private school
teachers and administrators could impact the data in the study. Data gathered from teachers and
administrators from public schools could give more robust information that could better address
the topic of study.
Definition of Terms
Classroom Instructor: An individual who is qualified pursuant to the school’s minimum
employment requirements for the desired instructional position.
Extracurricular: Outside one’s regular work, responsibilities, or routine.
Hiring: To engage the services of another for wages or other forms of compensation.
Recruit: To strengthen or supply with new members.
Retention: The state of being retained or held on to.
Teacher: An individual who is qualified pursuant to the school’s minimum employment
requirements for the desired instructional position.
Organization of the Dissertation
The organization of the dissertation is critical to properly address the research questions.
First, a comprehensive literature review will be displayed that will provide the information
needed to understand the study. Next, the research questions will be stated. Third, the design
used to answer the research questions will be addressed. Next, the sampling procedure,
including the participant selections, will be discussed. Fifth, the instruments used to collect data,
specifically the interview protocol, will be presented. Next, the process of data collection will be
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

15
identified. Sixth, the approach to data analysis and coding will be addressed. Finally, the
findings of the study will be discussed.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

16
CHAPTER 2
LITERATURE REVIEW
1

Human capital refers to the knowledge, ideas, skills, and health of individuals (Becker,
2002; Eide & Showalter, 2010; Coff, 2002; Flamholtz & Lacey, 1981) and is the most important
form of capital in modern economies. Constituting over 70% of the total capital invested in the
United States (Becker, 2002), human capital management is vital to the economic success of
individuals and organizations.
Human capital resources can be tangible (physical in nature), intangible, or those that are
not directly owned specifically by the organization. These kinds of resources can take two forms:
generic human capital resources and specific human capital resources (Ployhart & Kim, 2014).
Generic human capital resources are resources such as cognitive ability, personality, or resources
that are considered KSAs (knowledge, skills, and abilities) that are grouped together and
measured throughout the aggregated group. Specific human capital resources are relevant only to
a specific firm and can take the form of knowledge, some forms of skills, and expertise.
Human Capital Management Model
Human Capital Management (HCM) is a complex but critical system that can enhance an
organization’s success (Joshi, 2012; Becker & Gerhart, 1996; Huselid, 1995; Odden, 2011). The
literature defines HCM as a systematic approach to attracting, selecting, engaging, developing,
and retaining the highest ability individuals (Joshi, 2012; Becker & Gerhart, 1996; Huselid,
1995; Phillips & Roper, 2009; McMahan & Wright, 1992; Odden, 2011).

1
This section is co-authored with the following individuals: Melia Abreu, Julie Elting,
Jana Fukada, Maureen Ikeda, Roger Kiyomura, Keone Kuoha, Jackie McPherson, and Eric
Okazaki.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

17
Formal economic theories of developing human capital as a common good date back
approximately 50 years, although the awareness of positive outcomes from investing in people is
far from new (Becker, 1964; Eide & Showalter, 2010; Schultz, 1961). The modern usage of
human capital took root in the economic growth and societal changes that followed World War
II. Contemporary economists like Schultz (1961) and Becker (1964) observed that increased
levels of education and training were creating a knowledge-based economy in which individuals
could better control their destinies. When individuals acquired knowledge, skills, and attitudes as
a form of human capital, it could not be separated from them as was possible with other forms of
capital. Ultimately, the success of these individuals would impact not only their own lives, but
have far-reaching effects on society as a whole (Becker, 1964; Eide & Showalter, 2010; Schultz,
1961).
Phillips and Roper (2009) proposed a comprehensive model that depicts the
interelationship of five stages of human capital management (HCM): attracting, selecting,
engaging, developing, and retaining employees (Figure 1). Central to the model is alignment of
employee and organizational values and job competencies as the foundation for effective human
capital management (Bauer & Erdogan, 2012; Odden, 2011; Phillips & Roper, 2009). This
congruence is identified as person-organization (PO) fit and is an antecedent of entry into a
workplace, typically reflected in positive newcomer adjustment. PO fit is also an outcome
measure tied strongly to long-term organizational commitment (Bauer & Erdogan, 2012).
Linking the five stages to organizational values and competencies are employee
opportunities for learning. Life-long learning, a catch-phrase of 21st century educational jargon,
is integral to HCM. Each HCM stage is connected to the next one by organizational strategic
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

18
planning and the actual implementation of those plans. Evaluating the effectiveness of the plan
can help determine if goals of the stage were met (Phillips & Roper, 2009).

Figure 1. Phillips and Roper’s Human Capital Management model

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

19
Attracting (Recruiting)
Attracting employees involves recruiting the right people for the job as the initial human
resource management goal (Bauer & Erdogan, 2012; Phillips & Roper, 2009). Careful creation
of job descriptions and responsibilities is a key step of the attraction stage to ensure clarity. An
applicant possessing the necessary knowledge, skills, and attitudes needed for a job position
leads to successful integration into the organization.
In the quest to streamline the human capital development cycle, the act of recruiting has
emerged in recent years as worthy enough of its own study. As strong determinants in acquiring
human resources, recruitment strategies, policies, and practices play a large role in the selective
value of recruitment (Ployhart, 2012). Taking advantage of recruitment strategies appears to be a
critical part of every organization’s overall framework for selecting individuals for employment
(Ployhart & Kim, 2014).
Competitive advantage and operational performance play a large role in strategic
recruiting (Ployhart & Kim, 2014). Competitive advantage is defined as “a situation occurring
when a firm is able to generate above-normal returns from human capital resources relative to
competitors” (Ployhart & Kim, 2014, p. 6). Operational performance is defined as “the
effectiveness or efficiency by which a firm or organizational unit accomplishes its strategic
objectives” (Ployhart & Kim, 2014, p. 6). Operational performance is used in strategic
recruitment to estimate the relationship between human resources, human capital, and unit
performance (Crook, Todd, Combs, Woehr, & Ketchen, 2011).
In order to create competitive advantage, organizations must work to achieve excellent
operational performance (Crook et al., 2011). Variables within the organization, both dependant
and independent, contribute to competitive advantage and organizational performance (Crook et
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

20
al., 2011). Dependent variables in strategic recruitment can include human capital proxies and
operational performance (Backes-Gellner & Tuor, 2010; Collins & Han, 2004; Williams &
Dreher, 1992). Some of the independent variables include: recruiting practices, recruiting
sources, and organizational incentives (Backes-Gellner & Tuor, 2010; Collins & Han, 2004).
Strategic recruitment positions an organization to gain competitive advantage by its focus
on the prediction of the firm or unit-level outcomes (Ployhart & Kim, 2014). KSAs and other
characteristics are often used to define human capital resources and allow firms the means to
gain competitive advantage over its rivals (Ployhart & Moliterno, 2011). These KSAs must be
measured at the unit-level of organizations and will flourish under various contextual and
interactive environments (Kozlowski & Klein, 2000). Results from the research surrounding
recruiting practices, policies, and strategies, as well the creation of human capital and how
recruiting practices relate to and influence operational performance and competitive advantage,
are inconsistant (Ployhart & Kim, 2014).
Bradt (2012) affirms that recruitment should not start until all the key stakeholders are
aligned with regards to what they are looking for, what the new employee will do, and how they
will interact. As described by Bradt and Vonnegut (2009), a quality recruiting brief should
address the applicant’s mission and responsibilities (why the position exists), a vision of success
(an example or aspirational peer), the talents and strengths required for the position, as well as
motivation (how will this position fit with the applicant’s likes/dislikes, goals, etc.). Following
these basic recruitment guidelines may aid organizations in more efficient recruitment and hiring
practices.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

21
Selection (Hiring)
Once potential employees apply, the traditional method of selection includes interviews,
reference checks, and an examination of an applicant’s previous work experiences, training, and
education. In the absence of perfect information, these signals stand in for actual proof that the
employee possesses the KSAs desired by the organization (Page, 2010). Increasingly,
organizations are using socialization activities to assess the PO fit of potential employees, or
including realistic job previews (RJP) in the pre-selection process (Bauer & Erdogan, 2012; Van
Vianen & De Pater, 2012). Beyond KSA, an applicant also begins perceiving a sense of
belonging and comfort in the organization during these stages. As antecedents, PO fit and
person-job (PJ) fit both contribute to newcomer adjustment and ongoing organizational
commitment (Bauer & Erdogan, 2012; Van Vianen & De Pater, 2012).
The selection of potential employees within the organization is paramount in the success
and productivity of any organization. Labor, like all organizational resources, is highly
dependent on supply and demand of human talent in different occupations/professions and
industries (Mueller & Baum, 2011). Huang and Cappelli (2010) affirm that a central research
question in economics is how to ensure that employees do not shirk their workplace
responsibilities. Most of the research regarding this issue focuses on economic governance
schemes that provide incentives to induce employees to act in the interest of their employers
(Huang & Cappelli, 2010).
Virtually all employers use some level of applicant screening which generally examines a
prospective employee’s possession of technical competence (the ability to do the job),
motivation (the applicants desire and drive to produce quality work independently), cultural
fitness adaptability, and an applicant’s ability to smoothly integrate and adjust to company
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

22
values, rules, conditions, and environment (Huang & Cappelli, 2010). Mueller and Baum (2011)
propose a 12-step research-based guide to hiring right employees:
1. Conduct job analysis — study similar jobs in order to gather and report
accurate information to potential hires.
2. Update job description — keep the job description that is posted accurate to ensure
that it meets potentially changing needs of the organization.
3. Source potential employees — consider finding candidates internally. Promotion or
transfer from within can cut recruitment and training costs and increase employee
satisfaction and career management.
4. Resume/Application review — resumes and applications can be electronically
scanned and screened for key words and completion, then maintained in a database
for easy access and review.
5. Telephone screen — The telephone screen has the advantage of testing an applicant’s
vocal and listening skills which are major factors in many jobs.
6. Pre-employment performance testing — includes aptitude tests, personality tests,
achievement or psychomotor tests. According to Heneman and Judge (2009),
performance or work sample tests have a high degree of validity in predicting job
performance.
7. Interview #1 (with realistic job preview) — preferably conducted by a supervisor
trained in behavior-based methods who will screen for interpersonal skills relevant to
the job.
8. Structured interview #2 (panel) — based on the idea that potential teammates of the
new hire have a vested interest and a right to provide input into the hiring decision.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

23
Moreover, they may see strengths and challenges that the supervisor may have
overlooked.
9. Office tour — evaluates the candidate’s motivation and cultural fitness by taking the
applicant on a tour of the work site.
10. Matrix comparison — creates a matrix as an equitable and measurable means of
comparing candidates and making the selection decision. These can be weighted,
check-marked, or customized to employer needs. See Table 1: Sample Selection
Matrix.
11. Offer (contingent upon background and reference checks) — Regarding
compensation negotiation, Block (2003) recommends paying new hires as much as
possible rather than as little as possible so the new hire is happy about salary and
won’t consider other job prospects.
12. Background/reference checks — As a final step, formal background checks are
common and recommended.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

24
Table 1
Sample Selection Matrix
Score 1-10 Technical Skill Comm Skills Cust. Contacts Can Close Total
Candidate 1 3 8 2 8 21
Candidate 2 9 4 8 3 24
Candidate 3 2 9 2 8 21
Candidate 4 8 3 9 2 22

Weight 0.2 0.4 0.1 0.3 1
Candidate 1 0.6 3.2 0.2 2.4 6.4
Candidate 2 1.8 1.6 0.8 0.9 5.1
Candidate 3 0.4 3.6 0.2 2.4 6.6
Candidate 4 1.6 1.2 0.9 0.6 4.3

Engaging
Engagement is early organizational socialization, the process in which new employees
are acclimated to the institutional structure and job role (Bauer & Erdogan, 2012; Bradt, 2012).
The organization offers some type of formal onboarding of varying quality and depth depending
on the job position. Numerous activities occur during this initial period, including reviewing
benefits and job responsibilities, orienting to the institution’s mission, goals, and structure, and
orienting to the physical surroundings (Bauer & Erdogan, 2012; Bradt, 2012). Employees share
equally in the engagement stage. The level of proactivity of the employee, in seeking
information and connections, has significant influence on early organizational socialization
(Bauer & Erdogan, 2012).
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

25
More comprehensively referred to as onboarding, the engagement stage in human capital
development is a critical socialization process that brings new employees into the organizational
culture. The value of onboarding to both the employee and employer has been explored
extensively in the literature (Bauer, Erdogan, Bodner, Truxillo, & Tucker, 2007; Bauer &
Erdogan, 2012; Bradt, 2012; Klein & Polin, 2012). Employees given quality onboarding report
increased role clarity, self-effectiveness, and job satisfaction (Klein & Polin, 2012). As a result,
organizations reap the rewards of increased employee productivity and commitment, leading to
reduced turnover (Klein & Polin, 2012).
A meta-analysis by Bauer et al. (2007) provides the foundation for more recent research
on organizational socialization strategies and onboarding. The authors state they had multiple
goals: develop a functional model of organizational socialization by integrating fragmented
research, studying effects of the different methodological approaches used in previous research,
identifying relationships in results, and proposing areas needing further study (Bauer et al.,
2007). As a meta-analysis, the authors were limited to constructs that were previously
established. They believed that establishing role clarity, which would lead to self-efficacy, was a
primary motivation for new employees (Bauer et al., 2007).
According to Phillips and Roper (2009), satisfaction and engagement are two different
sentiments that organizations need to instill in their employees. Satisfaction occurs when an
employee is happy with the current pay, working atmosphere, and benefits received. While
satisfaction is a positive sentiment to have within employees, satisfaction alone can lead to
stagnation and less ambition and initiation (Phillips & Roper, 2009). On the other hand,
engagement refers to qualities such as: innovation and creativity, taking personal responsibility,
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

26
authentic desire for the success of the organization or team, and an emotional bond to the
organization and its mission and vision (Wagner & Harter, 2006).
Engaged employees can have a positive effect on the organizational success and increase
desired outcomes (Phillips & Roper, 2009; Wagner & Harter, 2006). According to Wagner and
Harter (2006), increases in organizational performance can be measured through reduced
absenteeism, fewer resignations, lower turnover rates, increased creativity, and improved
customer service, all which lead to increases in profitability. Teams that scored in the top
quartile of Wagner and Harter’s (2006) study were found to be three times more successful than
the bottom quartile and also were found to have 18% higher productivity and 12% higher
profitability, thus confirming the positive relationship between engagement and positive
performance outcomes. In contrast, less engaged organizations suffered from diminished team
spirit and thus experienced lower profitability and performance outcomes.
Developing
The development stage flows naturally from engagement (Phillips & Roper, 2009).
Developing human capital, the continuing investment in employees, has been shown to increase
retention of effective employees (Bauer & Erdogan, 2012; Becker, 1964; Blair, 2011; Bradt,
2012; Byerly, 2012; Crook et al., 2011; Guest, 2011; Zimmerman, Gavrilova-Aguilar, & Cullum,
2013). Offering opportunities for professional development or ongoing training of employees
produces increased general and firm specific knowledge and skills (Bauer & Erdogan, 2012;
Bradt, 2012; Crook et al., 2011). Committed employees will use this knowledge to advance the
organizational mission. Informal socialization is a key part of engagement and development
(Bauer & Erdogan, 2012; Bradt, 2012). Initially, this socialization helps newcomers navigate the
unwritten policies in the workplace but ultimately leads to ongoing employee investment.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

27
Building respectful and trusting relationships between all levels of management and workers has
been found to profoundly impact employee loyalty and satisfaction (Bauer & Erdogan, 2012;
Bradt, 2012).
In a nationwide survey of workers and their preferences by Dychtwald, Erickson, and
Morison (2006), “the opportunity to learn and grow and try new things” ranked third most
important of basic elements. Personal and professional developments are valued by employees at
all job levels (Phillips & Roper, 2009). Research indicates that it is beneficial to the organization
to train employees and have supervisors and mentors dedicated to discussing and evaluating their
performance (Wagner & Harter, 2006).
Retention
Retention is the culmination of the first four stages of Phillips and Roper’s (2009) model.
Defined as “the effort by an employer to keep desirable workers in order to meet business
objectives” (Frank, Finnegan, & Taylor, 2004, p. 13), employee retention is crucial in keeping
companies moving forward. As organizations compete to hire gifted workers, strong efforts are
made to retain valuable employees as well (Govaerts & Kyndt, 2010).
It is important for companies world-wide to keep talented employees and minimize
undesired turnover (Belbin, Erwee, & Wiesner, 2012). According to research, it is essential for
companies to retain valuable employees in order to “maintain a competitive advantage” and
promote organizational success (Cardy & Lengnick-Hall, 2011). Losing talented employees
translates to losses in human capital, as the time and financial resources spent on the departed
employee are now lost (Cardy & Lengnick-Hall, 2011).
Maintaining high levels of employee retention is vital to the success of an organization
(Belbin et al., 2012). Efforts to increase workplace retention have become paramount for
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

28
companies around the globe as employee departure often results in monetary losses (Mitchell,
Holtom, Lee, Sablynski, & Erez, 2001). As companies pay up to 50% of an employee’s salary
on turnover costs, organizations are looking for ways to increase retention (Laddha, Singh,
Gabbad, & Gidwani, 2012). In light of the rising costs of replacing workers, a considerable
amount of effort has been given to examine the reasons why workers leave one job in pursuit of
another (Belbin et al., 2012; Mitchell et al., 2001).
A significant amount of research has been conducted on employee retention. According
to Govaerts and Kyndt (2010), several factors can be linked to employee retention. Factors that
can determine whether or not an employee stays in an organization are “the existence of
challenging and meaningful work, opportunities for advancement, empowerment, responsibility,
managerial integrity and quality, and new opportunities/challenges” (Birt, Wallis, & Winternitz,
2004, as cited in Govaerts & Kyndt, 2010, p. 37). Other factors that can influence employee
retention include “compensation and appreciation of the work performed, the provision of
challenging work, opportunities to learn, positive relationships with colleagues, recognition of
capabilities and performance contributions, good work-life balance, and good communication
within the organization” (Walker, 2001, as cited in Govaerts & Kyndt, 2010, p. 37).
On the job training and professional development opportunities, together with promotions
and salary raises, contribute to increased retention (Echols, 2007). According to Rodriguez
(2008), retention is increased if employees have a sense they are acquiring work-place
knowledge and developing on the job, while limited growth and scarce opportunities lead to
decreases in retention. Employees who earn tenure or acquire job-related experience are also
more likely to be retained (Gunz & Gunz, 2007).
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

29
Good coworker relationships have positive impacts on workplace retention (Basford &
Offerman, 2012). For many, work-place relationships are an important facet of life (Basford &
Offerman, 2012). Although work-place relationships can be a product of employees working in
close proximity to each other, many are developed through team-oriented, cooperative efforts to
achieve a common goal for the organization (Basford & Offerman, 2012). Research shows that
“self-managed teams, project work, task forces, working groups, and other forms of teamwork
have become common features in today’s organizations” (Basford & Offerman, 2012, p. 807).
With an estimated 80% of medium to large scale organizations utilizing the teamwork approach
to conducting business (Chiaburu & Harrison, 2008), healthy rapport amongst employees is
important to organizational prosperity (Basford & Offerman, 2012). Effective work-place
relationships result in increased levels of motivation to stay at one’s current place of employment
for both high and low level employees (Basford & Offerman, 2012).
Another Component of Human Capital Management — Evaluation
Evaluation of human capital occurs throughout the HCM process and is an essential
component of human capital management when attempting to improve or close performance
gaps (Clark & Estes, 2008). It is the process of providing employees with performance feedback
and assessing employees’ value to the organization (DeNisi & Pritchard, 2006; Flamholtz &
Lacey, 1981; Roberts, 1994) while determining the connections between performance gaps,
improvement programs, and cost-effectiveness (Clark & Estes, 2008). The goal of a human
capital evaluation system is to provide information to the employee and organization that will
enhance employee effectiveness and performance. According to Clark and Estes (2008),
evaluation is one of the most cost-effective ways to improve performance. According to
Kirkpatrick (1984), human capital evaluation systems are most effective when the purpose and
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

30
design are aligned to organizational goals and areas of need. Effective performance appraisal
systems ensure that evaluations and outcomes are structured so that the employee will focus on
his or her actions in the ways desired by the organization, and will result in the kind of
performance that is needed (DeNisi & Pritchard, 2006).
Human capital evaluation, also known as performance appraisal systems, have evolved
over the last 65 years as it shifted from a person-based measurement system to a job-related
performance based system. Early forms of performance appraisal methods involved ranking and
comparing individuals to one another and were ladened with problems. As a result, organizations
transitioned to job-related performance measurements which require that job descriptions and the
performance appraisal process are accurate and clearly understood (Kirkpatrick, 1984).
Employee evaluation, also called performance appraisal, is a formal evaluation with clearly
stated performance dimensions and/or criteria that are used in the evaluation process. Research
(Kirkpatrick, 1984) asserts that evaluation criteria must be appropriate and justifiable to all
stakeholders. Clear expectations improves the performance evaluation process (Roberts, 2002),
and is associated with higher employee satisfaction, performance, and acceptance (Longenecker,
Scazzero, & Stansfield, 1994).
Employee acceptance of a performance appraisal system is essential for optimal
effectiveness. There are many factors that contribute to employee acceptance (Roberts, 2002).
When developing a performance appraisal system, Roberts (2002) asserts that employee
participation is a key element of intrinsic motivational strategies to facilitate worker growth and
development. Employee participation empowers individuals to provide feedback on ratings and
documentation and it has been linked to increased confidence of employees in the fairness of the
appraisal process. Collaboration also increases the accuracy and validity of the appraisal process
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

31
by allowing the employee to provide valid, unique, and relevant performance information and
insight that is unavailable or unobservable by the rater. Additionally, within a participatory
appraisal system, the employee attains “ownership” over the process enhancing acceptance and
trust in the success of the evaluation system. Finally, a participatory appraisal system generates
an atmosphere of cooperation and employee support, which encourages the development of a
coaching or counseling relationship, thereby reducing appraisal-rating tension, defensive
behavior, and rater-ratee conflict.
Clark and Estes (2008) assert that evaluation systems must satisfy two criteria: reliability
and validity. Evaluation method reliability occurs when the evaluation method delivers the same
results each time it is used. Reliable evaluation methods utilize specific procedures tailored to
measure precise aspects of performance and goal achievement that are important to the
organization. Validity requires that the evaluation measures exactly what it is supposed to be
measuring.
Kirkpatrick (1998) describes a four level evaluation system that is used to evaluate the
implementation of training systems. Clark and Estes (2008) modified Kirkpatrick’s model to
support the evaluation of all performance support systems. Table 2 illustrates a modified version
of Kirkpatrick’s four levels of evaluation.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

32
Table 2
Four Levels of Evaluation
Level Description
1: Reactions Are the participants motivated by the program? Do they value it?
2: Impact During the
Program
Is the system effective while it is being implemented?
3: Transfer Does the program continue to be effective after it is implemented?
4: Bottom Line Has the transfer contributed to the achievement of the organizational
goals?

Human Capital Management in Education
In the school systems, administrators aim to hire outstanding teachers and staff. Mason
and Schroeder (2010) investigated how principals screen applicants, what they specifically look
for in potential applicants, and whether or not hiring practices are consistent across a variety of
principal demographic variables.
In the field of education, schools need to acquire and nurture the best and brightest
human capital available and keep these investments by compensating them (Hirsch et al., 2001).
Research shows that investing in human capital can yield positive individual as well as
organizational benefits (Joshi, 2012). Compensation for employees and managers is strongly
related to the education and experience they possess. Superior human capital leads to sustainable
performance advantages, as talent tends to expand over time.
Research indicates that effective teacher hiring can increase academic growth of students
and accelerate change in the culture and dynamics of a school (Mason & Schroeder, 2010).
Conversely, poor hiring decisions can result in a declining school culture and a host of problems
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

33
for years to come. Wise hiring decisions can add value to a school, while poor hiring decisions
can quickly damage a school and create a toxic culture. Research indicates principals initially
look at professional attributes such as grade point averages and teacher credentials before
looking at personal attributes such as enthusiasm; professional attributes can be evaluated more
objectively and provide more defensible grounds on decisions to hire or reject a candidate
(Mason & Schroeder, 2010). Principals also relied on the interview in order to discern whether a
candidate appears to be a good “fit” to the school and culture (Mason & Schroeder, 2010).
Principals seek valid and reliable means of obtaining information about prospective
employees (Wise, Darling-Hammond, & Berry, 2006). Low-cost data gathering, which occurs
during the early stages of the hiring process, includes accumulating transcripts, resumes, and
application forms (Wise et al., 2006). The low-cost process of screening applications yields
relatively superficial information and serves to reduce the candidate pool to a manageable
number (Wise et al., 2006). Medium-cost data includes such items as reference reviews,
telephone contacts, formal interviews, and personality tests (Wise et al., 2006). The medium-
cost process is more time-consuming on the principal’s part, but yields information of a much
higher quality (Wise et al., 2006). High-cost data includes teacher observations, which some
principals require prior to hiring (Wise et al., 2006).
One particular issue most principals face with in regards to hiring is the centralization of
school structures and regulated hiring by the district. A growing interest in decentralized
decision making and increased school autonomy for effective hiring has been examined by
Naper (2010). Naper defines decentralized hiring as appointing employees at the school level
directly by the principal, whereas centralized hiring means the decisions are made by the school
district office and not by the principal (Naper, 2010). The argument in favor of the decentralized
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

34
hiring process is that the principal (theoretically) knows the school better than district office
personnel and can make hiring decisions more effectively. In a cross-country analysis,
Wobmann (2003) demonstrates that students tend to perform better when schools have autonomy
in personnel and day-to-day decisions. However, few studies produce this type of research since
decentralization generally is a national decision and does not vary much within countries.
What are available, highly effective, even extraordinary human resources management
practices for school districts? Thompson and Kleiner (2005) investigated and drew upon nine
years of experience auditing various school districts’ recruiting and hiring actions. Thompson
and Kleiner (2005) affirm that effective recruiting can be achieved through ongoing
communications and research to project the needs of the school and set up reasonable timelines
so that the best possible teachers can be hired. Thompson and Kleiner (2005) also contend that
human resource directors should develop environments in which central and school-level
administrators work closely with teachers and draw on the experience and leadership skills of
teachers to get the most out of the human resource’s potential for the district.
The most valuable resource in the field of education is the talents of its people
(Thompson & Kleiner, 2005). The first step to effective hiring is recruitment based on a needs
forecast of the school. Principals should look at area housing developments, census and
demographic data, and feeder institutions’ student numbers to project possible enrollment
figures. Principals should also account for class size when projecting enrollment since some
states may mandate smaller class sizes. While larger class sizes are considered more efficient
because more students are educated with less teacher salary expense per pupil, districts often
strive to maintain lower class sizes for maximum attention to each student. Districts, principals,
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

35
and other stakeholders are called on to consider the rationale for larger or smaller class sizes.
Budgetary restrictions may also be considered when hiring teachers and staff.
According to Seyfarth (2013), the cohort survival method is used most often to predict
future enrollments of students, which would then predict the need for teachers. Students born in
the same year who subsequently reside in the same class in school is an example of a cohort.
Although some students may move away or otherwise leave the district school system, the cohort
survival method is based on the assumption that the future will be like the past. Districts use this
model to determine next year’s student enrollment as accurately as possible for the sake of hiring
appropriately.
Teacher shortages are a recurring reality that most human resources administrators must
face (Seyfarth, 2013). Most districts have some type of recruitment program in place, especially
for periods of shortages. The National Commission on Teaching and America’s future
concluded (after studying the problem of teacher supply and demand) that some school districts
used inefficient and outdated hiring practices and, as a result, lost the most promising candidates
to other districts that acted quickly to make an offer and secure a commitment to strong
applicants (Darling-Hammond, 2000).
The economic principle of supply and demand can be explained as follows: “At any
given moment a price that is ‘too high’ will leave disappointed would-be sellers with unsold
goods, while a price that is ‘too low’ will leave disappointed would-be buyers without the goods
they wish to buy” (Kirzner, 2000, p. 19). Workplace factors that influence teacher supply include
workload, job stress, physical surroundings, materials/resources, parental/administrative support,
and training (Ingersoll, 2001; Tye, 2000, Loeb & Reininger 2004). Positions vacated by teachers
(i.e., attrition, interdistrict mobility, or retirement) as well as positions created or eliminated as a
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

36
result of changes in student enrollments and adjustments to student-teacher ratios that may affect
the numbers of positions available in schools each year also affect demand (Minnesota
Department of Education, 2013).
Retention Problems in Education
Teacher retention is critical to the success of schools (Hasegawa, 2011; Ingersoll, 2001).
With approximately 25% of all new teachers quitting the profession after the first four years of
service (Rowan, Correnti, & Miller, 2002), administrators nationwide are searching for ways to
retain quality classroom instructors. While a substantial amount of effort is given to recruiting
effective teachers, an equal amount of time and energy needs to focus on retaining top-notch
classroom instructors.
The National Commission on Teaching and America’s Future (NCTAF) states that
teacher retention problems affect several components of the school community (2002).
Budgetary needs, student performance, community building, and the overall strength of
educational institutions are impacted by teacher turnover (Imazeki, 2005; Guin, 2004; Ingersoll,
2001).
High teacher turnover adds major costs to schools and school districts (National
Commission on Teaching and America’s Future, 2002). While a considerable portion of school
and district funds are allocated to retaining teachers through professional development
opportunities and performance-based incentives, huge amounts of money are still lost because of
high turnover rates in the field of education (Texas Center for Educational Research, 2000). In
an extensive study analyzing turnover costs, it was reported that the state of Texas alone loses
between $329 million and $2.1 billion per year due to teacher turnover (Texas Center for
Educational Research, 2000).
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

37
On a national scale, the financial impact associated with the lack of teacher retention is
staggering (Alliance for Excellent Education, 2005; Coates, 2009). In the United States, an
estimated $2.2 - $4.9 billion is spent annually to replace public school teachers (Alliance for
Excellent Education, 2005). During the 2003-2004 school year, the total estimated cost to
replace public school teachers in the United States was $7.3 billion (Coates, 2009). The financial
impact associated with teacher turnover is spiraling out of control and efforts to increase teacher
retention need to be addressed.
Ingersoll (2001) used the Schools and Staffing Survey (SASS), and its component, the
Teacher Follow-Up Survey (TFS), which presented the following three premises:
a. understanding employee turnover is important because of its link to the performance
and effectiveness of organizations;
b. fully understanding turnover requires examining it at the level of the organization;
and
c. fully understanding turnover requires examining the character and conditions of the
organizations within which employees work. (p. 504)
In terms of teacher turnover, Ingersoll (2001) mentions a strong correlation with the
individual characteristics of teachers and occurs mostly in special education, math, and science.
The relationship between teachers’ age or experience and their turnover follows a U-shaped
curve (Ingersoll, 2001). Younger teachers have very high rates of departure, decline through the
mid-career period and, rise again in the retirement (Ingersoll, 2001). Schools that have
difficulties filling teacher openings are almost twice as likely to have above-average turnover
rates, compared to schools reporting no difficulties (Darling-Hammond, 1997; Darling-
Hammond & Sykes, 2003).
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

38
Retaining a steady and reliable group of teachers is vital to increase student achievement
(Chisolm, 2008). Inheriting novice teachers with little to no classroom experience can be
detrimental to students (Council of the City of New York, 2004; Educational Research Service,
2002). Research suggests that there is a connection between high-quality classroom instruction
and increased levels of academic performance (Hasegawa, 2011; Educational Research Service,
2002). The connection between the quality of classroom instruction and student performance is
strong enough to warrant increased efforts to recruit and retain the most effective teachers
available (Educational Research Service, 2002).
High turnover places school administrators in a constant state of hiring new teachers
(Hanushek et al., 2004). With more and more teacher positions to fill on an annual basis,
principals often times resort to hiring unqualified teachers to place in classrooms (Ingersoll,
2001). Often times, school officials sacrifice quality instruction for the need to fill vacancies
before the start of a new school year (Ingersoll, 2001). According to Imazeki (2005), urban and
rural school districts are more inclined to hire substitute teachers or teachers who are “less
qualified” to fill the vacancies created by teacher turnover (p. 432). Furthermore, as experienced
teachers exit the teaching profession, years of classroom knowledge and pedagogical skills are
lost along with them (Council of the City of New York, 2004). In some cases, low teacher
retention requires schools to reinstitute educational programs due to a lack of continuity caused
by faculty departures (Guin, 2004).
Poor teacher retention is detrimental to community building (Ingersoll, 2003). High
turnover diminishes a school’s ability to develop “a positive sense of community among
families, teachers, and students,” which are all important factors that contribute to a school’s
success (Ingersoll, 2001, p. 526). Projects and proposals aimed at school improvement are
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

39
thrwarted when newly hired teachers, entrusted with following through and implementing new
policy and practice, leave the teaching profession in pursuit of other careers before any school
reform can take place (National Commission on Teaching and America’s Future, 2002).
Recurring problems with teacher retention have labeled the field of education as a “revolving
door” occupation with exceptionally high turnover rates (Ingersoll, 2003).

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

40
CHAPTER 3
METHODOLOGY
The purpose of the study was to examine the experiences of teachers, coaches, club
advisors, and school adminstrators to determine how the multiple roles of teaching, coaching,
and/or advising clubs contribute to increases in teacher retention. Cauley (2011) suggests that
teachers who coach interscholastic sports have a desire to remain in the teaching profession,
making teaching their career of choice. Participants in McDonald’s study (2013) believed it is
beneficial for teachers to coach interscholastic athletics or oversee extra-curricular activities in
regards to being hired or receiving tenure. Brown (2012) contends that teachers who are
dedicated to teaching and coaching “are more likely to remain committed to these roles over
time” (p. 129). As administrators search for answers to faculty retention problems, it appears
that hiring qualified teachers who coach or advise extracurricular clubs and activities could help
remedy the situation.
Research Questions
Teacher retention is the culmination of the first four stages of Phillips and Roper’s (2009)
model. In light of this, it was important to ask questions that examined how teachers are
recruited, hired, and rewarded, as these components can ultimately impact teacher retention
(Phillips & Roper, 2009). Obtaining data regarding schools’ recruiting tactics, hiring practices,
and employee support systems were vital in addressing the research questions. The following
research questions will be examined to drive the study:
1. What are some common practices used to recruit and hire teachers?
2. What type of support and rewards are given to teachers who also coach/advise extra-
curricular programs at the schools they work in?
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

41
3. What aspects of the school community contribute to teacher retention?
It is important to understand the impact that coaching athletics, advising extra-curricular
activities, and teaching have on teacher retention. Several aspects of the school community are
affected by teacher retention. Principals and other school officials are faced with staffing issues
on an annual basis (Cauley, 2011). School administrators are responsible to supply their
respective schools with qualified classroom instructors who can be retained and contribute to the
school’s success over an extended period of time (Cauley, 2011; Hanushek et al., 2004). A
significant amount of resources, both financial and human, can be wasted on hiring classroom
instructors who leave the teaching profession (Hasegawa, 2011; Hitz, 2002; Alliance for
Excellent Education, 2005; Coates, 2009). Understanding the experiences of teachers, coaches,
club advisors, and school administrators can potentially increase a school’s ability to recruit and
hire qualified teachers who are more likely to remain in the field of education.
Qualitative Research and Study Design
Qualitative research is the instrument used to conduct this study. Described as research
that investigates a phenomenon of interest as it occurs in natural settings (Denzin & Lincoln,
2005; Merriam, 2009), qualitative research is the process of “understanding the meaning people
have constructed, that is, how people make sense of their world and the experiences they have in
the world” (Merriam, 2009, p. 13). The purpose of qualitative research is to gain an
understanding of how people interpret the experiences they encounter (Merriam, 2009). By
investigating the phenomenon of interest from the participant’s point of view, qualitative
methods are utilized to obtain information that bring meaning to events that occur in the world
(Merriam, 2009). The procedures and methods affiliated with qualitative research were helpful
in examining the phenomenon of interest.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

42
Four characteristics help define qualitative research. First, the use of qualitative methods
demands a considerable focus on meaning and understanding (Merriam, 2009). Researchers are
unable to observe feelings or emotions that participants connect to the events that occur in the
world (Patton, 2002). Thus, researchers use interviews to obtain unobservable information that
relate to the topic of study (Patton, 2002). The researcher was able to explore the participants’
thoughts, feelings, and emotions by using semi-structured interviews as the primary method of
gathering information. The interview questions used in the study were designed to probe into the
repondents’ feelings and attitudes about the multiple roles of teaching, coaching, and/or advising
clubs.
Next, qualitative methods require the researcher to be the principal agent for data
collection (Merriam, 2009). Useful, meaningful responses were obtained through semi-
structured interviews. In addition, the interview process allowed the researcher to conduct
follow-up visits with the respondents to review data that were collected.
Third, qualitative research is an inductive process (Merriam, 2009). The use of
qualitative methods facilitated the process of gathering pertinent information for the study. After
all the information was collected, the data were sorted into categories. The categories were then
used to create themes that brought further meaning to the data that were compiled during the
research process.
Finally, qualitative research produces data that is rich in descriptive language (Merriam,
2009). Information that was obtained through semi-structured interviews provided detailed
descriptions of the participants’ interpretations of the research phenomenon. The respondents’
thoughts, perceptions, and feelings of being a teacher, administrator, coach, or club advisor, and
how the multiple roles of teaching, coaching, and/or advising clubs contribute to increases in
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

43
teacher retention, were able to be interpreted. Descriptive details that illustrated the participants’
experiences of being a teacher, administrator, coach, or activity-advisor produced valuable data
that supplied answers to the research questions.
The research questions required the researcher to understand the experiences of teachers,
administrators, coaches, and club advisors to determine how the multiple roles of teaching,
coaching, and/or advising clubs contribute to increases in teacher retention. Qualitative methods
provided the instruments needed to extract the robust data required to properly investigate the
topic of study.
Sample and Population
Selecting participants based on what they can contribute to understanding the topic of
interest is a crucial element to any qualitative study (Patton, 2002). The researcher used
convenience sampling (Merriam, 2009) to acquire the participants needed to conduct the study.
Defined as the practice of selecting participants based on factors such as location, time
constraints, and the availability of participants (Merriam, 2009), convenience sampling proved
useful in conducting the research study.
A total of 10 educators participated in the study. Five of the participants in the study are
qualified classroom instructors at various schools on the island of O’ahu. These educators were
chosen because of the vast amount of experience they have as coaches or club advisors. The
participants have spent the majority of their teaching careers serving dual roles as teacher-
coaches and teacher-advisors. In total, the participants have over 70 years of experience in
coaching athletics and advising clubs. All of the participants hold at least a Bachelor’s Degree of
some kind, with three respondents earning Master’s Degrees in education.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

44
Table 3
School Demographic Information (Teacher Group)
Participant School
Private
Institution?
Student
Population
Student/Family
Socioeconomic
Status (SES)
School has
Religious
Affiliation?
Jordan Hawaii
Academy
Yes 650 Lower Middle to
Upper SES
Yes
Kaipo Hawaii
Academy
Yes 650 Lower Middle to
Upper SES
Yes
Keala Leeward Prep
Academy
Yes 350 Upper Middle to
Upper SES
Yes
Pakalana Windward
College-Prep
School
Yes 3,500 Middle to Upper
Middle SES
Yes
Tracy Waikiki
Academy
Yes 400 Middle to Upper
Middle SES
Yes

Five of the participants in the study are administrators at various schools on O’ahu. Each
of the administrators has a faculty member on staff who serves as either a coach or an advisor of
an extra-curricular activity. All of the administrators that participated in the study served as
administrators for at least four years. All of the administrators hold at least a Master’s Degree in
education.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

45
Table 4
School Demographic Information (Administrator Group)
Participant School
Private
Institution?
Student
Population
Student/Family
Socioeconomic
Status (SES)
School has
Religious
Affiliation?
Kalei O’ahu
Academy
Yes 1,200 Middle to Upper
Middle SES
Yes
Kapua Honolulu
Preparatory
School
Yes 800 Upper Middle to
Upper SES
Yes
Kaulana Hawaii
Academy
Yes 650 Lower Middle to
Upper SES
Yes
Robin Napali
School
Yes 250 Middle to Upper
Middle SES
Yes
Stacy Hawaii Kai
Academy
Yes 1,400 Middle to Upper
Middle SES
Yes

Instrumentation
The interview protocol was created to obtain the pertinent data needed to answer the
research questions. Patton (2002) mentions six kinds of questions that are used during the
interview process: Background and demographic questions, experience and behavior questions,
sensory questions, feeling questions, opinion and values questions, and knowledge questions.
Background questions (Patton, 2002) furnished the demographic information needed to justify
the respondents’ participation in the study. Experience and behavior questions (Patton, 2002)
were used to reveal what the respondents did in terms of their daily responsibilities on campus.
Feeling questions (Patton, 2002) helped evoke answers that delved into the participants’ feelings
and emotions of being a teacher, administrator, coach, or club advisor. Opinion and values
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

46
questions (Patton, 2002) were used to determine the respondents’ perceptions on the roles of
teaching and coaching athletics and/or serving as club advisors. It is important ask questions that
produce useful data during the interview (Merriam, 2009). The questions used during the
interview process allowed the researcher to acquire the information needed to conduct the
research study.
Data Collection
Most of the data used in qualitative research is accumulated through interviews
(Merriam, 2009). Described as “a process in which a researcher and participant engage in a
conversation focused on questions related to a research study” (deMarrais, 2004, p. 55),
interviews are an important facet of the data collection process (as cited in Merriam, 2009). A
“conversation with a purpose” (Dexter, 1970, p. 136), interviews are used to identify, interpret,
and explain thoughts and feelings that cannot be observed (as cited in Merriam, 2009).
Each participant was interviewed during the research processs. The researcher used the
“voice memo” application on an iPhone to record the responses given during the interviews. A
composition book was also readily available for note-taking purposes.
The interview sessions were 19 to 42 minutes in length. Each participant answered all of
the interview questions that were asked. In addition, several probing questions were asked
during the interviews to evoke responses that delved further into the participants’ feelings and
attitudes about the topic of study. At the end of each session, the researcher spent 10-15 minutes
reflecting on the interview. During the reflection period, the researcher wrote notes that would
supplement the data provided.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

47
Data Analysis
Data analysis is considered to be the most challenging piece of the research process
(Merriam, 2009). Defined as “the process of making sense out of data” (Merriam, 2009, p. 175),
data analysis involves evaluating, sorting, combining, and deciphering the information gathered
during the data collection process (Merriam, 2009). Data analysis allows the researcher to
construct meaning and understanding from the interview data that are collected (Merriam, 2009).
A complicated process that compels the researcher to constantly shift between tangible evidence
and theoretical concepts, data analysis is critical to properly address the topic of study (Merriam,
2009).
Analyzing Data During Data Collection
Analyzing data during the data collection process is considered to be the most effective
approach to performing data analysis (Merriam, 2009). Merriam (2009) suggests that
simultaneously analyzing data while it is being collected yields information that is organized,
manageable, and useful for purposes of answering research questions. Collecting and analyzing
data concurrently gives the researcher the discretion to exclude responses that do not address the
phenomenon of interest (Merriam, 2009).
Bogdan and Biklen (2007) also suggest performing data collection and data analysis
simultaneously. Collecting and analyzing data concurrently requires the researcher to narrow the
focus of the study (Bogdan & Biklen, 2007). Analyzing data during data collection provided the
researcher the opportunity to discard information that was repetitious. Furthermore, analyzing
the participants’ responses during the data collection process allowed the researcher to revise, as
needed, the interview questions. Three questions were discarded after edits to the protocol were
made.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

48
Analyzing data during the data collection process is beneficial in creating analytic
questions (Bogdan & Biklen, 2007). During the interview sessions, the researcher noticed that a
few questions elicited more in-depth responses than other questions in the interview protocol.
These particular questions fostered detailed, descriptive responses as the participants elaborated
on their thoughts and feelings about the topic of study. The participants’ responses to these
questions gave the researcher the ability to create themes and categories to further promote data
analysis.
Analyzing Data After Data Collection
Merriam (2009) discussed the data analysis process. According to Merriam (2009),
category construction, sorting categories and data, and assigning names to categories are vital
components of data analysis.
The category construction phase starts by examining the first set of field observations,
research documents, or interview transcripts while writing notes adjacent to information that may
be useful in addressing the phenomenon of interest (Merriam, 2009). The practice of taking
notes alongside samples of data that are considered useful in addressing the topic of study is
called coding (Merriam, 2009). Coding requires the researcher to label information in
recognizable terms that facilitate data retrieval during data analysis (Merriam, 2009). After the
transcript is coded, the codes are organized into categories to further assist data analysis
(Merriam, 2009). The process of arranging codes into organized categories is called analytical
coding (Merriam, 2009). Analytical coding challenges the researcher to connect meaning and
understanding to the data that were collected (Merriam, 2009). The researcher repeats the
analytical coding process for all of the transcipts in an effort to establish common themes and
categories that occur across the bundles of data (Merriam, 2009).
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

49
The category construction process began by reviewing the transcripts from the first
interview. Codes were attached to the data by handwriting notes and comments in the margins
of the transcribed interviews. After each data set was coded, the researcher examined the
transcriptions and the codes carefully, searching for patterns and similarities that exist
throughout the data. After analyzing the coded data, the researcher was able to construct
categories that were used to identify and manage the organized batches of data needed to
examine the topic of study.
Sorting categories and data involves gathering the categories used in the study and
organizing them to form large, comprehensive themes (Merriam, 2009). During the category
sorting process, the researcher shifts from inductive to deductive reasoning as subsequent data is
investigated to determine if categories and themes are present across the bundles of data
(Merriam, 2009). The process of sorting categories and data was useful in organizing the
substantial amount of data that were collected throughout the course of the study.
Naming categories is the process of designating titles for the different categories that are
utilized in the study (Merriam, 2009). The most likely occurrence is for the researcher to create
the themes and categories that pertain to the topic of study (Merriam, 2009). Designating the
proper names to the various categories used in the study allowed the researcher to organize the
data in a manner that would make data retrieval easy, while minimizing the likelihood that data
are misplaced or used ineffectively. The following names were assigned to the different
categories used in the research study: teacher recruitment, hiring, support/rewards, and retention.
The data were then highlighted in specific colors to arrange and organize the information
available. Data that involved teacher recruitment were highlighted green, data that provided
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

50
responses to hiring were highlighted yellow, data that applied to support/rewards were
highlighted gray, and data that were affiliated with retention were highlighted blue.
Content Analysis
Merriam (2009) contends that “all qualitative data analysis is content analysis in that it is
the content of interviews, field notes, and documents that is analyzed” (p. 205). Qualitative
content analysis requires the researcher to code data and construct categories simultaneously to
help deliver meaning, relevance, and understanding to the data that are collected during the
course of the study (Merriam, 2009). Content analysis was useful in addressing the research
questions.
The data were analyzed further by reviewing the material that was extracted from the
interview transcripts. Eight sets of data were accumulated from the interview sessions (four sets
from the interviews with the teachers, and four sets from the interviews with the administrators).
The category titled “teacher recruitment” was addressed first. Each piece of data that was
associated with teacher recruitment was reviewed. After examining the interview data, the
researcher was able to find content that helped answer the research questions. The data were
higlighted in green, and then used to create a document called “teacher recruitment.” The next
category the researcher investigated was hiring. The researcher reviewed the sets of data and
was able to identify material that pertained to hiring. The data were higlighted in yellow, and
used to create a document titled “hiring.” Next, the researcher examined all the documents for
data that related to support/rewards. After the data sets were reviewed, the researcher identified
content that applied to support/rewards. The data were higlighted in gray, and then used to
create a document titled “support/rewards.” Finally, the researcher examined the documents for
data that pertained to retention. After reviewing the data, content from each interview that
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

51
pertained to retention was identified, higlighted in blue, and used to create a document named
“retention.”

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

52
CHAPTER 4
RESEARCH FINDINGS
2

The purpose of the study was to examine the experiences of teachers, coaches, club
advisors, and school adminstrators to determine how the multiple roles of teaching, coaching,
and/or advising clubs contribute to increases in teacher retention. Cauley (2011) suggests that
teachers who coach interscholastic sports have a desire to remain in the teaching profession,
making teaching their career of choice. Participants in McDonald’s study (2013) believed it is
beneficial for teachers to coach interscholastic athletics or oversee extra-curricular activities in
regards to being hired or receiving tenure. Brown (2012) contends that teachers who are
dedicated to teaching and coaching “are more likely to remain committed to these roles over
time” (p. 129). As administrators search for answers to faculty retention problems, it appears
that hiring qualified teachers who coach or advise extracurricular clubs and activities could help
remedy the situation.
It is important to understand the impact that coaching athletics, advising extra-curricular
activities, and teaching have on teacher retention. Several aspects of the school community are
affected by teacher retention. Principals and other school officials are faced with staffing issues
on an annual basis (Cauley, 2011). School administrators are responsible to supply their
respective schools with qualified classroom instructors who can be retained and contribute to the
school’s success over an extended period of time (Cauley, 2011; Hanushek et al., 2004). A
significant amount of resources, both financial and human, can be wasted on hiring classroom
instructors who leave the teaching profession (Hasegawa, 2011; Hitz, 2002; Alliance for

2
The terms “teacher,” “classroom instructor,” “teacher-coach,” “teacher-club advisor,”
“teacher-advisor,” “teacher-applicant,” “teacher/coach/advisor,” and “educator” refer to
individuals who are qualified to teach in various private schools in the State of Hawaii.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

53
Excellent Education, 2005; Coates, 2009). Understanding the experiences of teachers, coaches,
club advisors, and school administrators can potentially increase a school’s ability to recruit and
hire qualified teachers who are more likely to remain in the field of education.
Very little research exists on the impact that coaching or advising clubs while teaching
have on teacher retention. A decent amount of scholarly work has been done on the impact
extra-curricular activity participation has on students (McDonald, 2013). Research shows that
students who participate in extra-curricular activities have higher grade point averages and better
attendance rates in school (McNeely et al., 2002). This study will examine the topic of extra-
curricular activity participation from a different lens — how adult participation in athletics and
other extra-curricular programs impact teacher longevity in the career of education.
Research indicates that teachers tend to stay in the field of education if they enjoy the
work they do (Donovan, 2008). Evidence indicating that teachers enjoy teaching because of
coaching and advising extra-curricular activities could dramatically change the way teachers are
recruited, hired, and retained. This study will add to the limited amount of research available
that speaks to the impact coaching and advising extra-curricular clubs have on the teaching
profession — specifically, the experiences that lead to increased teacher retention.
Research Questions
Understanding the experiences of teachers, coaches, club advisors, and school
administrators can potentially improve the strategies used to recruit, hire, and retain quality
classroom instructors. This chapter will present the findings for the following research
questions:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

54
1. What are some common practices used to recruit and hire teachers?
2. What type of support and rewards are given to teachers who also coach/advise extra-
curricular programs at the schools they work in?
3. What aspects of the school community contribute to teacher retention?
Teacher retention is the culmination of the first four stages of Phillips and Roper’s (2009)
model. In light of this, it was important to ask questions that examined how teachers are
recruited, hired, and rewarded, as these components ultimatley impact teacher retention (Phillips
& Roper, 2009). Obtaining data regarding schools’ recruiting tactics, hiring practices, and
employee support systems were vital in addressing teacher retention.
The data collected will be addressed according to the research questions that were posed
to the participants. Each research question had, on average, five interview questions. The
interview questions were used to elicit responses that would properly address the topic of study.
Each participant was given the option to decline answering questions that they were not
comfortable with.
Sample and Population
A total of 10 educators participated in the study. Five of the participants in the study are
qualified classroom instructors at various schools on the island of O’ahu. These educators were
chosen because of the vast amount of experience they have as coaches or club advisors. The
participants have spent the majority of their teaching careers serving dual roles as teacher-
coaches and teacher-advisors. In total, these participants have over 70 years of experience in
coaching athletics and advising clubs. All of these participants hold at least a Bachelor’s Degree
of some kind, with three respondents earning Master’s Degrees in education.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

55
Five of the participants in the study are administrators at various schools on O’ahu. Each
of the administrators has a faculty member on staff who serves as either a coach or an advisor of
an extra-curricular activity. All of the administrators that participated in the study served as
administrators for at least four years. All of the administrators hold at least a Master’s Degree in
education.
Research Question 1: What Are Some Common Practices Used to
Recruit and Hire Teachers?
Each participant provided detailed information regarding the recruiting tactics and hiring
practices that are used at their respective schools. Grouped in a thematic fashion, the following
sections display the participants’ responses to Research Question 1.
Recruiting Classroom Instructors
The initial goal of human resource management involves recruiting the right people for
the right position (Bauer & Erdogan, 2012; Phillips & Roper, 2009). This basic tenet of human
resource management translates to the field of education. High-quality teacher recruitment
programs can produce a steady supply of classroom instructors who will be more inclined to
remain in the field of education (Cauley, 2011). It is essential for adminstrators to recruit
competent, qualified teachers to serve as classroom instructors in schools. Each of the
respondants had a chance to share their experiences of teacher recruitment on campus.
Recruiting Teachers When There are Vacancies
A common theme that emerged from the administrators’ interviews was the practice of
actively recruiting teachers to work at schools when there are teaching positions available.
According to the participants in the study, active recruitment would range from posting
vacancies on the faculty website, to speaking with recent graduates from local universities. The
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

56
administrators that were interviewed said they only recruited teachers when they needed to fill
vacancies for various teaching lines.
Stacy and Kaulana both shared their experiences of recruiting teachers to work at their
respective schools. Stacy is a principal at a school in Honolulu. Stacy has been with the school
for over 20 years (with the majority of the time spent in some administrative capacity) and
shared the following during the interview:
We actively recruit, but only when we have vacancies. Anytime I receive a resume in the
mail, I keep it for future reference. We put those in an active data base. We also try to
keep up with the local universities. Often times we get good referrals from them
[universities]. We usually don’t hire off of our substitue list. It may have happened once
or twice, but that’s usually not the case.
Stacy made it very clear that teachers are not recruited if there are no vacancies available at the
school. Teachers are sought after only when there are vacancies.
Kaulana is the principal at a high school in Hawaii. Kaulana has been with the school for
over 10 years and has served as a teacher and administrator during that time span. In terms of
recruiting teachers, Kaulana said, “Yes, at our school, active recruiting begins with in house
postings, then advertisements, placement ads, and postings on our websites for positions we
know will be vacant.”
Both Stacy and Kaulana found it beneficial to keep teacher resumes on file in case of job
openings in the future. They also were in agreement that actively seeking out teachers when
there are no openings in the school could send mixed-messages to faculty members.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

57
Administrators with Protocols for Hiring Personnel
Two of the administrators that participated in the study said they need to adhere to certain
recruitment/hiring protocols that exist in their school district. A practice that’s been adopted just
a few years ago, the recruitment protocols were designed to streamline the recruitment process,
while building a bank of potential applicants to choose from.
Robin and Kalei both expressed the need to follow rules and guidelines set forth by their
district office. While the protocols placed some restrictions on what can be done during the
recruitment and hiring processes, they both felt the system is an efficient way to attract and hire
teachers.
Robin is a principal at a school on O’ahu. Robin has been with the school for over 10
years serving as a faculty member as well as working in various administrative capacities. Robin
had the following to say in regards to recruiting teachers:
Yes, we recruit teachers when there are openings, but we need to follow protocols. We
are required to do it that way now. It’s on a human resource website, but we’re also
allowed to put it in other publications and newspapers as long they reference the link.
Kalei is an administrator at a school on O’ahu and had the following to say in regards to
recruiting teachers: “No, we don’t recruit teachers to teach here. Applications are sent in and
kept with the human resource office. They have this bank hiring, so all the schools post and then
we take from the bank of applicants.”
Both Robin and Kalei agree that the process initiated has made it a little more taxing to
access applications, but the bank of applicants provides a deeper pool of prospective teachers to
choose from.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

58
No Teacher Recruitment Done by Principals
One of the administrators did not indicate a desire to recruit teachers for vacancies.
While three of the other administrators do some sort of recruiting to fill positions on campus,
Kapua did not express the need to actively recruit classroom instructors.
Kapua is an administrator at a school in Hawaii and had the following to say with respect
to teacher recruitment:
No, actually we don’t actively recruit. If we need to replace due to retirement or not
asking them back then we go out and post the position. But as far as knowing someone is
really good out there but we don’t have an opening, we won’t recruit that person to come
on.
For Kapua, there is a certain level of trust that is established with the faculty members at
the school. In Kapua’s opinion, actively recruiting for teachers when there are no positions to be
filled could make the faculty feel uneasy and insecure about their positions. Kapua expressed a
conscious effort to avoid situations that would promote those feelings to surface.
Prior Experience Working with Students
In order to ensure that a teacher is a good fit for the needs of the school, many
administrators require some sort of observation to witness first hand the prospective teachers’
skills and abilities (Wise et al., 2006). The participants in the study discussed some of the ways
teacher applicants demonstrate their teaching skills and abilities to potential employers during
the hiring process.
Substitute Teaching Experience
One of the common themes that emerged through the interview process was the practice
of teachers being hired as full-time instructors after serving time as substitute teachers. Keala
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

59
and Kaipo both had the opportunity to work as substitute teachers prior to being hired at the
schools they presently work at. Both of them felt that the time spent as substitutes enabled their
principals to observe them teaching in actual classroom settings, which ultimately led to them
being hired as full-time teachers at their current places of employment.
Keala is a teacher who coaches two sports and also served as a club advisor for the
school. Keala has been coaching for over 20 years and said the following during the interview:
I did a long-term substitution. I was subbing at another school and a long term sub
position was open at the end of the school year. A full-time teaching position opened up
and that’s how I got hired. Quite a few of our teachers here get hired that way… they
come in first as substitutes then later they end up full-time.
Kaipo is a teacher at a school on O’ahu. Kaipo has been teaching for six years, and has
eight years of coaching experience at the high school and middle school levels (five years as a
varsity head coach). Kaipo shared this during the interview:
No, I was not recruited to teach. I was recruited to be a coach for one of the school’s
athletic teams. Once I began coaching, I asked to become a substitute teacher. From
there, I became a ‘permanent substitute’ because I was at the school just about every day
of the week. A full-time position came up so I applied for it… and then from there I got
a full line.
Kaipo had multiple opportunities to showcase teaching skills and abilities. Coaching an
athletic team at the school opened the door for Kaipo to be hired as a substitute, which then led
to full-time employment as a classroom instructor.
The experiences of Keala and Kaipo are reflective of high cost data-seeking efforts that
are present in some schools (Wise et al., 2006). In order to ensure that a teacher is a good fit for
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

60
the needs of the school, principals require some sort of observation to witness first hand the
prospective teachers’ skills and abilities (Wise et al., 2006). For Keala and Kaipo, their time
spent working with students at their respective schools allowed principals to make informed
decisions regarding hiring them on as full-time teachers. These experiences allowed them to
give “live auditions” for the teaching positions they currently have.
Teaching Summer School and Coaching
Another experience that was revealed through the interview process was the practice of a
prospective teacher serving time as a summer school instructor while coaching, then being asked
to work full-time in the classroom during the regular school year.
Jordan is an educator at a private school in Honolulu. Jordan has eight years of
experience as a classroom instructor and recently received a Masters degree in Education.
Jordan has nine years of coaching experience (three as a head coach) and advised the school’s
student government. Jordan shared the following during the interview:
I started a few years back as a coach for the school. Over the summer, I was approached
by an administrator for a summer school position to teach in my major. I had just got out
of college with a Bachelor’s Degree and because I was working at the school already I
was approached and was given a full time position.
Jordan’s experience as a coach presented an opportunity to gain familiarity with the
administrators at the school. Furthermore, the experience spent as a summer school teacher
allowed the principal and the department chair the chance to witness first hand Jordan’s teaching
skills. The ability to observe a prospective teacher can be beneficial during the recruiting/hiring
process (Wise et al., 2006).
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

61
Prior Experience as a Full-Time Instructor
Another common response that emerged through the interview process involved
classroom instructors being hired at their current place of employment because of prior teaching
experiences at other schools.
Tracy and Pakalana both had teaching postions at other schools before being hired at the
school they are currently employed at. Both of them felt that their prior experiences as qualified
classroom instructors helped them to get the teaching jobs they have now.
Tracy is a teacher who coaches one of the school’s athletic teams. Tracy also served as a
club advisor in the past. According to Tracy, “I sent out a bunch of resumes and luckily a
teacher was leaving in a spot that fit my instruction line. I had prior experience and a degree in
the field so both of that helped.”
Pakalana has been a classroom instructor for the past 15 years and has over 10 years of
coaching experience at the varsity, junior varsity, and intermediate levels. Pakalana shared the
following during the interview:
An opportunity came up where there were openings in several different departments in
my school. I didn’t think I was going to get it because I had no connection with the
school and I don’t have a Master’s degree. But it worked out and I got the position.
Both Tracy and Pakalana had prior teaching experience at other schools, and they both
felt that their previous teaching experiences separated them from some of the other candidates
who were applying for their respective positions. Hiring novice teachers with little to no
classroom experience can be detrimental to students (Council of the City of New York, 2004;
Educational Research Service, 2002). With this in mind, principals and other administrators in
charge of staffing should make every effort to ensure that a teacher is “classroom-ready” before
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

62
being hired (Hasegawa, 2011; Darling-Hammond, 2007; Harrel, Leavell, van Tassel, & McKee,
2004).
Desireable Traits and Skills of Effective Teachers
Research suggests that there is a connection between high-quality classroom instruction
and increased levels of academic performance (Hasegawa, 2011; Educational Research Service,
2002). As administrators seek to fill teaching vacancies, it is important to hire qualified teachers
who have the skill sets needed to be productive classroom instructors. Each of the participants in
the study shared their views on some of the desireable traits teachers need to have to be effective
educators on campus.
Assertive/disciplined. One of the major reasons why teachers leave the profession is
because of problems with student discipline (Cochran-Smith, 2004; Darling-Hammond, 1997,
2003; Ingersoll, 2003, 2004; Scherff, Ollis, & Rosencrans, 2006; Veenman, 1984). A common
theme that arose during the interview process involves the preference to hire teachers who are
assertive in managing their classrooms. The participants shared their views on the importance of
creating structured learning environments through strict, but fair, disciplinary practices.
According to Keala, being assertive and strict are the most important qualities school
administrators look for in hiring classroom instructors. Keala feels that effective classroom
management skills are critical to being a quality educator. Keala drew parallels between
coaching skills and classroom management strategies during the interview:
I think the biggest thing they look for is classroom management. I was pretty strict from
the beginning as a sub, so the principal liked that. Trying to control the students was the
main thing here. Usually, a coach will bring the discipline he or she has from the field
into the classroom.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

63
According to Keala, the skills used to manage the student-athletes at practice are the
same skills used to direct the students in the classroom. Keala is considered to be a strict coach,
which translates into strong disciplinary structure in the class.
Many teacher-coaches feel that classroom management skills are identical to the skills
used to manage players in athletic settings (Brown, 2012). As athletic coaches utilize discipline
strategies and team management skills in the realm of sports, many teacher-coaches are able to
transfer those techniques into the classroom (Brown, 2012). Hiring teachers who coach athletics
may solve some of the classroom management issues that drive teachers out of the field of
education.
Teachers must be a good fit. It is important to hire employees that are able to
collaborate with others in the organization (Mason & Schroeder, 2010; Basford & Offerman,
2012). One of the themes the research uncovered was the desire to hire teachers who can easily
“fit in” to the schools they teach at.
Good coworker relationships have positive impacts on workplace retention (Basford &
Offerman, 2012). Although work-place relationships can be a product of employees working in
close proximity to each other, many are developed through team-oriented, cooperative efforts to
achieve a common goal for the organization (Basford & Offerman, 2012). Pakalana, Tracy,
Stacy, and Kaulana all feel the most important quality for new hires is the ability to fit in with the
students, faculty, and staff of the school. Pakalana discussed the following during the interview:
I think the new hire has to be a good fit for the Department and the school as a whole.
Someone may have a leg up on the others because of an advanced degree, or expertise, or
experience but I recognize that what is on paper isn’t always the deciding factor.
Someone’s personality, the fit, how is he or she going to fit in the department and how is
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

64
he or she going to fit in the school. What’s their style? What can they bring to improve
the kids’ experience? That’s what I recognize.
The need to fit in to the school’s culture carries quite a bit of importance to Pakalana.
Pakalana feels that, while an applicant can have a stellar resume, he or she may not be successful
if they are not willing or able to work with others on campus.
Tracy shared the following in a discussion about new hires fitting in with others on
campus:
The new hire needs to be a good fit for the school. First impressions are important, too.
How do you appear when you come for your interview? How you turn your papers in.
What does your resume look like? After that, administration just wants to find a good
match for the subject area.
For Tracy, the interview is critical as this allows the interviewer to catch a glimpse into
an applicant’s personality to determine whether or not he or she will fit in. The ability to work
together with all the stakeholders in the school is important to Tracy also. Stacy had the
opportunity to share the following comments during the interview:
I look to see if they’re going to be a good fit after looking at the resume and after
conducting the interview. They need to get along with the faculty, their colleagues, and
of course the students. The personal factors are very important in making the decision to
hire or not.
The need to get along with co-workers and students is vital according to Stacy. For
Stacy, it would be difficult for the school to hire a new employee if the administration was well
aware that the applicant would not be a good fit for the school.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

65
Like Stacy, Kaulana feels it is important to fit in with the other stakeholders on campus.
According to Kaulana, “We look for team players and people with dynamic personality.”
Kaulana acknowledges the need to work collaboratively to maximize student learning on
campus. In order to make that happen, principals need to ensure the people they hire can work in
collaborative settings.
Principals often times rely on the interview in order to discern whether a candidate
appears to be a good “fit” to the school and culture (Mason & Schroeder, 2010). Teaching can
require a good deal of collaboration, and it is important for new hires to assimilate into the
current culture of the school in order to maximize success (Mason & Schroeder, 2010). It is
important to determine how the job will fit with the applicants’ likes, dislikes, and goals (Bradt
& Vonnegut, 2009).
Passion/commitment to teaching as a profession. An applicant’s passion for teaching
and his or her commitment to the teaching profession was another theme that emerged
throughout the interview sessions. Participants shared their views on the importance of being
dedicated to the students while committing themselves to teaching as a profession, not just
working at a job that supplies a paycheck.
Jordan, Kaipo, Kapua, Stacy, Robin, and Kalei all agree that passion and commitment to
teaching as a profession are important qualities new hires should possess. Jordan shared the
following information during the interview:
The number one quality principals should look for in new hires is passion for working
with students. I’m passionate about coaching my sport and working with the kids, and
that translates over into the classroom. Number two is adaptability. As a newcomer on
board, teaching is brand new. New school, new job, and being able to fit yourself into an
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

66
already existing program is important as well as bringing your own talents to the
forefront.
A passion for educating students is paramount with respect to Jordan’s feelings about the
teaching profession. Jordan feels that the passion for coaching student-athletes on basketball
courts and athletic fields transfers into passion for teaching students in the classroom.
Kaipo feels that maturity, responsibility, and accountability are important qualities
teachers should possess. According to Kaipo, “Being effective in getting the task done and being
able to follow through with what you say you’re going to do is important.” Kaipo feels that the
commitment to educating students is what keeps many teachers in the field of education. For
Kaipo, the qualities that new hires should possess can’t be obtained by simply earning degrees;
passion and commitment are innate qualities that ultimately drive potential teachers to teach.
According to Kaipo, applicants who have those attributes make the biggest difference in the field
of education.
Kapua had the following things to say in response to a new hire’s passion for teaching
students:
Passion for the profession is important. Whatever that looks like to you, passion is
important. You can’t just come in to collect a paycheck. That’s not passion for teaching.
You can see someone’s passion for teaching from the start pretty easily.
For Kapua, the desire to teach students and the passion for teaching as a career are
critical. According to Kapua, teaching is so mentally and emotionally draining, it’s the passion
for student learning that often times gets teachers through the day, or even the school year. Stacy
shared the following during the interview:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

67
I try to look into their work effort. If they think they can work another shift in a
restaurant or try to carry a second job, that’s a very telling factor because the teaching
goes way beyond 7:30 - 4:00. Also important is what their energy level is. Teaching is
high energy.
According to Stacy, it would send a mixed message to the administrator in charge of
hiring if the applicant thought he or she could manage teaching along with performing a second
job. For Stacy, teaching requires 100% focus and dedication to teaching students — there’s
simply no time for another job. Robin shared the following with respect to a new hire’s ability to
demonstrate a passion for teaching: “I’m looking for someone who’s obviously passionate about
teaching and what they do in the classroom and making a difference. Teachers are generally
passionate about what they do. We’re looking for vibrant people, too.”
For Robin, being genuinely invested in the children is important. Kalei shared the
following during the interview process:
I think dedication is very important. Whether they’re willing to dedicate their time and
what they know to being a part of a team. Sometimes equally important as degrees and
what they know is their willingness to put forth all their efforts into the job.
For Jordan, Kaipo, Kapua, Stacy, Robin, and Kalei, passion and commitment are
important qualities to have if you are working with students. Many of the attributes they desire
in new hires are found in coaches. An effective coach is both a motivator and an innovator
(Pelikhova, 2014). High quality coaches should be passionate about the sport they’re coaching,
as well as the student-athletes entrusted in their care (Pelikhova, 2014). The experiences of the
educators mentioned above, teachers and administrators alike, display a strong desire to hire
teachers who are passionate, committed, and dedicated to teaching as a profession.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

68
Flexibility is important. Another common theme that emerged was the need to hire
teachers who are flexible. According to research, one of the character traits of effective
classroom instructors is flexibility (Kyriakides, Campbell, & Cristofidou, 2002). Several of the
administrators expressed their desire to hire teachers who have the ability to teach more than one
content area, or handle multiple duties on campus.
Kalei, Robin, and Kapua all shared their appreciation for having flexible teachers on
campus. Kalei shared the following with respect to the importance of hiring teachers who can
perform multiple jobs on campus:
We want them to be generalists. For example, if we hire someone who has a History
degree, and we need to move him, then we’re not flexible there. He can only teach in the
History department. That’s why we like the generalists… Bachelors of Education is our
preference. Sometimes we have certain teaching lines where teachers have to double up.
We need people who can fit both areas and are willing to work with the age groups that
are available at that time. Sometimes we have to juggle the lines based on enrollment
and class sizes. That would affect who we hire as well. We put out a form to all the
teachers listing their degrees and qualifications to see what they’re willing to teach and to
see who’s willing to be flexible for jobs.
The ability to teach multiple lines is important for Kalei. According to Kalei, teaching
lines may fluctuate from year to year, so new hires need to be able to demonstrate the ability to
adapt to varied teaching schedules as needed. Robin also added views on the need to hire
teachers who can serve multiple roles on campus:
We’re project based so the job description is for teacher/facilitators. We’re looking for
someone who’s able to be flexible in the classroom. Flexibility with regards to
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

69
differentiated instruction, using technology in the classroom, and methodology are all
important 21
st
Century skills. Skills based, that’s what we’re looking for. Not only doing
the tech stuff, but even for methodology… understanding how the learner learns. Any
one of our classrooms can have 20 different students doing 20 different projects at the
same time. That requires a different type of skill set from your traditional style of
instruction.
While Kalei is looking for teachers who can be flexible in terms of teaching multiple
subject areas to different groups of students, Robin is looking for teachers who can be flexible in
delivering multiple styles of instruction within the same classroom. Either way, flexibility is
important to both administrators. According to Robin and Kalei, an applicant’s ability to serve
the school in more than one capacity can bring considerable value to that particular institution.
The more an applicant can demonstrate his or her willingness and ability to fill multiple roles on
campus, the more attractive that individual appears to administrators in charge of hiring new
teachers.
Kapua shared the following information about the importance of teacher flexibility
during the interview:
Flexibility is critical, especially in the smaller schools where you have to wear many hats
on campus. A situation may arise where you have to coach a sport, advise a club, or take
on other responsibilities… you need to be flexible.
Research suggests that teachers who coach athletics have the ability to effectively
manage their classes by being flexible and adjusting lesson plans as needed (Brown, 2012). The
ability to adjust lessons at a moment’s notice comes from their experiences on the playing fields
where decisions are made in a matter of seconds (Brown, 2012). For Kalei, Robin, and Kapua,
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

70
the flexibility that coaches demonstrate on the volleyball courts and the softball fields is the same
type of skill they look for teachers to demonstrate in the classroom.
Applicant’s personality is important. An applicant’s personality can give some insight
as to how effective he or she may be in the workplace (Heneman & Judge, 2009). While
following through on background checks and references can be time consuming, they can be
useful tools in hiring the right person for the position (Heneman & Judge, 2009).
Keala, Pakalana, Kaipo, Tracy, and Jordan all acknowledge the importance of
considering an applicant’s personality during the hiring process. According to Keala,
“Personality is pretty important. If you can’t get along with each other, it’s difficult to work
together. You need to pull your load and not take advantage of others.” Pakalana had this to say
in response to the question:
From the applicant’s stand point, that’s a chance to sell themselves. The interview is
where you make or break your chances. With the application packet, you have a feel for
the person but sometimes the applicant will get in front of you and you don’t get a good
feel. I’ve been a part of several hiring panels, and I’ve noticed people clam up and don’t
say much and you hope they’re just having a bad day. The interview is an integral part of
the hiring process. It’s like test driving a car… you gotta get a good feel. Lot of non-
verbal things you can pick up vibes on. Little nuances of the applicant’s personality that
I think carry a lot of weight. So, I think personality is very important.
During the interview, Kaipo said, “Personality is important because you have to be a
team player. Your personality has to be something your demographic of students can identify
with or relate to.” Tracy also commented on the importance of an applicant’s personality:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

71
I think it can only help. People who tend to be memorable (in a positive way) move to
the top of the pile. When there’s a lot of common ground between the applicant and the
person in charge of hiring, they’re more comfortable and trusting that you can do the job.
Personality helps.
Jordan had the following to say during the interview: “It’s good to be outgoing. When you’re in
the hiring process, you want to see somebody that you can talk to and have a conversation with.
You should be able to see their passion for teaching and for the kids.”
For Keala, Pakalana, Kaipo, Tracy, and Jordan, getting a look into the applicant’s
personality is an important part of the interview process. According to the participants, it is
important to make sure the person that is hired has the personality that will allow him or her to
work collaboratively with the other teachers on campus. Most importantly, however, the new
hire must possess a demeanor that will allow the educator to establish positive learning
environments for students.
Medium-cost data gathering, which includes personality tests, can be a useful process in
collecting information about a potential hire’s personality (Wise et al., 2006). Pre-employment
personality tests can help determine whether an applicant is a good fit to teach at the school
(Heneman & Judge, 2009). The more information that can be gathered about a potential hire can
only prove to be useful in the selection process.
Content knowledge. Nationwide, schools and school districts constantly struggle to
increase student performance and graduate students who are college and career ready (Troutt,
2014). Part of this challenge is to find qualified teachers who are prepared to serve as classroom
instructors. Several of the particpants shared their views on the importance of content
knowledge when hiring faculty members.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

72
Kaipo, Tracy, Stacy, Kapua, and Kaulana all feel that content knowledge for teachers
seeking employment is important, especially for high school instructors. Kaipo said the
following in regards to the importance of content knowledge for classroom instructors:
It depends on the grade level. Content [knowledge] is more important in the high school
levels than it is in the elementary or middle school levels. If I had to put a number on it
from 1-10, I would say a 7 depending on the grade level. It would be higher for upper
grades and lower for lower grades.
Kaipo feels that the older the students are, the more important a teacher’s content mastery is to
be effective in the classroom.
Tracy shared the following information with respect to the need for teachers to have
content knowledge:
I think it’s very important. Having to learn about a new school along with learning new
content can be hard… it would make the job overwhelming. Content knowledge is one
of the most important things. You have to be a semi-expert in your field before you can
start to try and teach someone.
Stacy shared the following during the interview:
I’m looking for good training in the content area. I’m looking for degrees… also looking
for experiences they may have had that would make them richer in the content area.
They have to be qualified to teach in the subject area they’re teaching. I’m looking for
integrity, I’m looking for energy, personality. It’s the whole composite. You can have
all those other qualities, but if you’re not qualified to teach, you can’t be in the
classroom.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

73
Kapua added, “Knowledge of the subject matter is top priority.” According to Kapua, a
teacher has to have a pretty decent amount of content knowledge before he or she can teach
students. Kaulana also felt that content knowledge is important. According to Kaulana,
“Mastery in the content area is a high priority.” Like Kapua, Kaulana feels that teachers can’t
teach subject areas they don’t understand.
One of the most commonly identified characteristics of an effective teacher is content
knowledge (Hill, 2002). A teacher’s knowledge of his or her content area of instructon is vital to
address the educational needs of students (Hill, 2002). According to the aforementioned
participants in the study, it would be difficult to imagine a teacher being able to effectively
deliver a lesson without having sufficient knowledge of the subject matter.
Connecting with students. According to research, schools need “an adequate supply of
competent individuals who are willing and able to serve as teachers” (Guarino et al., 2006, p.
173). Participants in the study felt that the ability to connect with students should be highly
considered when hiring new teachers. According to the participants, a teacher’s ability to
establish connections with students and actively engage them in learning is vital to becoming an
effective classroom instructor.
Jordan, Pakalana, and Kapua all felt that connecting with students can be just as
important as content knowledge for new hires seeking employment. They feel that a teacher’s
ability to engage students in the subject matter creates an atmosphere of learning and is critical to
student success in the classroom. Jordan shared the following during the interview:
I started working in the Middle School. I feel the most important thing for teaching at
that level is to engage your students. Content knowledge is important, but if the delivery
isn’t there, it doesn’t matter what the teacher knows (content wise). As you get older into
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

74
the high school, teachers need to be more specialized… especially in the math and
science classes.
Pakalana had this to say on the importance of teachers being able to connect with the
students in class:
I’ve seen a lot of teachers who have their content down, but if they can’t connect with the
kids, if they can’t get along with their colleagues… if they don’t have an awareness
outside of their own intelligence, I think it doesn’t matter how much content you know.
If the kids don’t trust you or they don’t want to listen to you, then what’s the use? To a
certain point content knowledge is important, but it depends on the situation. I would take
a teacher who has more of a feel for the kids and the school over someone who has an
advanced degree. That’s my personal opinion.
Pakalana shared that learning can only take place when the students are actively engaged
or participating in the lesson. Active engagement and participation can be as simple as
attentively following along with the lesson, or as complex as taking the lead role in a student-led
classroom debate.
Kapua had the chance to share some thoughts on student engagement and what it means
to learning in the classroom:
I need teachers to provoke the students to engage in rich discussions. I’m really looking
for a teacher as a facilitator. It’s an over-used thing, but it’s really true. It’s not that the
teacher has to be in front of the class… the sage on the stage type of thing. The journey
to the answer can be different, and that’s a good thing. Multiple ways of thinking is good
for the entire class.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

75
The ability to promote student learning is a fundamental skill that teachers must aquire in
order to be effective classroom instructors (Swiderski, 2011). Educators need to engage students
in learning, while teaching them the skills necessary to be productive members of society
(Brown, 2012). Several participants in the study stated that school administrators in charge of
hiring should look for teachers who can engage and motivate their students to learn in an effort
to maximize a student’s educational experience.
Benefits of Hiring Teachers who Perform Multiple Roles
Assessing an employee’s value to an organization is important during the hiring process
(DeNisi & Pritchard, 2006; Flamholtz & Lacey, 1981; Roberts, 1994). Along those lines,
determining the attributes a teacher brings to a school is critical to the effectiveness of the school
(Mason & Schroeder, 2010). While poor hiring decisions can damage a school and foster an
unproductive working atmosphere, hiring quality teachers can add value to any school (Mason &
Schroeder, 2010). Several of the participants felt that hiring teachers who serve multiple roles on
campus brings added value to schools.
Teachers with multiple roles are beneficial to schools. Jordan, Pakalana, Keala, Kaipo,
and Robin all felt that teachers with multiple roles on campus (teachers who teach and coach or
advise clubs) bring added value to schools. Jordan shared the following during the interview:
Coaches who teach put in a lot of time, so I hope the time spent adds to my value here on
what I offer to the school. But I do think that the more time spent with the students and
molding them, not only in the classroom but on the fields, it brings more value to the
school.
Pakalana had this to say with respect to the added value teachers who perform multiple
roles bring to schools:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

76
Yes. That [performing multiple roles] is what makes an applicant attractive. From a
numbers standpoint, a principal says the applicant can fill the position, but what else can
they bring to the school? If they can coach, great. If they can advise clubs, great. Their
ability to be more versatile is a good thing. You get more ‘bang for the buck.’ They
bring more to the table. But also the clearest example is the interaction with the students
outside the classroom.
Pakalana feels that the ability to participate in athletics or other extracurricular activities
brings extra value to the school, and it is beneficial for all stakeholders involved. While teacher-
coaches and teacher-advisors are able to share their experiences and passion with the students,
the experience in working with the students brings value back to the adults as well. According to
Pakalana, coaching and advising clubs can be an enriching experience for all parties involved,
including the parents.
Keala had this to say in response to interview question five:
I think it’s beneficial to hire teachers who can coach. They have more control with the
students… the students respect the coaches on campus. They just have more to offer. If
you can do other things, you are more valuable to the school.
Like Keala, Kaipo feels that teachers who coach or advise clubs bring added value to
schools. Kaipo feels that teachers who participate in extracurricular activities like sports or clubs
are able to relate to the students on a variety of levels. In Kaipo’s opinion, sports and
extracurricular activity participation facilitates educational experiences for the students and
teachers as well. According to Kaipo, “You can relate better because as a coach you were an
athlete too, so you know what they’re going through as student-athletes.”
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

77
Robin shared the following response in discussing how teachers with multiple roles bring
added value to schools:
Coaches and those who have experience in disciplines outside of school are already at a
place [in terms of instructing students] where I want my teacher/facilitators to be. They
are already differentiating instruction. They’re already ahead. If you have experience in
that realm, I will probably look at you above the others who only have classroom
experience. They’re more dynamic in the way they give instruction. They’re not afraid to
go outside of the box. I would prefer someone like that.
Several of the participants agree that teachers who coach athletics or moderate after-
school clubs bring added value to schools. It is important to recognize the positive impact
teaching while coaching or advising clubs can have on the students (Ward, 2014). In light of
this, administrators should seek qualified applicants who can serve dual roles on campus.
Teachers with multiple roles can relate to students on various levels. Teachers who
also serve as coaches or activity advisors can relate to students on a variety of levels (McDonald,
2013). In a study examining the professional benefits of teacher participation in extracurricular
activities, data revealed that over 90% of the respondents felt their participation in extracurricular
activities enabled them to “know their students more personally,” as well as “relate to students in
different learning environments” (McDonald, 2013, p. 75).
Kaipo, Pakalana, Jordan, Kalei, and Kapua all feel that teachers with multiple roles on
campus can relate better with students, particularly those students who are members of an
athletic team or an extracurricular activity. Kaipo shared the following during the interview:
Teachers who coach or advise clubs can to tap into different areas of the student. Not just
the academics, the emotional, physical sides. It completes the whole role model part. It
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

78
helps make the kids well-rounded. [You can] relate on different levels. You’re more
accessible and reachable for the student-athlete. If you are a teacher and a coach you can
relate to time management issues that the students have, because as a teacher-coach you
do the same. That helps them behaviorally and academically.
Kaipo’s experience speaks to teacher-coaches and teacher-advisors being able to connect
with the students because their particpation as part of the same team or club establishes common
ground between the adults and the students. Kaipo seems to place a fair amount of importance
on shared experiences between students and teachers/coaches/advisors. This common ground
enables the adult to communicate more effectively with the student and, in turn, it facilitates
open dialogue between the adult and the student.
Pakalana discussed the following during the interview:
The clearest advantage is the interaction with the students outside the classroom. You
gain more perspectives of their lives; you know them better. You see them in school as a
teacher, but as a coach or advisor, so many other parts of their personality comes out and
it offers you more opportunities to help them, and they in turn provide opportunities to
help you in your teaching.
Jordan shared the following during the interview: “Definitely a benefit to that [performing
multiple roles]. On a personal level, it is good for the students to see educators wearing different
hats, seeing them in different roles. To see them on the field is beneficial for the students.”
Kalei shared the following opinions with respect to teachers serving multiple roles being
able to relate to students:
I would say there’s a benefit because of the relationships you build with the kids as a
coach or activity moderator. For some kids, they need that. The kids need to see the
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

79
teachers outside the classroom, not just as a math teacher or a science teacher. It does
pose a problem sometimes when coaches have to do things after school that conflict with
other teacher duties like tutoring. That’s something that can become a conflict, but hiring
people who can do both [teach and participate in extracurriculars] is good.
Kapua was able to share the following in regards to the value of hiring teachers who
coach or advise clubs:
Yes, always beneficial to have that [teachers who perform multiple roles on campus].
You get to know the students on another level. The academic side in the class is one
thing. The students may shine in areas outside the class or have talents in other areas and
that helps the teacher see the bigger picture. It’s good to know the students in that way.
Legendary coach John Wooden (2004) always considered coaches to be teachers. The
only difference is that a coach’s subject is not math, history, or economics; instead it is football,
basketball, or tennis (Wooden, 2004). He firmly believed that a teacher-coach has a better
chance than a regular classroom teacher to relate to students because of the ability for the
teacher-coach to develop positive relationships and foster responsible attitudes in student-athletes
(Wooden, 2004).
More contact time with the students. Another common theme that emerged from the
interviews was the feeling that teachers who coach or advise clubs are more valuable to a school
because they have more contact time with the students. Kaipo, Pakalana, and Kaulana all felt
that teacher/coach/advisors are more valuable because of all the extra time they are willing to put
in with the students. According to Kaipo, “Teachers that coach or advise clubs are more
valuable. In terms of time and proximity, you’re around the students more, and more often.”
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

80
Kaipo’s experience speaks to the huge amount of time teachers/coaches/advisors spend
during normal school hours as well as after school. According to Kaipo, the willingness of the
teacher-coach or the teacher-advisor to spend so much time with the students is evidence of their
dedication to student success and achievement, which would make them more attractive during
the hiring process.
Pakalana said the following during the interview:
A teacher who clocks in at 8:00 and clocks out at 4:00 is not what I would look for. I
would want my teachers to be involved. There are things you can talk to a kid about in
the hallway or in the classroom, but there are other things you can talk to kids about
outside of the classroom setting when you coach. 8:00 till 4:00 and out the door?
Pakalana was rather passionate about the impact teacher-coaches and teacher-advisors
can make on students because of all the extra time they spend with the students and their
families. For Pakalana, sports and extracurricular activities are an extension of the classroom.
According to Pakalana, a considerable amount can be learned on the tennis courts, wrestling
mats, and playing fields.
Kaulana had the following to say in regards to teacher-coaches and teacher-advisors
having more contact time with the students. According to Kaulana, “The more diverse an
educator is, the more touch points that educator has with the students. It creates a holistic type of
educational experience.” Like Pakalana, Kaualana feels that teachers who coach or advise clubs
have more opportunities to educate students because the teacher-coach or the teacher-advisor is
around the students more often.
While little research is available that correlates increased contact time with increases in
student achievement, it makes sense that spending more time with students is beneficial in the
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

81
classroom as well as on the playing fields (Mishlove, 2004). The experiences of Kaipo,
Pakalana, and Kaulana relate the extra time spent coaching sports or advising clubs to increased
opportunities to make positive impacts on the students.
Teaching Comes First
While hiring teachers who are able to coach sports and advise clubs can be seen as
beneficial (Mishlove, 2004), participants in the study were adamant that teaching must be the top
priority. According to Stacy, Tracy, and Kapua, hiring qualified teachers who can be effective
classroom instructors should always be the main objective.
Stacy shared some views on the importance of hiring teachers who are qualified to teach
in the classroom, regardless of what “extras” he or she can bring to the table:
I would never hire a coach with the hopes that he or she will work out as a teacher, unless
they’re trained to be teachers. The teaching has to come first. You hire a teacher because
he or she is qualified or experienced. Then if, by the way, that person happens to be a
track coach then that’s good too. I would never go the other way around.
Tracy had similar views on the importance of hiring teachers who are qualified teach in
the classroom:
It [coaching and advising clubs] shouldn’t weigh more than the content knowledge. The
other stuff is extra. I’ve seen ‘backwards hiring’ where you get a person who can do a lot
of things, but teaching is not the best of skills for that person. It’s a school first and
foremost. You need to make it count in the classroom before you can do the extra stuff.
Kapua shared a few thoughts on how important it is to make sure the new hire is able to
teach students, no matter what other skills the applicant may possess:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

82
I believe that the teaching has to come first. You can be mediocre in all these
extracurricular areas but I really wouldn’t consider that to be a benefit. If you can come
in and be that ‘ace teacher,’ we can always find another coach.
For Stacy and Kapua, hiring a qualified and effective teacher must always come first. If
he or she can also advise a club or coach a sport, then that’s simply an added bonus.
Teachers who Perform Multiple Roles
The participants in the study had the opportunity to express their feelings about teacher-
coaches and teacher-advisors in regards to their value on campus. According to research, there is
a preference to hire secondary education teacher applicants who are certified to coach
interscholastic athletics (Dillon, McCaughtry, & Hummel, 2010). The participants discussed
how teachers who serve multiple roles on campus are sought after during the hiring process, as
well as the desire for administrators to hire teachers who coach or advise clubs.
Consideration should be given to applicants who teach and coach or advise clubs.
Tracy, Keala, Pakalana, and Kaipo all felt that consideration should be given to qualified
applicants who coach or advise clubs during the hiring process. Tracy shared the following
during the interview:
One of the big things our principal likes is student activities and the extra things we can
provide for our students. That separates us from other schools and helps us to keep
enrollment. It’s always in the back of our principal’s mind as to how we can utilize
people depending on what’s in their resume… so the more things they know or are a part
of can only help them. It shouldn’t weigh more than content knowledge, though.
Tracy feels that providing extracurricular programs helps satisfy the needs of the school’s
families, which in turn helps to stabilize enrollment figures. Furthermore, Tracy’s experience
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

83
sheds light on the principal’s desire to provide extra programs that will entice new students to
enroll in their school. Keala said the following during the interview:
Extra consideration may have been given to a teacher here, but it kind of backfired. The
push for this one teacher on campus was because that person could coach a sport, but I’m
not sure that that teacher is fitting in over here.
Keala’s experience provides an example of giving too much emphasis on hiring a teacher
who can serve multiple roles on campus. While Keala feels that hiring teachers who can provide
services outside the classroom is important, what’s even more important is to hire someone who
is capable of doing the jobs they were hired for.
Pakalana feels that an applicant’s ability to do more should be considered during the
hiring process. Pakalana was able to share the following during the interview:
If you’re doing your due diligence during the hiring process, wouldn’t you have to
consider what they bring to the table? I don’t know why you wouldn’t consider it. Now,
I wouldn’t say that because somebody coaches or does extracurriculars they would hop
over more qualified teachers in terms of experience and years of teaching or degrees. But
at the same time you’re looking for the best fit. If you can get more out of the employee,
it will enhance your school. I would imagine yes… those factors are considered on top of
the academic or teaching resume.
For Pakalana, hiring an applicant who can enhance a school’s programs, both inside and
outside the classroom, makes sense. However, while coaching and advising clubs can bring
more value to a school, Pakalana feels those abilities should not overshadow other applicants
who are more qualified because of teaching experience, college degrees, or teacher certifications.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

84
Kaipo was also able to speak about giving consideration to teachers who coach or advise
clubs. According to Kaipo, “I don’t know for sure, but I would think there would be higher
consideration for teachers who coach and I would include the bigger clubs like the math team
and the robotics team as well.”
The experiences of Tracy, Keala, Pakalana, and Kaipo indicate that applicants who coach
or advise clubs are given extra consideration during the hiring process. According to the
participants in McDonald’s (2013) study, teachers who are involved in extracurricular activities
are believed to receive increased consideration during the hiring process. With this in mind, the
participants’ experiences are consistent with some of the research that exists.
Most of the participants felt that extra consideration should be given to teachers who
coach or advise clubs, as long as the applicant has met the minimum qualifications for being
hired. According to Supon and Ryland (2010), an applicant’s “willingness to coach” was rated
as rather important when considering the factors that contribute to teachers being hired. Many of
the participants indicated that because a teacher/coach/advisor can provide more services to a
school, their ability to perform duties outside the classroom should be given extra consideration.
Pakalana, Keala, and Kaipo all felt that extra consideration should be given to applicants
who teach while coaching sports or advising clubs. Pakalana shared the following during the
interview:
Yes, absolutely, extracurricular involvement needs to be recognized; simply because
you’re looking for the best thing for your students. If it’s best for your kids to have these
teachers who serve multiple roles at school, so be it… not the determining factor, but
sometimes it can be. If you have two equal applicants, and one guy coaches tennis and
you need a tennis coach, it absolutely should be considered.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

85
Like Pakalana, Keala feels that extra consideration should be given to teacher applicants who
coach or advise clubs. According to Keala, “Yes, they should be given extra consideration.
They can do more things with the students on campus.”
Kaipo shared this as part of the interview:
Yes, extra consideration should be given because of all the extra time. They are putting
in more time than the other faculty members at the school. They are also around the
students more often than the other teachers. Definitely more consideration should be
given.
The experiences of Pakalana, Keala, and Kaipo indicate that consideration for teachers
who coach or supervise clubs not only happens regularly, it should be common practice.
According to their responses, the extra time spent with the students brings extra value to the
school in general.
Administrators prefer hiring qualified teachers who coach or advise clubs. Several
of the administrators who participated in the study felt that, if two or more applicants were equal
in terms of degrees, teaching certifications, and teaching experience, they preferred hiring
teachers who coach interscholastic athletics or advise extracurricular clubs. Stacy, Robin, Kalei,
and Kaulana said they would prefer hiring teachers who coach sports or advise clubs over
teachers who don’t coach or advise clubs.
Stacy shared the following during the interview, “I probably would prefer hiring a teacher
who coaches or does clubs. If things were equal between the other candidates, and one could
coach or do clubs, I would hire that person.” For Stacy, the deciding factor in bringing on a new
hire who had similar teaching qualifications would be that person’s ability to coach or advise
clubs. Robin shared the following during the interview:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

86
Yes, I would prefer to hire a teacher who can advise clubs or coach our sports teams. I
think they have a skill set that I’m looking for. They relate to children better, and
parents, too. I have parents tell me flat out that they will pull their child [out of school] if
we get rid of an athletic program. As small as we are they want that component and I
support that.
Like Robin, Kalei shared the following information in response to the practice of hiring
teachers who coach or advise clubs:
Yes, I prefer hiring teachers who can be in charge of an extracurricular activity or coach
an athletic team because I think that it gives us an opportunity to use our own people who
understand our kids instead of hiring people from the outside. It’s good for them to bring
what they have in coaching or the extracurricular into the classroom. It’s a preferable
thing.
Kaulana shared the following during the interview:
Yes, I would absolutely prefer hiring a teacher who can perform multiple roles. These
are individuals that are more likely to understand the student in different aspects that
would lend themselves to being able to differentiate their instruction and curriculum to
attend to the students’ needs. They’ll be able to relate to parents on different levels, too.
It also helps develop varied relations with the same individual which, when done
correctly, equates to trust in the Hawaiian culture.
The most valuable resource in the field of education is the talents of its people
(Thompson & Kleiner, 2005). For Stacy, Robin, Kalei, and Kaulana, many teacher-coaches or
teacher-advisors have the talents that exceed those of classroom instructors who only teach. The
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

87
adminstrators who participated in the study feel that the talents and strengths possessed by a
teacher/coach/advisor are needed to move their respective schools forward.
Replacing Teachers who Perform Multiple Roles
School administrators are responsible to supply their respective schools with qualified
classroom instructors who can contribute to the school’s success and be retained over an
extended period of time (Cauley, 2011; Hanushek et al., 2004). The participants in the study
were divided as to whether or not teachers who coach or advise clubs are more difficult to
replace than teachers who don’t coach sports or run extracurricular activities. Kaulana and
Robin both felt that replacing teachers who performed multiple duties on campus are more
difficult to replace than classroom instructors who only teach subject areas. Kaulana was asked
if teachers who coach or advise clubs are more difficult to replace. According to Kaulana:
Sure, absolutely. When you’re doing more than one role on campus, you’re more
difficult to replace. From a financial standpoint, someone who is more diverse and
versatile is more difficult to replace than someone who can only handle one duty at a
time.
For Kaulana, the ability to manage more than one duty on campus is a highly valuable
trait for employees to have. According to Kaulana, the school can save money by hiring one
employee to do two or three jobs, as opposed to paying two or three employees to perform the
same duties. Robin had the following to say about the difficulty in replacing teachers with
multiple skill sets:
Teachers who coach or supervise clubs are definitley more difficult to replace than
teachers who only teach in the classrooms. They have skills sets that others don’t have.
They’re more flexible. They’re good at making adjustments on the fly. They also have
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

88
the ability to incorporate physical activity into their lessons. That’s good for school-aged
children.
Robin values the versatilty that a teacher/coach/advisor brings to the classroom.
According to Robin, the flexibility to modify lessons at a moment’s notice is valuable when
dealing with students.
Kaulana and Robin place a significant amount of value on teachers who get involved in
areas outside of the classroom. While all teachers need to be supported on campus, it’s critical
that these teachers receive the support they need to be productive in all the areas they’re
associated with. As Kaulana notes:
You need to encourage and help fascilitate teachers who can perform multiple roles well.
You can do multiple roles, but you need to do it well. You can’t do a disservice to your
clients by simply giving more duties. Support from administration is equally important
so the duties can be executed well. You don’t want burnout to happen. From an
organizational stand point, it needs to be built for success. It needs to be systemically
structured for success.
Kalei, Stacy, and Kapua shared different views on how difficult it is to replace teachers
who perform multiple roles on campus. Kalei shared the following information in regards to
schools needing to replace teachers who coach or advise clubs:
I don’t know. Sometimes teachers who coach or run clubs are more difficult to replace
because if you’re a good coach or a good advisor, you’re hard to replace. But most of the
time, no, they’re not that hard to replace. Somebody else will step up and take the roll.
While feelings were expressed about the importance of hiring employees who moderate
clubs or coach sports, Kalei also said that their faculty is diverse enough to the point where
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

89
someone else will step forward and take over whenever a vacancy would appear. Stacy also
shared a few thoughts on the matter at hand. Acording to Stacy, “I don’t even put the two
[teaching and coaching] together. Somebody else is in charge of hiring coaches, so it doesn’t
even enter the picture.” For Stacy, teaching is completely separate from any extracurricular
activity on campus. In Stacy’s opinion, hiring a teacher really shouldn’t have an impact on
filling a coaching position.
Kapua commented on whether or not replacing teachers who serve multiple roles on
campus is difficult. According to Kapua:
No, only if they’re good at what they do. And that can apply to anything. When one
door closes, another opens. You hate to lose someone who’s a good, but the key word
there is ‘good.’ Just because you do multiple things doesn’t really mean that much if you
don’t do them well.
It is important for companies world-wide to keep talented employees and minimize
undesired turnover (Belbin et al., 2012). For Kaulana and Robin, they both feel that teachers
who perform multiple roles on campus make them valuable resources and harder to replace than
other teachers. For Kalei, Stacy, and Kapua, however, teachers who have the ability to perform
several roles on campus are great to have, but not to the point where they are considered to be
difficult to replace.
Research Question 2: What Type of Support or Reward is Given to Teachers Who Coach
Sports or Advise Extra-Curricular Clubs at the Schools They Work In?
Each participant provided detailed information pertaining to the type of support or
rewards that are given to teachers who coach sports or advise extracurricular activities.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

90
Organized in a thematic fashion, the following section will display the responses to Research
Question 2.
Support Systems for Teachers
Providing teachers with adequate support systems is important to the overall success of
schools and can lead to increased teacher retention (Hasegawa, 2011; Hirsch et al., 2001;
Darling-Hammond & Sykes, 2003). As administrators search for innovative ways to recruit and
hire new teachers, it is important to offer quality support systems to help retain the teachers they
plan to hire, as well as keep the teachers who are already in place.
Support for Teachers, Coaches, and Club-Advisors
One of the common themes that emerged from the research is the feeling of support
teachers, coaches, and club-advisors received from their administrators on campus. The
participants in the study felt that their administrators gave them the support they needed to be
productive members of the school community.
Jordan shared the following during the interview:
I feel supported by my administrators on campus. I will say that my situation is unique
because I’m working at the school I graduated from. We’ve worked with the kids in a
different capacity outside the classroom, so they [the school’s administrators] know me
as an individual. They know what it means to teach and be involved with extracurricular
activities on campus. They understand what kind of relationships I have with the
students.
For Jordan, the extra time spent with students as a coach and a club advisor created a
sense of trust and reliability with the administrators on campus. Administrators could not only
depend on Jordan in the classroom, but on the playing surfaces as well. According to Jordan,
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

91
these experiences afforded opportunities to share talents and character traits that could not be
seen in the classroom. Jordan continued the interview by discussing the different ways teachers
can be supported on campus:
Administration can support by giving the teacher/coach time to prepare. Often times
students need to get out of school early, and if you’re the coach you need to be there with
them. Helping you find substitutes, extend deadlines are ways to support faculty coaches
on campus. Providing stipends for advisors and coaches is another way to show support.
I remember the school paying for a few coaches to attend clinics on the mainland or in
Hawaii too. So it helps when you have administrators who have coached before because
they understand what needs to be done to accomplish both.
Keala shared the following during the interview session:
I think I always have [administrative] support here. The principal stays late, so she
comes to watch most of our home games. Her family members are into sports, too, so
they really like to watch the games. I asked her if I could leave a conference early for
some personal reasons and she said ok. If we have orientation nights and I have practice,
that’s ok for her too. She knows all the extra time I put in, so she gives me a break
whenever I need one.
For Keala, a strong sign of support for the athletic program is demonstrated by the
principal attending athletic events and allowing for personal time off when needed. Kaipo was
able to share the following information in respect to administrative support on campus:
I feel supported by the administrators at my school. Overall, I do feel the support. There
are stipends that vary depending on the sport. From what I’ve heard or from my
experiences as a coach, there isn’t extra prep periods given for teachers who coach.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

92
There isn’t, and that could be due to financial constraints. But I do think that if our
school had the financial resources, the school would give more to the teacher coaches and
advisors. If they had the ability to give more, they would.
Kaipo’s personal experiences indicate that administrators are supportive of teacher-
coaches and teacher-advisors. The willingness to say that the administrators on campus would
give more compensation (if they could), suggests a feeling of trust that the school is doing all it
can to support teachers who serve multiple roles on campus.
Tracy also feels supported on campus. According to Tracy, “For the most part, I feel
supported on campus. There are no coaching stipends, though. It’s all on a volunteer basis.”
Although there is no compensation for coaching or advising clubs, Tracy still feels support from
administration on campus.
Pakalana was able to share the following in regards to feelings of being supported on
campus:
I feel 100% support from my department head, and colleagues too. To a certain extent
we’re supported. It’s an interesting dynamic. We have layers here. We have vice
principals, a principal, and a head of school. On the higher levels, I can’t even tell you
because they seem so far away. We get stipends, but it’s not that much. No class load
lightening. There are formal training classes that the coaches need to go through. The
Athletic Directors [ADs] can support, too. The ADs can take all the problems for you.
Some ADs can put it all back on your plate. It all depends. Yes, I feel supported.
Like the other participants, Pakalana cites the fact that the school is able to provide
stipends to help their teacher-coaches and teacher-advisors. While the amount of the stipends
may not be that significant, the practice of supplementing the teachers’ pay is appreciated.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

93
Research indicates that teacher support can come in a variety of forms (Darling-
Hammond & Sykes, 2003). Flexibility in schedules, adjusted work responsibilities, stipends for
extracurricular participation, and parent mediation are just a few of the ways some of the
participants feel supported on campus.
Administrators Provide Support for Teachers
Several of the administrators in the study commented on the practices their schools have
in place to support teachers who coach sports or advise extracurricular activites. One of the
more common ways to provide support is to offer stipends to teachers who coach or advise clubs.
According to Cauley (2011), providing stipends for coaches is one way the school can
acknowledge the extra time and effort spent in coaching student-athletes. The administrators
who participated in the study shared their thoughts on offering stipends, creating flexible
teaching schedules, and providing teachers with paid time off to either coach interscholastic
sports or advise after-school clubs and activities.
Kalei, Kapua, Kaulana, and Robin all indicated that their schools have support systems in
place for teachers who coach sports or advise extracurricular activities. Kalei shared the
following during the interview:
About half of our teachers here are involved with extracurricular activites, whether it’s
coaching or running clubs. Some of our long lasting clubs get stipends, but everyone else
does it on a voluntary basis. Our music and band teachers have lighter loads because of
the amount of performances done off campus. If it’s something small like the hiking
club, we won’t stipend that, but we’ll allow for time to meet with the students.
Kapua was able to share the following information in regards to support systems at
school:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

94
About 95 percent of our faculty members run clubs or coach one of our sports teams.
Our coaches are paid stipends. Helping out with the clubs is not part of a teacher’s
contract, but we will approach a teacher if we know they have the background to run one
of our clubs. If they choose to coach, the teaching load will remain the same but they’ll
get paid for coaching. Little concessions can happen. If there’s a faculty meeting and a
coach has practice or a game, they’ll be excused to go and be with their team. Small
concessions can happen, but as far as changing teachers’ schedules, no. They choose to
do the club or sport, so the teaching line remains the same as everybody else.
Kaulana also commented on the different types of support that can be given to teachers
who perform multiple duties on campus:
Just over half of our faculty members coach or run clubs of some kind. The support
system I can think of is the hierarchy we have in place here. For teacher-coaches or
teacher-advisors, they would report to their direct administrator [department head, vice
principal, principal, head of school]. For the coaching side, it would be the athletic
director, then the principal, then the head of school. They are in place to support our
coaches and advisors. Once we had a coach that we reduced their teaching lines because
of all the extra time spent with the sport. The majority of our coaches also get stipends at
the end of their seasons.
Robin shared a unique way to support one of the teachers on campus that performs
multiple roles:
Coaches are not paid any stipends; they’re all volunteers. I would love to stipend my
coaches, I’m not against that at all, but I don’t know where I would get the funding for
that. The league has fees and tranportation costs, so that’s a stretch for us already. So, I
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

95
would love to pay them for all the extra time they put into coaching, but we’re not at that
place right now. For PE, we’re lessening the practice time to actually include practice in
the school day because the PE teacher is also the basketball coach. So we looked at the
PE schedule… and factored in an extra period where he would just work with the
basketball team during the school day. That’s worked out really well for us. It varies,
but there are blocks of time where the teacher/coach can run practice during the school
day. I don’t want to stress my coach out. The coach knows to see me whenever my help
is needed.
According to Robin, adjusting class loads demonstrates that the stakeholders in the
school recognize the extra time and energy spent in coaching or advising clubs. Instead of
offering monetary compensation, Robin is able to offer flexibility in schedules and blocks of
time in the day for the staff to accomplish what needs to be done. While budgetary constraints
prevent the school from offering stipends to all the coaches and advisors, “out of the box”
thinking provided support in a different way.
Research Question 3: What Aspects of the School Community Contribute
to Teacher Retention?
Each participant provided detailed information regarding the various aspects of their
school communities that are percevied to contribute to teacher retention. Grouped thematically,
the sections that follow display the participants’ responses to Research Question 3.
Factors that Decrease Teacher Retention
Teacher retention is a problem that ocurrs nation-wide (Hasegawa, 2011; Ingersoll,
2003). Problems with teacher retention can affect several aspects of the school community
(Ingersoll, 2003). School administrators are faced with staffing issues on an annual basis
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

96
(Cauley, 2011), while a significant amount of resources, both financial and human, can be
wasted on hiring classroom instructors who leave the teaching profession (Hasegawa, 2011; Hitz,
2002; Alliance for Excellent Education, 2005; Coates, 2009). The participants in the study
commented on the factors that contribute to decreases in teacher retention.
Low salaries contribute to decreases in teacher retention. Low teacher salary was the
most common theme that surfaced as a contributing factor to decreases in teacher retention.
According to Phillips and Roper (2009), one of the factors that contributes to job satisfaction is
an employee being happy with his or her current salary. According to several participants in the
study, low teacher wages are perceived as the most significant reason for decreases in teacher
retention.
Keala expressed a few thoughts regarding the impact low salaries have on teacher
retention. According to Keala, “We [teachers] don’t make a lot of money here, so that’s a reason
why teachers move on. Money is the biggest reason.”
Keala feels that the teachers who leave the school are dissatisfied with the amount of
compensation they get for working in the classroom. Kaipo also responded to the impact low
wages have on teacher retention. According to Kaipo, “The biggest reason why teachers leave
this school is probably money.” Along with a lack of quality resources (which is tied into poor
financial stability), Kaipo feels that low teacher salaries have the biggest impact on decreases in
teacher retention.
Several of the administators who participated in the study also perceived that low teacher
salaries contribute to decreases in teacher retention. According to Kaulana, “The lack of
competitive wages and benefits contribute to teachers leaving.” Kaulana mentioned that most of
the teachers have Master’s degrees or are in the process of getting an advanced degree, and when
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

97
you look at how they’re compensated in comparison to other schools, it just doesn’t match up.
Kaulana indicates that teachers want to be compensated fairly for the amount of time and money
they put in; not only into the process of getting certified to teach, but to obtain advanced degrees
in their fields to help make them better classroom instructors.
Kalei was able to share the following information in regards to decreases in teacher
retention. According to Kalei, “Sometimes teachers will leave to teach in the D.O.E.
[Department of Education] for more pay and better benefits. The retirement and medical
benefits are attractive there. That’s a big thing for a lot of people.” Again, the issue of
compensation and retirement benefits appears to contribute to decreased teacher retention.
Like Kaulana and Kalei, Stacy also indicated that the quest for higher salaries and better
retirement packages contibute to teachers leaving the school. According to Stacy:
The biggest reason why teachers would leave our school is probably salary. If they have
the opportunity to go to the more elite schools, they can earn an extra $10,000 a year.
The D.O.E. has its challenges, but the benefits are attractive.
Kaulana, Kalei, and Stacy made it quite clear that the biggest reason why teachers leave
their respective schools is to find better paying teaching jobs with better benefit packages.
According to the perceptions of the participants involved in the study, efforts to increase
teachers’ salaries could translate to increases in teacher retention.
Other factors influencing decreases in teacher retention. A few of the participants
mentioned other factors that can contribute to decreases in teacher retention. Jordan and
Pakalana spoke of not being able to assimilate into the culture of the school. According to
Jordan, some teachers can’t find their comfort zone on campus: “They have a hard time relating
to the kids and fitting in to the school’s culture. In general, they can’t find a niche in the school.”
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

98
Pakalana also cites a feeling of being detached, at times, on campus as a reason for teachers
leaving for teaching jobs elsewhere. Pakalana said, “There’s a feeling of disconnect sometimes
because we’re such a big school. That affects the faculty more than people think.”
Kapua shared some similar views on the matter. Kapua thinks the issues that help retain
some teachers are the same issues that contribute to other teachers leaving. According to Kapua,
“Basically, the reasons why some people stay here could be the very same reasons why others
may leave.”
Keala stated that the military, an entity that has a significant presence in Hawaii, plays a
role in teachers leaving, too. Keala stated, “We have a lot of teachers who are stationed here
from the military. They don’t last very long. It’s too bad, because a lot of them are good
teachers.” According to Keala, many of the teachers who have ties to the military are valuable to
the school, but usually leave after teaching for about three years or so.
Teachers leave the field of education because of low wages. Several of the participants
perceive low teacher salaries as the main reason why teachers leave the field of education.
According to research, “Teachers want to work in schools that pay well and are supportive”
(Chisolm, 2008, p. 4). Many of the participants in the study identified poor teacher
compensation as the primary reason for classroom instructors leaving the teaching profession
altogether.
Pakalana shared several thoughts on the impact sub-standard wages have on teachers
leaving the profession: “I’m guessing for the majority of teachers, it’s because they have to
increase their earning power. They’re kind of forced to leave. The earning ceiling that’s there is
a definite factor. Some people may recognize that and leave.”
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

99
Pakalana feels that because each school system has a cap (in terms of salaries) that can be
earned, many teachers leave because the time and effort they put in doesn’t equate to the pay that
is earned.
Tracy shared feelings on the subject of teacher pay and classroom instructors exiting the
teaching profession: “Money. The amount of time it takes you to do your job doesn’t match the
amount you get paid. It [teacher’s pay] doesn’t have to be equal to other professions, just match
the extra time that the teachers put in.”
Like Pakalana, Tracy feels that the amount of work a teacher puts in on a daily basis is
not consistent with the wages that are paid out.
Kaipo expressed opinions on the impact low wages have on teachers remaining in
education:
Money is the biggest reason teachers leave the profession. Plain and simple. Every
teacher, including the guys who ‘dig out’ early when the last bell rings, they’re really
only getting compensated for about half of what they do on a daily basis. The only issue
I can think of is money, and not even that much more money.
Kaipo indicated that, from an educator’s point of view, several aspects of the school
community contribute to teachers staying but teacher compensation is what ultimately sends
some teachers searching for new careers.
Stacy also shared views on low wages and teachers exiting the profession. Stacy said,
“They probably leave because of money.” According to Stacy, the low salaries associated with
teaching are not worth the stress for many classroom instructors.
Robin shared opinions on sub-standard salaries and classroom instructors leaving their
teaching careers behind. According to Robin, “Money is definitely the reason. It’s such a
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

100
competitive world out there, even in the education field. Just because you have a bunch of
degrees doesn’t mean you’re going to make more money.” According to several participants in
the study, many teachers get advanced degrees in the hope that will increase their salaries. When
those increases aren’t enough, they turn to different careers to try and earn better wages.
Kalei, Kapua, and Kaulana voiced their opinions on the matter. Kalei said, “A lack of
pay and benefits drive teachers away from the profession.” Kapua added, “Low pay is the reason
why many teachers leave the profession.” According to Kaulana, “Low teacher pay is a major
contributor to educators leaving the profession.” Participants in the study perceive that most
educators begin their teaching careers fully aware of the challenges that are present in terms of
compensation, but many teachers eventually exit the profession in search of better paying
careers.
Lack of teaching skills causes teachers to exit the profession. Recurring problems with
teacher retention have labeled the field of education as a “revolving door” occupation with
exceptionally high turnover rates (Ingersoll, 2003). Several of the participants shared their
perceptions on the lack of adequate teaching skills as well as a loss for the passion to teach as
reasons why teachers leave the profession.
Pakalana shared opinions on why classroom instructors exit the field of teaching in
search of different careers:
Some people decide they’re not cut out for it. They can’t handle the job of being a
teacher. ‘It’s not for me,’ type of thing. They’re either unhappy, or they’re just not that
good at it. Maybe they had a sour experience along the line that scared them away from
teaching. Teacher burnout or the realization that ‘I’m not cut out for this’ is why I think
they would leave.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

101
Pakalana identified a teacher’s lack of feeling competent or capable of working in the
classroom as contributing factors for teachers leaving the field of education. Keala shared some
similar feelings during the interview:
Bad experiences with students, kids who are out of control in class… the real bad ones, I
can see them driving some teachers out of the profession. They lose the drive of trying to
make a difference sometimes because of that one bad student. It becomes
overwhelming… too much to handle at a certain point. Being a coach helps me to
manage the classroom better. That’s a good point for me. The respect is there for me,
but it’s not the same for other teachers.
Like Pakalana, Keala identified negative classroom experiences as possible triggers for a
teacher quitting the profession. The fundamentals of coaching with an emphasis on discipline
and attention to detail help Keala manage classes more effectively.
Jordan expressed a few thoughts on the matter. According to Jordan, “Everybody has
their own reasons, but in general they [teachers who leave the profession] can’t find that
connection with the kids.” According to Jordan, the inability for teachers to connect with
students can have a trickle down effect to where it affects a teacher’s classroom performance.
Stacy made the following comments in regards to a lack of teacher preparedness and the
impact it has on teachers leaving the profession:
Some teachers leave because they have no idea of what they’re getting themselves in to.
They look at all the vacaton time but they don’t realize that it’s hard work. They’re not
ready for it. They don’t want to take home a bag of work everyday… and work for three
hours after they put their kids to bed at night.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

102
Stacy feels that many potential teachers are attracted to the field because of the amount of
time off teachers get throughout the school year. However, they don’t realize how busy teachers
are when they are not on break, which is most of the year. According to Stacy, many teachers
really don’t understand the amount of extra work it takes to be an effective classroom instructor.
Once the reality sinks in, many teachers decide to leave the profession in search of different
careers. Kalei shared feelings on why teachers exit the profession. According to Kalei:
Many teachers leave because of burn out with the amount of hours [working at school].
Problems they need to deal with the families and parents may drive them away. High
stress in teaching and dealing with the parents can make them leave.
Kalei cites the inability to manage situations with parents as a potential contributor to teachers
exiting the field.
Kaulana said the following during the interview, “Sometimes, educational philosophies
change [at the school]. And when that shift comes, sometimes it’s hard to adapt to those
educational models.” According to Kaulana, some teachers leave the profession because they
can’t keep up with the curent trends in education.
A considerable amount of attention is given to supplying schools with high-quality
classroom instructors (Guarino et al., 2006). The participants in the study seem to agree that
hiring teachers who are capable of managing classrooms effectively can lead to increases in
teacher retention.
Factors that Increase Teacher Retention
Effective human capital management can be a key factor in addressing retention
problems in schools (Cullis, 2009). The participants in the study expressed their perceptions on
the factors that contribute to increases in teacher retention.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

103
Family spirit contributes to teacher retention. One of the common themes that
surfaced from the interviews was the importance of “family spirit” on campus. Research
indicates that higher levels of teacher retention can be realized by “improving the experiences an
individual teacher has in the organization” (Cullis, 2009, p. 16). Eight out of the ten participants
in the study identified the sense of working together as a family and having personal
relationships amongst colleagues as being key contributors to teacher retention in their respective
schools.
Kaipo indicated that teachers are retained at the school because of the family spirit that is
present on campus. According to Kaipo, “The ohana feeling with the faculty, parents, and of
course the students who we’re a part of, that’s a reason why many teachers stay.”
Tracy also shared some views on the importance of having a sense of family spirit with
the people you work with. According to Tracy, “Everybody is very helpful because we all have
huge workloads. It’s like a family here.” For Tracy, the reassurance that someone on the faculty
or staff will step up at a moment’s notice to help in times of need is comforting for teachers at
the school. For Tracy, knowing that fellow employees will be there in times of need is
important. The sense of ohana is what keeps Tracy there because the pay and benefits aren’t
enough to do so alone.
Pakalana was also able to share a few thoughts on the importance of family spirit on
campus. According to Pakalana, “The alumni have a connection here. The culture and the aim
of the school, there’s a special feeling to the vision and the mission of the school, that’s a big
factor.” Although Pakalana and many other teachers at the school are not alumni, there is still
that sense of belonging on campus. Pakalana says that the people there, especially peers and
students, give them a sense of comfort and belonging.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

104
Kapua shared the following in response to the importance of family spirit as it relates to
teacher retention. Kapua stated, “Our small school environment is attractive. Because we’re so
small, it feels like we’re all an ‘ohana [family]. We know our students very well. We’re college
prep too.” For Kapua, the small school environment promotes a sense of family spirit on
campus. According to Kapua, teachers appear to be more comfortable at school because of the
size of the campus and the amount of students enrolled at the school. Kapua feels that a sense of
intimacy is created when those two factors are combined.
Kalei had the following comments the share on the importance of family spirit on
campus: “The alumni feel comfortable here. The small, family setting is nice too according to
them [the teachers]. The teachers are allowed to make decisions under our administration and
speak freely with them. The school gives support.” Like Kapua, Kalei feels that the small
school setting helps to create a sense of familiarity on campus. Acording to Kalei, teachers feel
comfortable and secure when they are familiar with the other stakeholders on campus.
Stacy was able to comment also on how small school settings establish a sense of family
on campus, thus creating levels of comfort for the faculty and staff:
The teachers like the small school environment. Many of the teachers here are graduates,
so there’s loyalty and dedication involved with that. They can focus on teaching instead
of discipline here. The teachers have a strong sense of support and camaraderie with
each other. If you ask the teachers, they’ll say they love the kids and they love their
colleagues. It’s family spirit.”
Like the other participants, Stacy points to the fact that smaller schools tend to evoke a
sense of security amongst the faculty members. This feeling of security, according to Stacy,
translates into teachers being retained at the school for longer periods of time.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

105
Robin also supplied statements as to the value that family spirit has for the teachers on
campus:
It’s a small school. The camaraderie within the school is strong. It’s a gift to have our
class size. We can collaborate on different levels. It’s a professional environment, but a
friendly, family environment as well. You get really attached to the kids, and they get
attached to us as well. It’s a special place to be at our school.
Like the other respondants, Robin identified a sense of camaraderie that keeps the
teachers retained at the school. According to Robin, the family atmosphere permeates every
facet of the school.
For many of the participants, relationships are important in building learning
communities on campus. According to Kaulana, “Everyone on campus needs to be involved in
educating our children. Not just the teachers, but coaches, staff members, and the parents, too.
Working alongside the parents helps everyone involved in the educational process.”
Coaching and extracurricular participation contribute to increases in teacher
retention. Another theme that was identified through the research process was the perception
that teachers who are more involved with school activities tend to stay on longer in the field of
education. Teachers who coach interscholastic sports have a desire to remain in the teaching
profession, making teaching their career of choice (Cauley, 2011). Jordan indicated that one of
the reasons teachers are being retained in schools is the ability for teachers to coach sports or
advise clubs. Jordan was able to share some feelings on teacher involvement in school activities
and staying in the field of education:
A lot of our teachers are involved in extracurriculars and have a lot of time invested in
the school and the kids. Being involved in multiple areas of the school… and multiple
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

106
aspects of the school, they become personally invested in the students and the school.
There’s a focus on educating the whole person. The more the school can do to get
teachers involved in areas outside the classroom, the more comfortable a teacher can be
and more likely to remain.
The time spent with the students after school-hours is important for Jordan. According to
Jordan, knowing that there is a big game later in the evening or an event with one of the
extracurricular clubs can keep teachers pushing on throughout the school day. Jordan feels that a
teacher’s involvement in areas outside the classroom contributes to teacher retention because the
extra time spent with the students provides time to connect with the students and their families in
a way that can’t be done in the classroom. Teacher retention is critical to the success of schools
(Hasegawa, 2011; Ingersoll, 2001). As administrators seek for answers to faculty retention
problems, it appears that hiring teachers who participate in extracurricular activities like
coaching could help improve the situation.
Teachers remain in the profession because of the students. Understanding who
teachers are and what influences them to stay in the field of teaching is of critical importance in
developing schools that thrive (Guarino et al., 2006). A common theme that surfaced throughout
the interview process was the perception that teachers remain in the field of education because
they enjoy working with students. Each participant in the study indicated that a strong desire to
make a positive impact on the lives of students was the driving force behind classroom
instructors making teaching their career of choice.
Pakalana shared the following in response to why teachers stay in the field of education:
I would guess they love what they do. I think it’s the constant interaction with young
adults. Those who have operated in other facets of society like the corporate world, big
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

107
business, there’s something missing. There’s a lack of earnestness and collegiality in
those professions but not in teaching. A lot of teachers truely enjoy being around
younger people. You get the letters and phone calls. You see them in the mall, they
come back on campus; those little moments go a long way. I think the cliché rings
through: you love what you do. Thinking that you’re doing somethng positive in this
world and making a difference… it gives us a lot of self worth.
For Pakalana, the ability to make a difference in the lives of students is what keeps
teachers teaching. Pakalana feels that teaching allows teachers to make connections with
students that positively shape their futures.
Jordan shared a few thoughts on why teachers make teaching the career of choice:
It’s the relationships you have with the kids. You want the kids to succeed and have
positive experiences. That’s why I got into teaching, to help kids out. For me, that’s
what’s keeping me here. Coaching gives you the confidence to step into a room of
students and work with them. Coaching teaches you a lot of things that translate into the
classroom. It [coaching] is like an extension of the classroom.
Jordan’s experiences of working with students began as a coach, and continued on as an
educator. The passion for helping students is what keeps Jordan in the profession.
Keala made the following remarks in respect to classroom instructors impacting the lives
of students:
I think maybe making a difference in the lives of students. Guiding them in the right
direction and being a role model for the kids. For me, I think with sports, it was a coach
that got me focussed. Without him, I would’ve been running around getting into trouble.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

108
Guiding them, making them into somebody. One of the parents was telling me that I’m a
role model for her son. That was satisfying for me.
Being told he was a role model for one of his students was a shining moment for Keala.
According to Keala, the ability to help shape the lives of children is the motivating factor to stay
in the field of education.
Kaipo was able to speak about teachers making teaching their career of choice:
The cliché answer is it’s all about the kids. As a former athlete myself, I really like the
team aspect to tackling a problem or task. For me the task is educating the students. I
like working with other teachers as part of a team.
Kaipo equates the experiences on the athletic courts and fields to those that occur in the
classroom. Tracy added, “You really get to know the kids. I really like the kids. They come
back to visit.” Tracy shared that the teachers enjoy when the graduates come back to keep them
updated on how they are doing.
Kalei shared why teachers remain in the field of education. According to Kalei, “I think
they [teachers] are dedicated to helping and they have that pleasure of helping someone succeed
and the ability to touch someone’s life. That’s why they stay.”
Robin had the opportunity to speak about the ability for teachers to make a difference in
the lives of children:
It’s rewarding to know you can make a difference. The world is not a perfect place, so
we turn to educators to fix the problems. You can make a difference no matter how small
your school is. Teachers are generally passionate about what they do. Kids know who
cares.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

109
Robin feels that teachers have the unique opportunity to help mold the future leaders of
our society. Stacy shared some thoughts on teachers making a difference in the lives of students:
Teachers remain in the profession because they love what they do. They love the
profession. They get a big satisfaction out of it. They stay because they enjoy it, the
family environment in schools. Many of them are very involved in their disciplines and
passing that knowledge on to the students.
Like the other participants, Stacy contends that teachers remain in the field of education
because they enjoy making a difference in the lives of students. For Stacy, the feeling of making
positive impacts is what keeps teachers in the field.
Kaulana expressed some thoughts on why teachers stay in education. Kaulana feels that
teachers continue to teach because they enjoy working with the kids and making a difference in
people’s lives. According to Kaulana, “It’s a calling for many. In general it’s a calling. It
becomes who you are and not just what you do.”
Teacher retention is critical to the success of schools (Hasegawa, 2011; Ingersoll, 2001).
The participants in the study feel that having classroom instructors on campus who want to make
a difference in the lives of children and genuinely care about the students they teach are likely to
make teaching their career of choice.
Favorable working schedule. Both Kapua and Pakalana feel that teachers remain in the
field of education because they like the fact that teachers have summers, off as winter vacation
and spring break. According to Kapua, “To be honest, I think some like the teachers’ schedule
with summers off, especially if they have growing families. Taking time off with their kids.”
Pakalana also shared some opinions on teachers’ schedules:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

110
If you teach and you have children, the schedule is great. You have a lot of shared time
with your kids off. People with kids who don’t have a teacher’s schedule are somewhat
envious of that. You can spend more quality time with your family. That’s a huge
component. You complain about the pay and want to get more money, but at the end of
the day, the lifestyle is very suitible for raising a family.
For Kapua and Pakalana, the ability to spend time with family members is a desireable feature of
being a teacher.
Coaching or advising clubs can keep teachers in the field of education. According to
Donovan (2008), teachers tend to stay in the field of education if they enjoy the work they do.
For many of the participants involved in the study, coaching or advising clubs are considered to
be enjoyable and are perceived as factors that can contribute to classroom instructors remaining
in the field of education.
Kaulana shared thoughts on the impact that coaching or advising clubs while teaching has
on teachers remaining in the field of education:
I believe the more an educator is involved in other facets of a school and a young
person’s life, the greater the commitment and level of understanding for both the students
and the organization. I do believe that teachers being involved in clubs or coaching will
contribute to them remaining in the field of education.
For Kaulana, coaching athletics or advising clubs demonstrates higher commitment levels
to the school. According to Kaulana, the more committed the teacher is, the more the school and
its students benefit from the teachers who perform multiple roles on campus.
Pakalana also spoke about teachers who perform multiple roles remaining in the field of
education:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

111
In my over twenty years in teaching [and coaching/advising] I am wholly convinced that
coaching and/or advising directly correlates to educator [this refers to BOTH teacher and
admin/staff] retention. It comes down to investment; if an educator is involved in extra-
curricular activities — whether it be advising an obscure sci-fi film club or coaching
varsity football — he or she will inevitably have more of a reason to stay put. The
relationships forged between adult and student in extra-curricular endeavors often carry
more weight and intensity than everyday interactions in the classroom; hence, those very
bonds created are often what prevent educators from switching schools or leaving the
field of education altogether. You can walk onto any campus in the country and no doubt
find an educator who, when asked about why they do what they do, say ‘It’s all for the
kids.’ After all, it is the path we have all chosen.
Pakalana speaks of the relatioinships that are built between the students and the adult
coach/advisor. These relationships lead to coaches and advisors being personally invested in the
sport, club, and students involved. According to Pakalana, teachers are more likely to stay in the
field of education once they’ve reached that level of involvement.
Jordan expressed some feelings about teachers who perform multiple roles staying longer
in the field of education:
Teachers that coach have more opportunities to connect with students. This added
connection allows students to develop deeper relationships with the teacher/coach,
increasing levels of respect and influence this teacher/coach has on the student.
Teachers/coaches that know they have a large impact on students will develop a sense of
belonging, accountability, and pride in their profession. As a result, a mutual investment
will develop between student and teacher/coach. A teacher/coach that is invested in their
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

112
students’ success will develop a deeper sense of gratification and self worth, increasing
the likelihood that they will stay in the field of education because they are satisfied.
Like Pakalana, Jordan feels that the connections a teacher-coach makes with his or her
student athletes creates a sense of ownership and belonging for the programs at the school.
According to Jordan, once this connecton is formed, the likelihood of teachers remaining in the
field increases.
Tracy was able to share a few thoughts on the dual roles of teaching and coaching, and
the impact it has on teachers in the field of education.
Yes. I feel that the more responsibilities a teacher can take on makes them look more
appealing for an employer. People are looking for the most qualified person to fill
positions and being in charge of extra curricular activities or coaching in addition to the
baseline teaching makes for a better employee. Not sure if it’s true, but its how I feel it’s
looked at.
Keala was able to share some information on teachers coaching sports. According to
Keala, “That’s their passion; trying to better a student academically as well as athletically. To
make a difference for a student/athlete is very gratifying, especially seeing them move on to the
next level.”
Robin expresseed some views on teachers performing multiple roles and how that
impacts their longevity in the career of education:
I feel that teacher retention is an issue that principals constantly worry about. I believe
that much of that worry can be solved by encouraging teachers to coach and/or advise
clubs. Diversity is a large factor in hiring quality professionals. Having skills in multiple
fields is representative of a more modern era. With 21st Century skills as a prime focus
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

113
in many schools, having educators with multiple backgrounds that apply their gifts and
talents to coaching/advising can be a healthy way to build community in the school and
retain teachers. On the financial end, diversity of educators can help save costs and be an
encouraging factor in providing salary increases incentives to those who wish to
coach/advise. In addition, having a diverse staff contributes to building rapport with
parents, students and the greater community.
Robin speaks to the importance of teachers having multiple skill sets. According to
Robin, having skills in multiple areas is reflective of 21
st
century teaching. Teachers who
possess those skill sets, Robin says, are more likely to make teaching their career of choice.
Kalei shared a few thoughts on teachers who perform multiple roles. According to Kalei,
“Yes I believe so. Teachers who coach or advise clubs have a special bond with their students
which may be different than with the students they teach.”
Kapua had the chance to share as well. According to Kapua:
I think for some teachers it is a reason to stay. When you coach, you learn so much more
about the kids on a variety of levels. That would motivate the teacher to stay I think.
That dynamic can work hand in hand for many teachers, but not for all.
Every child deserves educators who are dedicated to supplying high levels of classroom
instruction for students (Kearney, 2008). For many of the participants in this study, a teacher’s
desire to coach sports or advise clubs creates opportunities for classroom instructors to commit
themselves on multiple levels to the development of the children they are entrusted with.
Two of the respondants felt that coaching or advising clubs does not contribute to a
teacher’s decision to remain in the field of education. According to Stacy:
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

114
It all depends… For many teachers, advising clubs is a double edge sword, especially if it
is a club that does not deal too much with their line of teaching. The ideal situation is to
make sure that club assignments do align with the teaching, but it is not always possible.
I conclude that most teachers love their teaching and would prefer not to have club work.
I definitely do not feel that it encourages teachers to stay in the field longer.
For Stacy, teachers remain in education because they enjoy teaching. According to
Stacy, coaching and advising clubs produces more work for teacher-coaches and teacher-
advisors. Stacy feels that teachers prefer not having the extra responsibilities associated with
being a coach or club advisor. Kaipo also felt that coaching or advising clubs does not contribute
to a teacher’s decsion to remain in the field of education. According to Kaipo:
At any school the more you do outside of teaching should help you with retaining your
job, however I don’t think coaching or advising clubs would keep someone in the field of
education. It’s all about time management. If you think that you can take on more with
the amount of time that the admin gives you than it could help you with job security but
remaining in the field of education I think is a personal decision that has nothing to do
with coaching or advising.
While Kaipo feels that coaching or advising clubs can help you in terms of job security, it does
not influence a teacher’s decision to stay in the field of education. According to Kaipo, the
decision to remain in teaching is a “personal decision” that is not at all impacted by coaching or
advising clubs.
Summary
The participants in the study provided a substantial amount of data that supplied answers
to the research questions. The participants were able to provide data about their schools’
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

115
recruiting procedures throughout the course of the study. Data regarding how schools recruit
prospective teachers provided information that was useful in answering Research Question 1.
The participants also provided data on their schools’ hiring practices. Information pertaining to
the skills and attributes that are sought after in new hires helped supply answers to Research
Question 2. Finally, the participants in the study provided data regarding their perceptions of the
various factors that influence decreases and increases in teacher retention. Information regarding
teacher salaries, support systems on campus, and the impact of teachers serving multiple roles on
campus were addressed throughout the interview process.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

116
CHAPTER 5
DISCUSSION
The purpose of the study was to examine the experiences of teachers, coaches, club
advisors, and school adminstrators to determine how the multiple roles of teaching, coaching,
and/or advising clubs contribute to increases in teacher retention. Cauley (2011) suggests that
teachers who coach interscholastic sports have a desire to remain in the teaching profession,
making teaching their career of choice. Participants in McDonald’s study (2013) believed it is
beneficial for teachers to coach interscholastic athletics or oversee extra-curricular activities in
regards to being hired or receiving tenure. Brown (2012) contends that teachers who are
dedicated to teaching and coaching “are more likely to remain committed to these roles over
time” (p. 129). As administrators search for answers to faculty retention problems, it appears
that hiring qualified teachers who coach or advise extracurricular clubs and activities could help
remedy the situation.
Teacher retention is the culmination of the first four stages of Phillips and Roper’s (2009)
model. In light of this, it was important to ask questions that examined how teachers are
recruited, hired, and rewarded, as these components ultimately impact teacher retention (Phillips
& Roper, 2009). Obtaining data regarding schools’ recruiting procedures, hiring practices, and
employee support systems were vital in addressing the research questions. The following
research questions were examined during the study:
1. What are some common practices used to recruit and hire teachers?
2. What type of support and rewards are given to teachers who also coach/advise extra-
curricular programs at the schools they work in?
3. What aspects of the school community contribute to teacher retention?
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

117
This chapter will summarize the findings that were revealed through the research process.
Information regarding recruiting procedures, hiring practices, and retention strategies as they
pertain to teachers who coach interscholastic athletic programs or advise extracurricular
activities will be summarized as part of Chapter 5. This chapter will also examine the limitations
of the study, and discuss the implications for practice as well.
Summary
Research Question 1
What are some common practices used to recruit and hire teachers? The answers to
Research Question 1 provided a substantial amount of data with respect to the recruiting
procedures and hiring practices schools use to employ teachers on campus. The following is a
list of the key findings that emerged from the study:
1. Prior experience of working with children makes qualified applicants more likely to
be hired as full-time classroom instructors.
2. Personality traits and work habits can contribute to a qualified applicant being hired
as a full-time teacher.
3. Teachers who coach sports or advise extracurricular clubs are beneficial for schools.
The following sections will provide brief summaries of the findings as they pertain to
Research Question 1. Data analysis regarding prior experience of working with students,
applicant’s personality, and hiring teacher-coaches and teacher-advisors will be presented.
Prior experience with students. Principals and other administrators in charge of hiring
favor teacher applicants who have prior experience of working with school-aged children.
Specifically, administrators like the structure, organization, flexibility, and discipline that
teacher-coaches are able to bring in both the athletic and academic settings. The participants
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

118
viewed atheltics as an extension of learning as teacher-coaches would transfer the structure and
discipline from the playing surfaces into the classrooms.
The participants identified four ways where teacher applicants can gain experience in
working with students: coaching athletics, substitute teaching, teaching summer school, and
teaching full-time at a school. Five of the participants started working with students as coaches.
Three participants progressed from strictly coaching athletics to substitute teaching or teaching
summer school while coaching. The prospective teachers felt the time spent as substitute
teachers and summer school instructors served as auditions for full-time teaching positions.
It would seem that coaching allowed the prospective teachers to familiarize themselves
with both the students and administrators on campus. Once the administrators knew the coaches
were qualified for teaching positions and saw how the coaches interacted with the students in the
athletic realm, they were comfortable with allowing them to substitute teach or teach summer
school. Once the coaches proved themselves as viable candidates for teaching full-time, they
went through the application process and were hired on as classroom instructors.
Applicant’s personality and work habits. The participants spoke about the impact an
applicant’s personality and work habits have on getting hired to be a full-time teacher. The
participants said applicants who are assertive, disciplined, flexible, pleasant to work with, and
approachable are more likely to be hired on as teachers, as opposed to teacher applicants who
don’t possess those qualities. The participants also said that applicants who are passionate about
teaching, committed to teaching, and have content knowledge in the subject area they teach are
more likely to be hired as full-time instructors as opposed to applicants who don’t possess those
attributes. The participants identified those character traits and work habits as being sought after
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

119
because teachers who have those traits and habits are more enjoyable to work with, are easy to
collaborate with, and are generally more successful in the classroom.
Many of the aforementioned qualities that help produce successful teachers are the same
qualities that are needed to be successful coaches. The passion a coach demonstrates in the heat
of a close game mirrors the passion a history teacher shows when talking about civil rights. The
discipline a coach impresses on his student-athletes as they prepare for a big game is similar to
the discipline a teacher enforces upon his or her students as they prepare for a final exam. The
adjustments the drama club advisor makes when the props for the school play are not finished are
the same as the adjustments a teacher makes when the electricity in the building goes out, and the
students are supposed to give power point presentations. The similarities are endless in
comparing the skills and attributes needed to be successful teachers, coaches, and club advisors.
The ability to showcase these talents as a coach or club advisor can be useful as teacher
applicants seek employment as full-time teachers.
Teacher-coaches and teacher-advisors are beneficial for schools. The participants in
the study stated that qualified teacher-coaches or teacher-advisors serving as full-time instructors
bring added value to schools. The participants said that teacher-coaches and teacher-advisors
have more contact time with students, bring structure and organization to the classroom, are
more able to relate to students, and have more opportunities to establish relationships with
students and parents. The participants in the study also stated that teacher-coaches and teacher-
advisors are disciplined, flexible, able to differentiate instruction, and are more able to share a
passion for similar interests.
The participants indicated that, while hiring teachers who participate in coaching or
advising clubs is desireable, the primary focus of every teacher must be classroom instruction.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

120
To sacrifice effectiveness in the classroom for time and effort spent coaching or advising clubs
would be unacceptable.
Research Question 2
What type of support and rewards are given to teachers who also coach/advise extra-
curricular programs at the schools they work in? The answers to Research Question 2 provided a
decent amount of data with respect to the various ways schools support teachers who coach
interscholastic sports or advise extracurricular activities on campus.
Support systems for teacher-coaches and teacher-advisors. The participants identified
several ways that schools provide support for teachers who coach or advise clubs. The most
common form of supporting teachers who perform multiple roles on campus is paying them
stipends. While the stipend amounts are usually not high in monetary value, the participants felt
that paying teachers coaching stipends or club stipends is an act of good faith and a means of
recognizing the employee for perfoming extra duties on campus.
Another way of supporting a teacher/coach/advisor is providing flexibility in daily
schedules as needed. The participants agreed that allowing a teacher to miss a faculty meeting or
a school event to attend an athletic contest is a strong sign of support for the teacher and the
extracurricular programs on campus.
Providing substitutes for teacher-coaches and teacher-advisors is another way of showing
support on campus. Often times a teacher needs to leave school early or miss the entire day to
attend an athletic event or a club activity. Arranging for substitutes allows the coach or advisor
to fully participate in school related, extracurricular events during the school day.
Participants acknowledged administrators attending games or club events as a sign of
support. As administrators appreciate the time teachers spend coaching and advising clubs,
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

121
teachers appreciate the time and effort administrators spend in attending games and
extracurricular events for the school.
Intervening with parents to settle concerns is another way the participants say the school
supports teacher-coaches and teacher-advisors. The participants found it extremely helpful when
the principal or athletic director would intervene to help resolve issues that arise between a
teacher, coach, club advisor, student, or parent.
Research suggests that teacher support can come in a variety of forms (Darling-
Hammond & Sykes, 2003). The data from the study identified stipends, flexibility in scheduling,
arranging for substitutes, and adminstrator’s presence at athletic games and club events as some
of the ways teachers are supported on campus. Stipends were the most popular form of support
for teacher-coaches and teacher-advisors. It was interesting to note that a few of the participants
acknowledged that although the stipends that are offered are small, the gesture was appreciated.
Often times, a simple sign of recognition can be all the support a teacher-coach or a teacher-
advisor may need.
Teachers tend to be happy and more productive when they are supported. Research
indicates that higher levels of teacher retention can be realized by “improving the experiences an
individual teacher has in the organization” (Cullis, 2009, p. 16). The participants in the study
feel that quality support systems for classroom instructors who coach sports or advise clubs can
improve the experiences teacher-coaches and teacher-advisors have in school, thus leading to
increases in teacher retention. Teachers tend to stay in the field of education if they enjoy the
work they do (Donovan, 2008). The perceptions of the participants involved in the study suggest
that teacher retention can be increased when faculty members are happy and feel supported on
campus.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

122
Providing teachers with adequate support systems is important to the overall success of
schools and can lead to increased teacher retention (Hasegawa, 2011; Hirsch et al., 2001;
Darling-Hammond & Sykes, 2003). As teacher-coaches and teacher-advisors work 12-hour
shifts for much of the school year, any degree of support can provide the encouragement teachers
need to stay at the schools they work at and remain in the field of education.
Research Question 3
What aspects of the school community contribute to teacher retention? The answers to
Research Question 3 provided an adequate amount of data with respect to factors in the school
community that are perceived to influence teacher retention. The following is a list of key
findings that emerged from the answers to Research Question 3:
1. Low salaries, poor teaching skills, and poor student-teacher relations contribute to
decreases in teacher retention.
2. The presence of family spirit on campus, working in small school environments, the
desire to work with students, favorable work schedules, and making a difference in
the lives of students contribute to increases in teacher retention.
3. Teaching while coaching sports or advising clubs contributes to qualified teachers
remaining in the field of education.
The following sections will provide brief summaries of the findings as they pertain to
Research Question 3. Data analysis regarding decreases in teacher retention, increases in teacher
retention, and the impact teaching while coaching or advising clubs has on teachers remaining in
the field of education will be presented.
Decreases in teacher retention. The participants in the study identified low teacher
salaries, poor student-teacher relationships, and poor teaching skills as factors that contribute to
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

123
decreases in teacher retention. Each participant in the study identified low teacher salaries as the
primary reason for decreases in teacher retention. While most of the participants acknowledged
that teachers do not enter the field of education for lucrative salaries, the participants agreed that
teachers leave for positions at better paying schools or leave the profession entirely for better
paying jobs after trying to make a living off of low pay wages.
The participants also identified teachers having poor relationships with the students they
teach as another reason for decreased retention. Establishing rapport and professional student-
teacher relationships can make the daily toils of teaching much more pleasant to bear. When
classroor instructors fail to make those connections with their students, teaching becomes even
more difficult to accomplish. Leaving the school, or the profession altogether, becomes a serious
option shortly thereafter.
Poor teaching skills surfaced as yet another reason for teachers leaving school. After
spending some time teaching in actual classrooms, many teachers decide they do not have the
skill sets needed to be effective classroom instructors. For some teachers, the decision is made
for them as administrators release teachers at the end of the year for various reasons.
Increases in teacher retention. The participants in the study identified the presence of
family spirit on campus, working in small school environments, desire to work with students,
favorable work schedules, and making a difference in the lives of students as contributing factors
to increases in teacher retention.
An overwhelming majority of the participants in the study indicated that the family spirit
that is present on their respective school campuses is a major reason why teachers are retained at
the schools they currently work at. Participants say they enjoy the “feel” of being on campus.
Working together as a family allows for more collaboration, and the close-knit atmosphere
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

124
increases the level of comfort for the teachers on campus. The sense of familiarity and
camaraderie keeps teachers retained at the schools they teach in.
Many coaches refer to their athletic teams as “family.” As teachers enjoy the sense of
family spirit that exists on campus, teacher-coaches and teacher-advisors also enjoy the family
spirit that exists in classrooms and on the playing fields as well. Teacher-coaches and teacher-
advisors develop connections with family members that can go well beyond the surface.
Coaches, advisors, students, and parents share passion for the sports and activites they enjoy and
this common ground can often times open up avenues for realationships to be formed.
Working in small school environments was also a big contibutor to increased teacher
retention. The participants stated that working in small school environments allowed for
teachers to develop relationships with the students and their families. The participants in the
study appreciate working in small, collegial settings.
The desire to work with students is another significant reason why teachers are retained
on campus. The cliché, “It’s all about the kids” is more than just a phrase for the participants in
the study. The participants feel that the teachers who make education their career of choice have
a strong desire to help students become better individuals. As one participant noted, “We’re
certainly not here for the money.” Many teachers are retained at schools and remain in the
profession is the desire to make a difference in the lives of children. According to the
respondants, no monetary value can be placed upon the feeling of contributing to the success of
children. The spirit of altruism is alive as teachers give selflessly to the betterment of the
children they educate.
Adults who work in athletics have the unique opportunity to develop students physically,
intellectually, and emotionally. By being able to tap into these different facets of growth and
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

125
maturity, teacher-coaches can relate to their students beyond the surface level. It appears that
more meaningful relationships are formed as coaches are more than just adults in charge;
coaches take on the role of mentors in the coach-student/athlete dynamic. At this level, teacher-
coaches become heavily invested in the student-athlete and the sport they participate in. For
many, this degree of involvement can last a lifetime, thus keeping teacher-coaches in the field of
education.
Another reason why teachers are retained at schools is favorable work schedules. While
lower pay scales may drive teachers away from the profession, the large amount of days off is
quite attractive to most teachers. With nearly 10-12 weeks off for summer vacation and another
three or four weeks off for Christmas vacation and spring break, teachers with growing families
can spend a significant amount of time with their children (who are not in school as well). A few
of the participants made it clear, though, that the time spent out of school is well deserved and
useful for instructors to “re-charge the batteries” and re-focus on educating the students they are
in charge of.
Coaching sports and advising clubs help teachers remain in education. Coaching
interscholastic athletics and advising clubs are perceived to help teachers remain in the field of
education. Providing stipends for coaches and club advisors is one way schools can minimize
the impact of low wages. Often times, the extra money teachers make coaching or advising
clubs can be enough to retain teachers or keep teachers from leaving the field of education
altogether. Teacher participation as a coach or club advisor can help establish rapport with the
students on campus. Teacher-coaches and teacher-advisors can build relationships with students
and their parents which may help to retain teachers at the schools they work in. Coaching sports
can also increase the skills teachers use as classroom instructors. Many of the skills that coaches
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

126
use to educate and motivate their student-athletes are similar to the techniques teachers use to
educate and motivate their students in the classroom. While the extra time and energy spent
coaching and advising clubs can be somewhat difficult to manage, the potential benefits from
participating in coaching and advising clubs are worth the effort.
While the study focussed on the experiences of teacher-coaches and club advisors, the
participants cited their experiences as teacher-coaches more frequently throughout the course of
the study. During the interviews, the participants appeared to focus more on the experiences
they had as coaches as opposed to the experiences they had as club advisors. One could
speculate that, as is the case with sports participation on various levels, the participants are more
passionate about their experiences with the students as members of athletic teams. As coaches
and players exhibit levels of intensity during athletic contests, the participants seemed to be more
conerned with relaying their experiences as teacher-coaches as opposed to teacher-advisors.
Research indicates that teachers tend to stay in the field of education if they enjoy the
work they do (Donovan, 2008). The data collected in the study supports the notion that teacher-
coaches and teacher-advisors who are retained at their respective schools enjoy working with
students and are intrinsically motivated to stay at the schools they teach in and remain in the field
of education. While high salaries and lucrative retirement packages may serve as motivation for
people involved in other professional occupations, the participants in the study made it clear that
educating students and making positive impacts on the lives of others are the primary reasons for
teacher-coaches and teacher-advisors to remain in the field of education.
Limitations of the Study
A few limitations need to be discussed in regards to the study. First, the findings of the
study will reflect the thoughts, opinions, and behaviors of 10 participants. Including more
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

127
participants in the study would further substantiate the findings. Next, there seemed to be more
literature available that addressed participation in athletics than there was regarding
extracurricular clubs. More information identifying the impact that advising clubs has on
retention would have been useful in regards to this study. Lastly, choosing only private school
teachers and administrators could impact the data in the study. Data gathered from teachers and
administrators from public schools could give more robust information that could better address
the topic of study.
Implications for Practice
Several implications for future practice surfaced as a result of the data presented in the
study. In utilizing the findings of the study, principals and other administrators in charge of
personnel may be able to recruit, hire, support, and reward teachers who will remain in the field
of education.
Administrators in need of hiring teachers should visit with education majors at the local
universities to identify teacher-applicants who can perform multiple roles on campus.
Identifying prospective teachers who are active in areas outside of the classroom (coaching
athletics or advising clubs) could produce teachers who are more “classroom ready” and
effective in working with students. The data shows that teachers who are more effective in the
classroom tend to enjoy teaching more than those who are not effective teachers. The data also
revealed that the educators who are happy with the jobs they perform tend to remain in the field
of education longer than those who are unhappy with their jobs. Recruiting teachers who stay in
the field of education for longer periods of time can benefit the school and the students that are
taught there.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

128
The ability to observe teacher-applicants before they are hired is an important part of the
selection process. Teacher-applicants should be required to model classroom instruction via
teaching summer school, or serving as a substitute teacher. The data identified connecting with
students, fitting into the school’s culture, passion for teaching, and flexibility as attributes desired
in new hires. Teaching summer school or serving as a substitute teacher at the school the person
is applying to can allow administrators to catch a glimpse of what the applicant can do in the
class. The extra layer of evaluation during the selection process could reap the benefits of hiring
more effective classroom instructors who are more likely to remain in the field of education.
The data indicated a strong need for teacher support on campus. Participants in the study
identified increased salaries, stipends, modifications to daily schedules as needed, providing
substitutes as neeeded, administrator’s attendance at extracurricular events, and flexibility in
work-related responsibilities as ways that schools can support teachers. Administrators should
be held accountable to provide reasonable support systems that can help promote teacher
retention on campus.
One support mechanism that was not mentioned in the study is professional development.
While increases in salaries and offering stipends may help produce teachers who are more likely
to be retained, providing quality professional development opportuinities can help teacher
retention as well. Again, as the data showed, teachers who are more effective tend to enjoy
longer careers in the field of education. Administrators need to supply their teachers with
professional development opportunities to help promote 21
st
Century learning, enhance the
quality of instruction, and foster increased teacher retention on campus.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

129
Future Research
One area of concern in discussing the experiences of teachers who coach interscholastic
athletics or advise extracurricular clubs is teacher burnout. Coaching an athletic team or
advising an extracurricular activity at the end of a full day of teaching can be stressful at times.
Being exposed to stressful situations on a consistant basis may cause teacher-coaches and
teacher-advisors to exit the profession, thus leading to decreases in teacher retention.
Some research exists in regards to teacher participation in coaching and extracurricular
activities, teacher burnout, and the impact burnout can have on teacher retention. Cauley (2011)
discussed coping mechanisms employed by teacher-coaches to help minimize the stress of
coaching while teaching. McDonald (2013) discussed teacher burnout as part of a study on
teacher benefits of extracurricular participation. Further research on the impact coaching sports
or advising clubs has on teacher burnout could prove to be valuable in identifying ways to
increase teacher retention.

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

130
REFERENCES
Alliance for Excellent Education. (2005). Teacher attrition: A costly loss to the nation and to the
States. Washington, D.C.: Author.
Backes-Gellner, U., & Tuor, S. (2010). Avoiding labor shortages by employer signaling — On
the importance of good work climate and labor relations. Industrial and Labor Relations
Review, 63(2), 271-286.
Basford, T., & Offerman, L. (2012). Beyond leadership: The impact of coworker relationships on
employee motivation and intent to stay. Journal of Management and Organization, 18(6),
807-817.
Bauer, T., & Erdogan, B. (2012). Organizational socialization outcomes: Now and into the
future. In C. Wanberg (Ed.), The Oxford handbook of organizational socialization (pp.
97-112). New York, NY: Oxford University Press.
Bauer, T., Erdogan, B., Bodner, T., Truxillo, D., & Tucker, J. (2007). Newcomer adjustment
during organizational socialization: A meta-analytic review of antecedents, outcomes,
and methods. Journal of Applied Psychology, 92(3), 707-721.
Becker, B., & Gerhart, B. (1996). The impact of human resource management on organizational
performance: Progress and prospects. Academy of Management Journal, 39(4), 779-801.
Becker, G. (1964). Investment in human capital: A theoretical analysis. The Journal of Political
Economy, 70(5), 9-49.
Becker, G. S. (2002). The age of human capital. In E. P. Lazear (Ed.), Education in the twenty-
first century (pp. 3-8). Stanford, CA: Hoover Institution Press.
Belbin, C., Erwee, R., & Wiesner, R. (2012). Employee perceptions of workforce retention
strategies in a health system. Journal of Management and Organization, 18(5), 742-760.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

131
Birt, M., Wallis, T., & Winternitz, G. (2004). Talent retention in a changing workplace: An
investigation of variables considered important to South African talent. South African
Journal of Business Management, 35(2), 25-31.
Blair, M. (2011). An economic perspective on the notion of human capital. In A. Burton-Jones &
J.-C. Spender (Eds.), The Oxford handbook of human capital (pp. 334-357). New York,
NY: Oxford University Press.
Blanden, J., & Machin, S. (2010). Education and inequality. In D. J. Brewer & P. J. McEwan
(Eds.), Economics of education (pp. 99-108). San Diego, CA: Elsevier.
Block, P. (2003). The answer to how is yes. San Francisco, CA: Berret-Koehler.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to
theories and methods. Boston, MA: Pearson.
Bradt, G. B. (2012). Socializing socialization: Everything is connected — especially recruiting,
hiring, and accelerating talent. In C. R. Wanberg (Ed.), The Oxford handbook of
organizational socialization (pp. 315-324). New York, NY: Oxford University Press.
Bradt, G. B., & Vonnegut, M. (2009). Onboarding: How to get your new employees up to speed
in half the time. New York, NY: Oxford University Press.
Brewer, D. J., Hentschke, G. C., & Eide, E. R. (2010). Theoretical concepts in the economics of
education. In D. J. Brewer & P. J. McEwan (Eds.), Economics of education (pp. 3-8). San
Diego, CA: Elsevier.
Brown, A. (2012). The occupational socialization of novice core content area teachers/athletic
coaches (Doctoral dissertation). Available from ProQuest Dissertations and Theses
database (UMI No. 3539970)
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

132
Byerly, B. (2012). Measuring the impact of employee loss. Performance Improvement, 51(5),
40-47. doi:10.1002/pfi.21268
Cardy, R. L., & Lengnick-Hall, M. L. (2011). Will they stay or will they go? Exploring a
customer-oriented approach to employee retention. Journal of Business and Psychology,
26(2), 213-217.
Cauley, W. M. (2011). Beginning teachers who coach high school athletics (Doctoral
dissertation). Available from ProQuest Dissertations and Theses database. (UMI No.
3497191)
Chiaburu, D. S., & Harrison, D. A. (2008). Do peers make the place? Conceptual synthesis and
metaanalysis of coworker effects on perceptions, attitudes, OCBs, and performance.
Journal of Applied Psychology, 93(5), 1082-1103.
Chisolm, S. (2008). The principal’s role in teacher retention (Doctoral dissertation). Available
from ProQuest Dissertations and Theses database. (UMI No. 3346521)
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Charlotte, NC: Information Age Publishing.
Coates, Y. (2009). A focused analysis of incentives affecting teacher retention: What might work
and why (Doctoral dissertation). Available from ProQuest Dissertations and Theses
database. (UMI No. 3353874)
Cochran-Smith, C. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher
retention. Journal of Teacher Education, 55(5), 387-392.
Coff, R. W. (2002). Human capital, shared expertise, and the likelihood of impasse in corporate
acquisitions. Journal of Management, 28(1), 107-128. doi:10.1177/014920630202800107
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

133
Collins, C. J., & Han, J. (2004). Exploring applicant pool quantity and quality: The effects of
early recruitment practices, corporate advertising, and firm reputation. Personnel
Psychology, 57, 685-717.
Council of the City of New York. (2004). A staff report of the New York City Council
Investigation Division on teacher attrition and retention. New York, NY: Author.
Retrieved from http://www.nyc.gov/html/records/pdf/govpub/1024teachersal.pdf
Creamer, B. (2005, August 2). DOE short 400 teachers. Honolulu Advertiser. Retrieved from
http://the.honoluluadvertiser.com/article/2005/Aug/02/ln/508020335.html
Crook, T. R., Todd, S. Y., Combs, J. G., Woehr, D. J., & Ketchen Jr, D. J. (2011). Does human
capital matter? A meta-analysis of the relationship between human capital and firm
performance. Journal of Applied Psychology, 96(3), 443-456.
Cullis, S. (2009). Science teacher retention: School and individual correlates of the intent to stay
in current teaching position (Doctoral dissertation). Available from ProQuest
Dissertations and Theses database. (UMI No. 3373673)
Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New
York, NY: National Commission on Teaching & America’s Future.
Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demand, and standards.
New York, NY: National Commission on Teaching & America’s Future.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do.
Educational Leadership, 60(8), 6-13.
Darling-Hammond, L. (2007). A Marshall Plan for teaching. Social Policy, 37(3/4), 41-44.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

134
Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for
education: The right way to meet the “highly qualified teacher” challenge. Education
Policy Analysis Archives, 11(33), n.p.
deMarrais, K. (2004). Qualitative interview studies: Learning through experience. In K.
deMarrais & S. D. Lapan (Eds.), Foundations for research (pp. 51-68). Mahwah, NJ:
Lawrence Erlbaum.
DeNisi, A. S., & Pritchard, R. D. (2006). Performance appraisal, performance management and
improving individual performance: A motivational framework. Management and
Organizational Review, 2(2), 253-277. doi:10.1111/j.1740-8784.2006.00042.x
Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd ed.).
Thousand Oaks, CA: Sage.
Dexter, L. A. (1970). Elite and specialized interviewing. Evanston, IL: Northwestern University
Press.
Dillon, S. R., McCaughtry, N., & Hummel, S. (2010). School districts’ hiring practices for
physical educators. The Physical Educator, 67(4), 209-221.
Dolton, P. (1990). The economics of UK teacher supply: The graduate’s decision. Economic
Journal, 100, 91-104.
Donovan, M. (2008). Protecting a valuable investment: A study of teacher retention at Caesar
Rodney High School (Doctoral dissertation). Available from ProQuest Dissertations and
Theses database. (UMI No. 3329798)
Dychtwald, K., Erickson, T. J., & Morison, R. (2006). Workforce crisis: How to beat the coming
shortage of skills and talent. Boston, MA: Harvard Business School Press.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

135
Echols, M. E. (2007). Learning’s role in talent management. Chief Learning Officer, 6(10), 36-
40.
Educational Research Service. (2002). Finding and keeping quality teachers. Arlington, VA:
Author.
Eide, E. R., & Showalter, M. H. (2010). Human capital. In D. J. Brewer & P. J. McEwan (Eds.),
Economics of education (pp. 27-32). San Diego, CA: Elsevier.
Flamholtz, E. G., & Lacey, J. (1981). The implications of the economic theory of human capital
for personnel management. Personnel Review, 10(1), 30-40.
Frank, F. D., Finnegan, R. P., & Taylor, C. R. (2004). The race for talent: Retaining and
engaging workers in the 21st century. Human Resource Planning, 27(3), 12-25.
Govaerts, N., & Kyndt, E. (2010). Influence of learning and working climate on the retention of
talented employees. Journal of Workplace Learning, 23(1), 35-55.
Guarino, C., Santibanez, L., & Daley, G. (2006). Teacher recruitment and retention: A review of
the recent emperical literature. Review in Educational Research, 76(2), 173-208.
Guest, D. (2011). Human resource management and performance: Still searching for answers.
Human Resource Management Journal, 21(1), 3-13.
Guin, K. (2004). Chronic teacher turnover in urban elementary schools. Education Policy
Analysis Archives, 12(42), 1-30.
Gunz, H., & Gunz, S. (2007). Hired professional to hired gun: An identity theory approach to
understanding the ethical behaviour of professionals in non-professional organizations.
Human Relations, 60(6), 851-887.
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal
of Human Resources, 39(2), 326-354.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

136
Harrell, P., Leavell, A., van Tassel, F., & McKee, K. (2004). No teacher left behind: Results of a
five-year study of teacher attrition. Action in Teacher Education, 26(2), 47-59.
Hasegawa, H. (2011). Factors influencing novice teacher retention in Hawaii’s public schools
(Doctoral dissertation). Available from ProQuest Dissertations and Theses database.
(UMI No. 3502161)
Heneman, H. G. III, & Judge, T. A. (2009). Staffing organizations. New York, NY: McGraw-
Hill.
Hill, C. L. (2002). What are the characteristics of effective teaching? A comparative study of
stakeholder perceptions (Doctoral dissertation). Available from ProQuest Dissertations
and Theses database. (UMI No. 3053200)
Hirsch, E., Koppich, J. E., & Knapp, M. S. (2001). Revisiting what states are doing to improve
the quality of teaching: An update on patterns and trends. Seattle: Center for the Study of
Teaching and Policy, University of Washington.
Hitz, R. (2002, July). Cost of teacher turnover in Hawaii (Policy Brief). Honolulu, HI: College
of Education, University of Hawaii at Manoa.
Huang, F., & Cappelli, P. (2010). Applicant screening and performance-related outcomes. The
American Economic Review, 100(2), 214-218.
Huselid, M. A. (1995). The impact of human resource management practices on turnover,
productivity, and corporate financial performance. Academy of Management Journal,
38(3), 635-672. doi:10.2307/256741
Imazeki, J. (2005). Teacher salaries and teacher attrition. Economics of Education Review, 24(4),
431-449.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

137
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis.
American Educational Research Journal, 38(3), 499-534.
Ingersoll, R. M. (2003). Is there really a teacher shortage? Seattle: Center for the Study of
Teaching and Policy, University of Washington.
Ingersoll, R. M. (2004). Four myths about America’s teacher quality problem. In M. A. Smylie
& D. Miretzky (Eds.), Developing the teacher workforce: 103rd yearbook of the National
Society for the Study of Education (pp. 1-33). Chicago, IL: Chicago University Press.
Jacobson, L. (2006, September 27). Teacher-pay incentives popular but unproven. Education
Week. Retrieved from
http://www.edweek.org/ew/articles/2006/09/27/05incentive.h26.html
Joshi, A. (2012). Human capital management: Strategies for retention of productive work force.
International Journal of Management Research and Review, 2(11), 1943-1951.
Kearney, J. E. (2008). Factors affecting satisfaction and retention of African American and
European American teachers in an urban school district: Implications for building and
maintaining teachers employed in school districts across the nation. Education and Urban
Society, 40(5), 613-627.
Kirkpatrick, D. (1984). Two ways to evaluate your performance appraisal system. Training and
Development Journal, 38(8), 38-40.
Kirkpatrick, D. (1998). Evaluating training programs: The four levels. San Francisco, CA:
Berrett-Koehler.
Kirzner, I. (2000, January). The law of supply and demand. Ideas on Liberty, 19-21.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

138
Klein, H., & Polin, B. (2012). Are organizations on board with best practices onboarding? In C.
Wanberg (Ed.), The Oxford handbook of organizational socialization (pp. 267-287). New
York, NY: Oxford University Press.
Kozlowski, S. W. J., & Klein, K. J. (2000). A multilevel approach to theory and research in
organizations: Contextual, temporal, and emergent processes. In K. J. Klein & S. W. J.
Kozlowski (Eds.), Multilevel theory, research and methods in organizations:
Foundations, extensions, and new directions (pp. 3-90). San Francisco, CA: Jossey-Bass.
Kyriakides, L., Campbell, R. J., & Christofidou, E. (2002). Generating criteria for measuring
teacher effectiveness through a self-evaluation approach: A complementary way of
measuring teacher effectiveness. School Effectiveness and School Improvement, 13(3),
291-325.
Laddha, A., Singh, R., Gabbad, H., & Gidwani, G. D. (2012). Employee retention: An art to
reduce turnover. International Journal of Management Research and Review, 2(3), 453-
458.
Loeb, S., & Beteille, T. (2009). Teacher quality and teacher labor markets. In G. Sykes, B.
Schneider, & D. N. Plank (Eds.), Handbook of education policy research (pp. 596-612).
Stanford, CA: Center for Education Policy Analysis, Stanford University.
Loeb, S., & Myung, J. (2010). Economic approaches to teacher recruitment and retention. In D.
J. Brewer & P. J. McEwan (Eds.), Economics of education (pp. 260-267). San Diego,
CA: Elsevier.
Loeb, S., & Reininger, M. (2004). Public policy and teacher labor markets: What we know and
why it matters. East Lansing, MI: Education Policy Center, Michigan State University.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

139
Longenecker, C. O., Scazzero, J. A., & Stansfield, T. T. (1994). Quality improvement through
team goal setting, feedback, and problem solving: A field experiment. International
Journal of Quality & Reliability Management, 11(4), 45-52.
Mason, R., & Schroeder, M. (2010). Principal hiring practices: Toward a reduction of
uncertainty. The Clearing House, 83, 186-193. doi:10.1080/00098650903583727
McDonald, T. (2013). What are teachers’ perceptions of the professional benefits of
extracurricular participation? (Doctoral dissertation). Available from ProQuest
Dissertations and Theses database. (UMI No. 3568063)
McMahan, G. C., & Wright, P. M. (1992). Theoretical perspective for strategic human resource
management. Journal of Management, 18(2), 295-320.
doi:10.1177/014920639201800205
McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness:
Evidence from the National Longitudinal Study of Adolescent Health. Journal of School
Health, 72(4), 138-146.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San
Francisco, CA: Jossey-Bass.
Minnesota Department of Education. (2013). Teacher supply and demand: Fiscal year 2013
report to the legislature. Roseville, MN: Author.
Mishlove, C. (2004). The relationship between extracurricular responsibilities and classroom
effectiveness for middle school teachers (Doctoral dissertation). Available from ProQuest
Dissertations and Theses database. (UMI No. 3138942)
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

140
Mitchell, T. R., Holtom, B. C., Lee, T. W., Sablynski, C. J., & Erez, M. (2001). Why people
stay: Using job embeddedness to predict voluntary turnover. Academy of Management
Journal, 44(6), 1102-1121.
Mueller, J. R., & Baum, B. (2011). The definitive guide to hiring right. Journal of Applied
Business and Economics, 12(3), 140-153.
Naper, L. (2010). Teacher hiring practices and educational efficiency. Economics of Education
Review, 29, 658-668.
National Center for Education Statistics. (2008). Digest of education statistics, 2007 (NCES No.
2008-022). Washington, D.C.: U.S. Department of Education, Institute of Education
Sciences. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008022
National Commission on Teaching and America’s Future. (2002). Unraveling the “teacher
shortage” problem: Teacher retention is the key. New York, NY: Author.
Odden, A. R. (2011). Strategic management of human capital in education: Improving
instructional practice and student learning in schools. New York, NY: Routledge.
Page, M. (2010). Signaling in the labor market. In D. J. Brewer & P. J. McEwan (Eds.),
Economics of education (pp. 33-36). San Diego, CA: Elsevier.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks,
CA: Sage.
Pelikhova, J. (2014). Supporting the professional development needs of high school athletic
coaches: An action research project to create a coaching resource guide (Doctoral
dissertation). Available from ProQuest Dissertations and Theses database. (UMI No.
3626165)
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

141
Phillips, D. R., & Roper, K. O. (2009). A framework for talent management in real estate.
Journal of Corporate Real Estate, 11(1), 7-16.
Ployhart, R. E. (2012). Personnel selection and the competitive advantage of firms. In G. P.
Hodgkinson & J. K. Ford (Eds.), International Review of Industrial and Organizational
Psychology, 27, 153-196.
Ployhart, R. E., & Kim, Y. (2014). Strategic recruitment. In D. Cable & K. Y. T. Yu (Eds.), The
Oxford handbook of recruitment (pp. 5-20). New York, NY: Oxford University Press.
Ployhart, R. E., & Moliterno, T. P. (2011). Emergence of the human capital resource: A
multilevel model. Academy of Management Review, 36, 127-150.
Public Schools of North Carolina. (2009). Teacher turnover report: Annual report on the
reasons teachers leave, 2008-2009. Raleigh, NC: Author. Retrieved from
http://www.ncpublicschools.org/docs/educatoreffectiveness/surveys/leaving/2008-
09turnoverreport.pdf
Roberts, G. E. (1994). Maximizing performance appraisal system acceptance: Perspectives from
municipal government personnel administrators. Public Personnel Management, 23(4),
525-549.
Roberts, G. E. (2002). Employee performance appraisal system participation: A technique that
works. Public Personnel Management, 31(3), 333-341.
Rodriguez, R. (2008). Learning’s impact on talent flow. Chief Learning Officer, 7(4), 50-64.
Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale survey research tells us about
teacher effects on student achievement: Insights from the Prospects study of elementary
schools (CPRE Research Report Series RR-051). Philadelphia: Consortium for Policy
Research in Education, University of Pennsylvania.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

142
Scherff, L., Ollis, J., & Rosencrans, L. (2006). Starting the journey together: A teacher educator
and her “students” navigate their first semester in the secondary English classroom.
Issues in Teacher Education, 15(2), 43-59.
Schultz, T. (1961). Investment in human capital. The American Economic Review, 51(1), 1-17.
Seyfarth, J. (2013). Human resource leadership for effective schools. Richmond: Virginia
Commonwealth University.
Supon, V., & Ryland, N. (2010). Attitudes of school administrators toward selecting teachers for
permanent positions. College Student Journal, 44(4), 1040-1044.
Swiderski, S. (2011). Transforming principles into practice: Using cognitive active learning
strategies in the high school classroom. Clearing House, 84(6), 239-243.
Texas Center for Educational Research. (2000). The cost of teacher turnover. Austin: Texas State
Board for Educator Certification. Retrieved from https://www.tasb.org/About-
TASB/Related-Sites-and-Affiliated-Entities/TCER-
Reports/documents/17_teacher_turnover_full.aspx
Thompson, J., & Kleiner, B. (2005). Effective human resource management of school districts.
Management Research News, 23(2), 42-55.
Troutt, A. (2014). Teacher perceptions of professional learning communities related to teacher
retention (Doctoral dissertation). Available from ProQuest Dissertations and Theses
database. (UMI No. 3621150)
Tye, B. B. (2000). Hard truths: Uncovering the deep structure of schooling. Pennsylvania, PA:
Teachers College.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

143
U.S. Department of Education. (2008). A nation accountable: Twenty-five years after A nation at
risk. Washington, D.C.:Author. Retrieved from
http://www.ed.gov/rschstat/research/pubs/accountable/accountable.pdf
Van Vianen, A., & De Pater, I. (2012). Content and development of newcomer person-
organization fit: An agenda for future research. In C. Wanberg (Ed.), The Oxford
handbook of organizational socialization (pp. 139-157). New York, NY: Oxford
University Press.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational
Research, 54(2), 143-178.
Wagner, R., & Harter, J. K. (2006). Twelve: The elements of great managing. Washington, D.C.:
The Gallup Organization.
Walker, J. W. (2001). Zero defections? Human Resource Planning, 24(1), 6-8.
Ward, J. (2014). The influence of high school extracurricular coaches and activity advisors on
social capital (Doctoral dissertation). Available from ProQuest Dissertations and Theses
database. (UMI No. 3620753)
Williams, M. L., & Dreher, G. F. (1992). Compensation system attributes and applicant pool
characteristics. Academy of Management Journal, 35, 571-595.
Wise, A. E., Darling-Hammond, L., & Berry, B. (2006). Effective teacher selection: From
recruitment to retention. Santa Monica, CA: Rand Corporation.
Wobmann, L. (2003). Schooling resources, educational institutions and student performance:
The international evidence. Oxford Bulletin of Economics and Statistics, 65(2), 103-110.
Wooden, J. (2004). They call me coach. New York, NY: McGraw-Hill.
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

144
Zimmerman, T., Gavrilova-Aguilar, M., & Cullum, P. (2013). Rethinking human resource
strategies: A shift in the treatment of contingent workers. International Journal of
Business and Management, 8(7), 28-24. doi:10.5539/ijbm.v8n7p28

TEACHER RETENTION AND CLASSROOM INSTRUCTORS

145
APPENDIX A
INTERVIEW PROTOCOL
The interview protocol was comprised of 31, open-ended questions that delved into the
participants’ feelings on recruiting, hiring, and retaining teachers who coach interscholastic
athletics and/or advise extra-curricular clubs:
Research Question 1: What Are Some Common Practices Used to
Recruit and Hire Teachers?
For Principals/Administrators In Charge of Hiring
1. Do you actively recruit new faculty members to your school? How?
2. What are some general qualities that you look for in a new hire?
3. In terms of content knowledge, what do you look for in a classroom instructor?
4. In terms of personality, what do you look for in a classroom instructor?
5. Do you think that it would benefit the school to hire teachers who coach or advise extra-
curricular clubs? Why? Why not?
6. Would you prefer hiring a teacher that can coach or advise extra-curricular clubs?
Why/Why not?
7. What is the single most important feature you look for in a new hire?
For Educators Who Coach And/Or Advise Clubs
1. Were you recruited to teach at the school you presently work at? If so, describe the
process.
2. What do you think are some general qualities that administrators look for in new hires?
3. How important do you think content knowledge is for teachers seeking employment?
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

146
4. How important do you think an applicant’s personality is when applying for a teaching
position?
5. Do you think teachers who coach or advise clubs are more beneficial to the school than
teachers who don’t coach/advise clubs?
6. Do you think extra consideration is given to hire teachers who coach or advise clubs?
7. Do you think extra consideration should be given to hire teachers who coach or advise
clubs?
Research Question 2: What Type of Support or Reward is Given to Teachers Who
Coach/Advise Extra-Curricular Clubs at the Schools They Work In?
For Principals/Administrators In Charge of Hiring
1. What percentage of the faculty coach sports or advise extra-curricular clubs?
2. Do you have any protocols in place to support coaches and club advisors on campus?
3. Are modifications made to the teaching lines of coaches and club advisors? If yes, please
describe them.
4. Do you think that teachers who coach and/or advise clubs are more difficult to replace
than teachers who don’t coach or adivse clubs? Why/Why not?
For Educators Who Coach And/Or Advise Clubs
1. Do you feel supported by the administrators on campus? Explain
2. What types of rewards are given to teachers who coach or advise clubs?
3. Do you feel that you bring added value to your school by being a coach/club advisor?
Explain
TEACHER RETENTION AND CLASSROOM INSTRUCTORS

147
Research Question 3: What Aspects of the School Community Contribute
to Teacher Retention?
For Principals/Administrators In Charge of Hiring
1. Do you think teacher retention is an issue at your school?
2. What are some features of your school that contribute to teacher retention?
3. What are some features of your school that decrease teacher retention?
4. Why do you think teachers remain in the teaching profession? Explain
5. Why do you think teachers leave the teaching profession? Explain
For Educators Who Coach And/Or Advise Clubs
1. Do you think teacher retention is an issue at your school?
2. What are some features of your school that contribute to teacher retention?
3. What are some features of your school that decrease teacher retention?
4. Why do you think teachers remain in the teaching profession? Explain
5. Why do you think teachers leave the teaching profession? Explain

Abstract (if available)

Abstract Teacher retention is a problem that schools are faced with on a regular basis. Acquiring qualified classroom instructors who remain in the field of education can be a challenge for many educational institutions. The purpose of the study was to examine the experiences of teachers, coaches, club advisors, and school adminstrators to determine how the multiple roles of teaching, coaching, and/or advising clubs contribute to increases in teacher retention. Understanding the experiences of teachers, coaches, club advisors, and school administrators can potentially improve the strategies used to recruit, hire, and retain quality classroom instructors. The researcher examined the experiences of 10 educators to determine the impact teaching while coaching sports or advising clubs has on teacher retention. Data from the study revealed that teaching while coaching sports or advising clubs can contribute to teachers remaining in the field of education. The research also indicated that qualified teachers who coach sports or advise extracurricular clubs are beneficial for schools. Low salaries, poor teaching skills, and poor student-teacher relations were identified as contributing factors to decreases in teacher retention. The presence of family spirit on campus, working in small school environments, the desire to work with students, favorable work schedules, and making a difference in the lives of students were shown to contribute to increases in teacher retention.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Teacher perception of the implementation of the educator effectiveness system

PDF

A case study analysis of high school principals' criteria in the teacher selection process

PDF

Coaching to increase retention in online degree completion programs

PDF

Teacher retention influences: an evaluation study

PDF

Nourish to flourish: strengthening social emotional wellness of teachers to mitigate stress, enrich engagement, and increase efficacy: an evaluation study

PDF

A multi-case study on teaching practices and how teachers use technology to support scientific inquiry in 1:1 classrooms

PDF

Understanding the teachers' perception of impeding bullying in the middle school classroom

PDF

Organizational onboarding and socialization of adjunct clinical faculty in nursing education

PDF

Online, flipped, and traditional instruction: a comparison of student performance in higher education

PDF

Staying power: new teacher retention and educator preparation

PDF

The Hawai'i State Teachers’ Association and Race to the Top: HSTA’S role in the RTTT grant

PDF

Persistence interventions for Native Hawaiian students

PDF

Understanding science and math teacher retention in Hawai‘i public schools

PDF

Examining teacher retention and attrition in novice teachers

PDF

The implications of golf instructors teaching golf fitness to clients

PDF

Addressing the principal shortage: women teachers

PDF

An investigation of hiring English language learner paraprofessionals in Hawaii

PDF

Overcoming the cultural teaching gap: an evaluative study of urban teachers’ implementation of culturally relevant instruction

PDF

The role of divisional principals in teacher retention in East African international schools

PDF

Personnel resource allocation in a Hawaii school complex

Asset Metadata

Creator Gonsalves, Richard S. K. (author)

Core Title Teacher retention and classroom instructors who coach interscholastic athletics or advise extracurricular activities

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 10/13/2015

Defense Date 07/25/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Coaching,extracurricular activities,OAI-PMH Harvest,teacher retention

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Brewer, Dominic (committee chair), Datta, Monique (committee member), Picus, Lawrence (committee member)

Creator Email nokaoidriversed@yahoo.com,rgonsalv@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-190337

Unique identifier UC11277414

Identifier etd-GonsalvesR-3974.pdf (filename),usctheses-c40-190337 (legacy record id)

Legacy Identifier etd-GonsalvesR-3974-1.pdf

Dmrecord 190337

Document Type Dissertation

Format application/pdf (imt)

Rights Gonsalves, Richard S. K.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA