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A full plate: the impact of high expectations and demands on teacher recruitment and retention

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A full plate: the impact of high expectations and demands on teacher recruitment and retention

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A Full Plate: The Impact of High Expectations and Demands on Teacher Recruitment and
Retention

Christian Bradford

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Christian Bradford 2023
All Rights Reserved

The Committee for Christian Bradford certifies the approval of this Dissertation

Gregory Franklin
Manuel Rustin
David Cash, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
School districts across the country are experiencing high rates of attrition which are causing
significant challenges. A growing list of demands and responsibilities, along with the lack of
administrator support is often cited as the primary reason of departure by early career educators.
This qualitative study researched the expectations of high school teachers as perceived by them
and the impact those expectations they had on the desire to remain in teaching or leave. Eleven
teachers from the state of California who are in the first 5 years of their career were interviewed
for this study. In addition to those teachers sharing their view of the expectations demanded of
them, this study explored ways in which teacher preparation programs prepared them for the
expectations they experienced as early-career teachers. Finally, the study examined methods
whereby administrators can support new teachers and provide opportunities for connectedness
and development.

v
Dedication
To my children, Christian Jr., Camryn, and Caitlyn. You are my why and the reason I strive to
improve education. I see you in each student that I have worked with, and I hope the changes I
can help facilitate in education will bring a brighter future for you.

vi
Acknowledgements
To my wife, LaTeeka, you have been my strength throughout this entire process. You
have supported, encouraged, and uplifted me. Your patience and understanding have not gone
unnoticed.
I also have to thank the wonderful cohort of doctoral candidates that I have had the
privilege of sharing Wednesday evenings with. Without your encouragement, motivation, and
humor, I would not have made it this far. Dr. David Cash, you told our cohort at our first class
meeting that we would be changed by this program and that has been extremely accurate. Thank
you for the knowledge and wisdom you have shared with me both as a professor and dissertation
chair. Dr. Rustin, thank you for speaking life into that academically struggling tenth grade
student placed into your World History class mid-year. You have served as the epitome of a
phenomenal educator to me. Dr. Franklin, thank you for sharing your wisdom and knowledge;
you have helped me grow as a leader.
Finally, thank you to every teacher serving in the classroom. To the teachers who
participated in the study: your insights are invaluable. Thank you for commitment to helping the
next generation of teachers. I hope and pray that we all receive the support needed to thrive in
our careers. Like any good Trojan, I must end this with a Fight On!

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables .................................................................................................................................. ix
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem .................................................................................................... 3
Purpose of the Study ........................................................................................................... 4
Research Questions ............................................................................................................. 4
Significance of the Study .................................................................................................... 5
Limitation and Delimitations .............................................................................................. 5
Definition of Terms ............................................................................................................. 5
Organization of the Study ................................................................................................... 7
Chapter Two: Review of the Literature ........................................................................................... 9
Preparing Teacher Candidates for Success ........................................................................11
V oice of Those in the Classroom ...................................................................................... 14
Who Is Impacted? ............................................................................................................. 17
Impacts of the Pandemic ................................................................................................... 19
The Role of Leadership ..................................................................................................... 23
Chapter Three: Methodology ........................................................................................................ 27
Purpose of Study ............................................................................................................... 27
Research Questions ........................................................................................................... 28
Selection of the Population ............................................................................................... 28
Design Summary ............................................................................................................... 28

viii
Methodology ..................................................................................................................... 29
Instrumentation and Protocols .......................................................................................... 29
Chapter 4: Results ......................................................................................................................... 32
Participants ........................................................................................................................ 32
Results ............................................................................................................................... 33
Chapter 5: Analysis ....................................................................................................................... 49
Findings............................................................................................................................. 50
Limitations ........................................................................................................................ 54
Implications for Practice ................................................................................................... 54
Future Research ................................................................................................................ 56
Conclusion ........................................................................................................................ 57
References ..................................................................................................................................... 59
Appendix A: Interview Protocol ................................................................................................... 68
Setting the Stage ............................................................................................................... 69
Experience as a Teacher .................................................................................................... 69
Experiences Within the Teacher Preparation Program ..................................................... 70
Support Received from Administrators ............................................................................ 70

ix
List of Tables
Table 1: Interview Participants ..................................................................................................... 33
Table 2: Understanding Expectations of First-Year Teachers ....................................................... 35
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Chapter One: Overview of the Study
Teachers are facing unprecedented challenges that stem from a myriad of reasons. Effects
of the pandemic, attacks on academic autonomy, and ever-changing expectations have left many
teachers scrambling to seek employment outside of the classroom (Dill, 2022). In a very sad and
grim reality, approximately 90% of new teaching positions are generated by teacher attrition, and
from that percentage more than two-thirds of those vacancies were from teachers who left the
profession before retirement (Carver & Hammond, 2017). If these statistics were to continue as
the norm, only one-third of all new teachers would remain in the classroom until retirement.
Alarmingly, the annual cost of teacher turnover is estimated to be $7.3 billion (Carroll, 2007).
This in and of itself places a tremendous burden on the educational system because every dollar
that goes to recruiting a new teacher is one less dollar spent on infrastructure upgrades, capital
projects which would fund new schools, instructional materials and resources which could
provide educational equity, athletic programs, before- and after-school programs, visual and
performing arts, and salaries and benefits that could possibly aid in retaining teachers.
This nation’s education system is on a collision course with an impending reality:
teachers are leaving the classroom at an unprecedented rate. Additionally, the most marginalized
students often face this continual repetition of instructional turnover, which ultimately widens the
gap between them and their more affluent peers (Barnes et al., 2007). This problem is not simply
a human resources or people-management problem, but it has a distinctive and detrimental effect
on instruction and the outcome of students.
In addition to the national statistics related to teachers leaving the profession prior to
retirement, students enrolled at Title I schools experience teacher attrition rates that are
approximately 50% higher than those of their peers from non-Title I schools (Carver-Thomas &
2

Darling-Hammond, 2019). This means that the students who arguably depend more on the
educational system are given a revolving door of teachers. Due to systemic failures and policy
implementation, students whose families come from lower socioeconomic statuses (SES) already
possess daunting challenges to academic success. Failure to properly address this issue will only
create additional barriers to the success among these students (Darling-Hammond, 2004).
Background of the Problem
High rates of teacher attrition existed prior to the pandemic (Carver-Thomas & Darling-
Hammond, 2017). However, the challenges from transitioning to distance learning, transitioning
to hybrid, and transitioning back to full in person, combined with a plethora and frequently
changing set of guidelines, have left many burned out and looking for new careers (Rosenberg &
Anderson, 2021). Rodney Lewis, an assistant superintendent for St. Charles, MO schools was
recently quoted in a LinkedIn news article as saying:
Many teachers’ early willingness to try online teaching tools has withered in the face of
low student engagement. And when on-site teaching does resume, it brings its own
stresses, ranging from disputes about mask-wearing policies — to growing concern about
students who’ve fallen behind their current grade-level norms. (Anders, 2022, para. 8)
In addition to the challenges associated with the pandemic, teachers have faced numerous
forms of adversity associated with the culture of the school in which they work. A recent
Behavioral Sciences article indicated that professional longevity of teachers is directly tied to the
organizational culture in which they work (Zotova et al., 2019). While building and district level
administrators have little control over mask mandates, state standards, and educational
governance laws, they should maintain internal locus of control over the culture that exists
within their buildings and school districts.
3

In order to address this problem of teachers leaving the classroom, the exact cause(s) of
the problem need to be identified. This situation presents a number of questions. Among these
questions are: Is this a problem of new teachers not feeling adequately supported by their
respective leadership? Is this a problem of teachers not feeling properly prepared by their teacher
education programs? Is it the fact that the job duties and responsibilities of teachers continue to
evolve and grow? Or is it a combination of some or all of the aforementioned issues? Regardless
of specific reason, what will remain is the very real threat that teacher attrition poses and even
more so in our communities which cannot afford to bear the cost which is associated with
recruiting new teachers ⎯both financially and instructionally.
Statement of the Problem
The current rate of teacher attrition is unsustainable for the future of K–12 education.
Teachers leaving at an increased rate will create larger class sizes, an increase of problem
behaviors on campus, and will further add to the plate of teachers already working at or above
their professional capacity. According to a survey conducted by the National Education
Association (NEA) in January 2022, 55% of teachers are considering leaving the profession prior
to retirement and earlier than planned. This represents a stark increase from the 37% which
indicated leaving the profession early in August 2021 (Kuykendall, 2022). These numbers are
higher among teachers who are currently underrepresented in the profession. Sixty-two percent
of Black teachers and 59% of Latinx teachers surveyed indicated they desired to leave the
profession early (Walker, 2022).
This study identified the expectations of teachers who are a major driving force behind
attrition, ways in which teacher preparation programs have prepared new teachers for the
expectations of the role, and ways in which administrators can support new teachers in practical
4

skills not included in teacher preparation program curriculum. This is essential to create
actionable information which teacher education faculty and administrators may use to reduce
teacher attrition rate.
Purpose of the Study
The purpose of the present study is to identify the extent to which professional
responsibilities are impacting the attrition rate of teachers. This study examined the level of
preparation that teacher education programs provide teacher candidates in areas which often have
no measurable metrics. Interviews were conducted to understand the experiences of teachers who
both left the profession earlier than planned and those who remain in education. Questionnaires
were distributed to building-level administrators in order to evaluate the types of support they
provide to new teachers.
Research Questions
The following research questions guided this study:
1. What do high school teachers identify as expectations for their work as teachers?
2. How have teacher preparation programs prepared teachers for the expectations they
described?
3. How can administrators provide support to first-year teachers in practical skills that
teacher preparation programs do not include in the course of instruction?
This study explores the most pervasive causes of teacher attrition and identifies which
responsibilities are a cause of contempt. It examines ways in which teacher preparation programs
adequately address these responsibilities in preparing prospective teachers for the classroom.
This is conducted from the perspective of sociocultural theory. According to psychosocial
educational expert Kendra Cherry (2022):
5

Sociocultural theory stresses the role that social interaction plays in psychological
development. It suggests that human learning is largely a social process, with our
cognitive functions being formed based on our interactions with those around us who are
more skilled. According to the sociocultural perspective, our psychological growth is
guided by people in our lives who are in mentor-type roles, such as teachers and parents.
Other times, we develop our values and beliefs through our interactions within social
groups or by participating in cultural events. (para. 3)
Significance of the Study
This study provides qualitative data that may be used to decrease the rate at which
teachers leave the profession. It may also offer additional information to building-level
administrators to aid in the overall culture and management of schools. By extension, new
teachers benefit from the present research as they may be more adequately prepared for their
chosen profession.
Limitation and Delimitations
Due to the COVID-19 restrictions for Los Angeles County, in person interviews could be
conducted with participants.
Definition of Terms
• Administrators are the educators responsible for the supervision of all school
operations; this includes developing a safe environment to manage the budget. To
provide more clarity for school administration, there are divergent parts of school
administration who carries out these administrative tasks. School administrators are
the educators who, collectively, execute different tasks that keep a school or school
district running. Elementary, middle, and high schools are led by a building-level
6

administrator, which is often a principal or head of school, contingent on the school;
this may also include vice principals, instructional coaches, athletic directors, and
other staff. School districts are led by district-level administrators, most notably
superintendents, but are supported by assistant superintendents, directors, and
program specialists (U.S. Bureau of Labor Statistics, 2021).
• Attrition rate is the rate that employees whose principal purpose is classroom
teaching either voluntarily or involuntarily separate from the local education agency
or modify their assignment from classroom teaching to a different position. This rate
is computed by contrasting the classroom teachers reported as separating in the
current school year compared to those reported in the previous school year.
• Full plate is “an exploration into the invisible and demanding load that is carried by
so many teachers, [including] unspoken responsibilities and how they correlate with
the number of teachers leaving the classroom” (Full Plate, 2022, p. 60).
• Marginalized groups or communities “experience discrimination and exclusion
(social, political and economic) because of unequal power relationships across
economic, political, social and cultural dimensions” (National Collaborating Centre
for Determinants of Health, 2022, p.12)
• Responsibilities are delineated and defined roles and duties expected by teachers. This
includes but is not limited to engaging and supporting students, creating and
maintaining effective environments, organizing and understanding subject matter,
planning and designing learning experiences, assessing students, and completing
professional development (California Standards for the Teaching Profession, 2009).
7

• Sociocultural theory “stresses the role that social interaction plays in psychological
development(Cherry, 2022, para. 1). Furthermore, it
suggests that human learning is largely a social process, with our cognitive
functions being formed based on our interactions with those around us
who are more skilled. According to the sociocultural perspective, our
psychological growth is guided by people in our lives who are in mentor-
type roles, such as teachers and parents. Other times, we develop our
values and beliefs through our interactions within social groups or by
participating in cultural events. (Cherry, 2022, para. 5).
• Teacher candidates are formally enrolled in an academic program which will lead
them to becoming licensed or credentialed teachers.
• Teacher preparation programs represent “institution of higher education (IHE) or
other organization offering at least one state-approved teacher preparation program. A
teacher preparation provider may be a traditional provider; an alternative, IHE-based
provider; or an alternative, not IHE-based provider” (United States Department of
Education, 2020, p. 3).
• Underrepresented individuals that make up a disproportionately low number of
individuals represented in a particular group, as compared to the population as a
whole.
Organization of the Study
The present dissertation is organized into five chapters. Chapter 1 provides an overview
of what is being studied, as well presenting the data from existing research regarding teacher
attrition and negative retention. Chapter 2 is a literature review which highlights data from the
8

following domains: teacher preparation, teacher recruitment and retention, teacher
responsibilities, and administration support of new teachers. Chapter 3 identifies the
methodology used for this study and includes: interview questions, data collection, and data
analysis. Chapter 4 examines the findings of the study. Chapter 5 is a formation of a summary of
findings, implications for practice, conclusions and recommendations. References and
appendices are included in the conclusion of this research study.

9

Chapter Two: Review of the Literature
Teachers leaving the classroom before retirement greatly affects student achievement,
student outcome, and taps school district budgets to decrease their direct spending on students in
order to manage the ever-increasing costs of recruiting. It is important to understand this issue in
order to accurately address it.
In this chapter, I first review the preparation that teacher candidates receive in their
teacher preparation programs. This leads me to explore the interactions and impressions that new
and early career teachers experience that have the most profound impact on their choice to leave
or remain in the classroom. Then, I address systemically and individually the groups who are
most impacted by teacher attrition; this includes students of various socioeconomic levels,
geographic regions, and races and ethnicities. Also, I explore the financial costs associated with
teacher attrition and how it forces school districts to reallocate funds that would otherwise be
used for student services. I then address how the COVID-19 pandemic exacerbated existing
issues of teacher attrition and caused an even greater increase in the number of teachers leaving
the profession. Then, I examine the role that building-level administrators and principals serve in
addressing teacher turnover. Finally, I direct my focus to the theoretical framework upon which
this study and research is centered.
The literature review has been viewed from the lens of sociocultural theory. Sociocultural
theory (Cherry, 2022) can be identified by four characteristics:
1. Human learning is largely a social process.
2. Growth is highly dependent on the people in our lives that we identify as mentors.
3. Zone of proximal development measures the distance between the knowledge an
individual has and what they can learn.
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4. Development differs greatly between cultures.
First, sociocultural theory stresses the notion that human beings learn best by social
interactions with others. Essentially, most human knowledge is not a result of instinctual
expertise, but rather exposure to the actions of others. New teachers cannot successfully operate
in a vacuum. This is apparent in the study by the focus of new teachers having an appropriate and
dedicated mentor, especially in the early stages of their career (Scott & Palincsar, 2013). It is
critical for teachers to remain in the classroom that they have dedicated individuals which can
provide assistance and support. This also works in conjunction with the second characteristic of
Sociocultural theory: human beings grow by having people in their life who identify as mentors.
Additionally, Vygotsky’s Zone of Proximal Development is defined as “the distance
between the actual developmental level as determined by independent problem solving and the
level of potential development as determined through problem-solving under adult guidance, or
in collaboration with more capable peer” (Vygotsky, 1978, p. 86). This is relative to new teachers
in the sense that all new teachers will face a situation requiring an advanced level of problem
solving. The ability to navigate that problem with a very capable peer ⎯as compared to tackling
it by yourself ⎯has the potential to leave a new teacher much less frustrated, which could
increase their likelihood of remaining as teachers.
Finally, it is imperative that educators develop a high level of cultural competence;
particularly those who are preparing teacher candidates to be successful in the classroom. This
does not mean that educators must look like their students; however, they must have a high level
of understanding and tolerance towards students who look different from them.
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Preparing Teacher Candidates for Success
The first actions which can be taken to address teacher turnover occur prior to the first
lesson; prior to their first interview with prospective building administrators; and even prior to
student teaching. Initial steps can be taken early in the teacher education program. Teacher
candidates determine the outcome of their teaching careers based upon the support they receive
in training (DeAngelis et al., 2013). This is indicative of the need for teacher preparation
programs to specifically target teacher retention as a primary focus.
One could reasonably argue that teacher candidates are well-educated on teaching, but
very little work is done to prepare them for the non-instructional duties of teaching (Darling-
Hammond, 2005). So much of what goes into teaching extends beyond the classroom. One of the
most significant challenges any organization faces in professional development is creating
materials that not only enhance the learner’s practice, but that transform it (Schunk, 2020). This
is a core tenet within sociocultural theory.
In addition to traditional methods available to teacher preparation programs which are
directed toward addressing teacher turnover, the dynamic that colleges and universities arguably
have the greatest control of, is the one that is least pursued: diversification of teacher educators.
Even though America’s schools are becoming more diverse, a majority of teachers are still White
(Conrad & Blackman, 2018). Many of these teachers grew up in homogenous communities
where they had little contact with people from other ethnic, social, cultural, and socioeconomic
statuses. Even though demographics are becoming more diverse, teachers often feel like they
don’t have the tools they need to meet the needs of their students. So, more than ever, programs
that train teachers and teacher candidates need to make sure they give teachers and teacher
candidates the expertise, abilities, and tools they need to create inclusive classrooms that
12

embrace and encourage diversity and equity (Björk et al., 2019). However, this problem is not
solved simply by increasing the diversity of teacher candidates. Schools and education programs
are often not designed to make Black males feel inclusive, which leads to this group not wanting
to become teachers (Bristol, 2014).
If one can argue that teacher preparation programs have the greatest influence on
selecting and hiring their faculty, then it can be argued that those same programs have the least
influence on teacher standards which are often determined by elected leaders. Those standards
exist to ensure high quality instruction and the development of learners; not the mental protection
of teachers, nor mental preparation to take on the challenges of teaching (CSTP, 2009).
Particularly those challenges which arise from the responsibilities that cannot be quantified.
Furthermore, graduates of teacher preparation programs who fail to enter the teaching profession
assert that they cannot envision themselves in the profession long-term (Struyven &
Vanthournout, 2014).
The world has changed substantially since March 2020, as a result of the COVID-19
pandemic. Teacher preparation was not spared the dynamics of an ever-changing environment.
The pandemic created a massive shift in the way new teachers were prepared for the classroom.
Even though the pandemic was changing the way education was done, teachers needed to be
trained. Even though nearly every public school closed and moved to online learning, the
obligation to give teacher candidates the opportunity to practice teaching skills was not
eliminated. Teacher candidates cannot learn to be teachers if they do not teach. No length of time
in a university setting can make up for working with real kids. Yet, during the pandemic, teacher
educators confronted a problem. How do future teachers learn how to prepare and teach lessons
in the field when schools are shut down or only offering distance learning?
13

Teacher education programs had to be creative to deal with the social distance and
distance learning that happened in field placements. Teacher educators used a blended model that
included microteaching ⎯a way to practice a specific teaching behavior in front of peers instead
of children (Franks, 2021). However, an instructional method that is successful with peers is not
indicative of its efficacy among school aged children.
Teacher candidates who are student teaching learn how to handle what is expected on a
day-to-day basis, logistics of managing a classroom, and delivering lessons with fidelity. This is
done to solidify their knowledge of teaching content, methods, and mindsets. During the
pandemic, this experience was not interactive, and some teacher candidates were not allowed to
continue with their placements. Student teaching gives teacher candidates a chance to see how
the theories they learned in their teacher preparation programs work in a real-life setting. Some
would argue that student teaching is the most important part of teacher preparation because it
gives teachers more confidence. Additionally, student teachers during the pandemic missed out
on many opportunities to collaborate with mentor teachers who could provide immediate
feedback, assistance, and serve as a mentor to a teacher who is early in their career (Picolo et al.,
2021; Smith & Ingerfold, 2004). That mentorship is valuable and cannot be underestimated with
someone so early in their career.
In addition to focusing on traditional methods of preparing teacher candidates for the
profession, it is important to examine the attrition rate of teachers prepared via alternative
methods. Alternative certification has become a major way to become a teacher. Nearly 25% of
new teachers did not go through a traditional teacher preparation program before they started
teaching (United States Department of Education, 2020). As the number of alternatively prepared
teachers has grown, more and more information has come out about how well they do their jobs.
14

Studies have not found much difference between the performance of students taught by teachers
prepared with alternative certification and teachers with traditional certification. States have
hired alternatively prepared teachers to make up for teacher shortages in critical need schools and
content areas, but there is still a debate about whether or not alternative certification programs
can also lead to better teachers (Hentges, 2012). It is much more likely that teachers who enter
the profession through alternative teaching certification routes will exit their schools and the
career altogether. This is especially true for teachers who work in schools where a
disproportionate number of students are students of color, in comparison to the faculty. Those
same teachers, who composed nearly 25% of all new teachers in 2012 and a higher share in
schools with a higher percentage of students of color and students from families with lower
socioeconomic status have had less classroom and pupil teaching experience than teachers who
are prepared through traditional teaching preparation programs. This is because traditional
programs tend to place a greater emphasis on coursework and student teaching (Carver-Thomas
& Darling-Hammond, 2019). While research has not shown that student achievement is
significantly impacted by alternatively prepared teachers, teachers who are prepared by
alternative means are nearly twice as likely to resign in the first 5 years when compared to those
prepared by traditional means (Redding & Smith, 2016).
Voice of Those in the Classroom
It is common knowledge that teaching is one of the most stressful professions. There is a
correlation between teacher workloads and a number of unfavorable professional outcomes, such
as exhaustion, disengagement, tension, and turnover rates. It is also possible that modifications to
academic compliance policies at the national and state levels increase teacher stress and negative
effects. Recent studies suggest that utilizing standardized test performance as a measure for
15

teaching evaluations, performance bonuses, and tenure increased general stress and stress related
to the classroom curriculum. Historically, factors such as frustration, exhaustion, compensation,
and unhappiness with one’s job have been linked to teacher turnover. Teachers typically require a
significant increase in the amount of time and money invested in their training and development
at the beginning of their careers; however, their effectiveness as educators improves with the
length of time they spend in the classroom (Ryan et al., 2017).
Within any educational organization, the primary stakeholder to be concerned with is the
student (Frank et al., 2021). Arguably, a characteristic of the modern educational system is that
when you appease or satisfy one stakeholder, very often you anger or disrupt another. For
example, if the district were to make a directive which increased equitable outcomes for all
students, it would very likely anger a number of parent groups and teachers, even though it is in
the best interest of students. Also, if decisions were made purely from the perspective of what is
in the best interest of teachers, students would become marginalized by those choices. This
makes the job of a school administrator ⎯whether district or building ⎯that much more difficult
and complex. They are required to find solutions which serve the best interests of all involved,
even though that is a task that is rarely accomplished.
Research into overwhelming teaching responsibilities is not a contemporary issue. As
early as 1977, McGuire cited psychological harm as an increasing cause of teacher attrition.
Simply put, teachers have been experiencing trauma as a result of their careers for a very long
time; however, very little has been done to remedy that trauma, which has allowed the problem
to grow and fester.
Even though a teacher’s relationships with other teachers may be important when it
comes to teaching problems, principals often help with problems in the classroom (Kim, 2019).
16

Still, research shows that support from both peers and supervisors is important in academic
settings. Support has a positive effect on teacher wellbeing and attitude towards work (Buchanan,
2010). There is evidence that teachers are more likely to stay if they feel like they work in an
environment where they are supported and can work together (Mérida-López et al., 2020).
Teachers frequently cite job responsibilities as a reason to leave (Amitai & Van Houtte, 2022).
Although the problems associated with teacher working conditions and expectations seem
to have the most significant impact upon teachers leaving the profession; some teachers cite
other contributing factors as the reason for their departure. Research regarding teachers of color,
and specifically research of Black teachers, has for a long period of time indicated the racially
charged experiences known as racially based microaggressions. It is imperative that
conversations about policy that impact teacher education address race and racism ⎯especially
when it comes to issues concerning working conditions and teacher turnover. Research models,
policy conversations, and corrective policy measures all need to factor in racism, and more
specifically anti-Blackness, as well as its effects. Put another way, an essential view that takes
into account events such as racially charged microaggressions ought to be a prominent
component of any work that seeks to disaggregate teachers according to race (Frank et al., 2021).
Indeed, many classroom teachers feel the goals they sought to accomplish early in their
careers are simply impossible to achieve. For many teachers who leave the profession prior to
retirement, they are not only burned out or stressed; they are essentially demoralized because
they must choose themselves over their pupils (Santoro, 2021). So, while the increased levels of
stress are assuaged by the change of careers, the immense dissatisfaction from not being able to
help their former pupils remains. For many, teaching is not a profession one can simply walk
away from, even if they are no longer employed by a school. Many former teachers have
17

subscribed to the notion and belief that teaching is a way of life and that to be absent from the
classroom is an abject failure, not a success (Thompson, 2018).
Who Is Impacted?
Schools are impacted by teacher turnover in many different ways. A significant principle
regarding student equity is the belief that students have unique needs, and the education system
should identify those needs and provide appropriate services (Johnson & Coleman, 2021). The
term marginalized population refers to groups and communities who are subjected to
discrimination and exclusion on multiple fronts, including social, political, and economic
spheres, as a result of unequal power relationships spanning socioeconomic, ideological, and
personal dimensions (National Collaborating Centre for Determinants of Health, 2022). Students
from marginalized populations who come from schools with an overall lower socioeconomic
status tend to have higher rates of teacher attrition, which consequently has a greater impact upon
those marginalized students (Darling-Hammond, 2004). Arguably, students who need a
consistent and experienced educator, are often faced with an ever-changing faculty. Title I
schools are identified as having a high number of learners from families with lower
socioeconomic statutes and are qualified for funding from the federal government as part of Title
I of the Elementary and Secondary Education Act (ESEA) to assist pupils in achieving
educational requirements. The faculty attrition rate in Title I schools is 50% higher than schools
that are not in the Title I program (Carver-Thomas & Darling-Hammond, 2019). Again, the
students who need more from the educational system are often left with less, as a result of the
staff revolving door. Essentially, schools with a higher percentages of students who live in
poverty are more likely to experience teacher turnover and be the most affected by it (Barnes et
al., 2007).
18

In addition to the instructional costs associated with teacher attrition, there is a significant
financial burden that school districts must assume to recruit and retain teachers. For school
districts that are presumably experiencing financial difficulties as a result of a declining or
stagnant tax base, these costs take away from the finite resources available to students (Carrol,
2007). Additionally, new teachers are more likely to quit when their peers in their social groups
make a substantial difference in pay at the start of their careers; and when they feel they have no
input with the decision-making process at their school (Darling-Hammond, 2004). For example,
in an urban area where careers for college-educated professionals are more abundant, it poses a
significant risk to nearby school districts employing a large number of early-career teachers.
While it has been established that school districts that possess certain characteristics are
more likely to experience higher rates of teacher turnover, teacher content area also appears to be
a strong indicator of whether or not they will remain in the classroom. According to Carver-
Thomas and Darling-Hammond (2019):
Turnover rates vary across subject areas, with the lowest rates found among general
elementary teachers and humanities teachers. Mathematics, science, and special
education teachers have higher turnover rates, exceeding 13% annually. Teachers who
primarily teach English to speakers of other languages have an even higher turnover rate
of about 19%; this rate is driven especially by movers. (p. 11)
This could compel more research to be directed towards teacher preparation programs for
math, science, and special education. It is clear that there is a definitive distinction between
teaching areas. What causes elementary teachers to remain, while mathematics teachers leave?
Are there differing expectations? Treatment? Or preparation? One clear distinction that should be
outlined is the increased likelihood of teachers at charter schools to leave the profession,
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compared to that of teachers at traditional and comprehensive public schools. In the 2003–2004
school year, the teacher turnover rate in charter schools was approximately twice as high as the
rate in traditional public schools. The increasing reliance of non-credentialed and novice
teachers, along with a lower rate of union representation, were the contributory factors to the
turnover gap in the charter school sector. Teachers at charter schools were more likely to indicate
that the work environment at their schools were a motivating factor in their choices to leave the
teaching profession or switch schools (Stuit & Smith, 2012). This could suggest that students
whose families have placed them in public charter schools for various reasons, may end up with
a decline in academic achievement, as a result of the teacher turnover rate and lack of expertise
by the instructional faculty.
Impacts of the Pandemic
Every facet of life in this country and throughout the world was impacted by the COVID-
19 pandemic. As previously mentioned, the manner in which teacher preparation programs
prepared teacher candidates adjusted to the new normal, where existing teachers were forced to
significantly alter their teaching practices, at the expense of comfort and convenience (Cook,
2021). Due to the requirements of social distancing, conventional teaching methods were
interrupted. As a result, teachers are now utilizing digital resources more frequently to deliver
remote instruction for their pupils. Teachers have been required to maintain their students’
engagement in their education, ensure that there are no learning gaps among their pupils, and
provide support for their students’ emotional health and overall wellness throughout this period
of unpredictability.
A majority of this education can be received online through the use of various online
learning platforms and resources. It is possible for remote education to take place both in a
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synchronous format, wherein live instruction is provided through video online services; and in an
asynchronous format, wherein the instructor plans instructional material for students to access at
a later time. Throughout the entirety of this pandemic, blended learning has also taken place.
Blended learning is a mix of face-to-face and remote methods (Presley, 2021), and it can either
relate to instructional methods in which all learners take part of a lesson in-person and part of it
remotely, or it can refer to learning situations in which some of the class is accessing the learning
remotely and others are accessing it in-person. Blended learning can either refer to classroom
instruction in which all students receive part of a lesson in-person and some of it remotely
(Johnson & Coleman, 2021).
Teachers can stand to gain from the use of techniques that reduce the demands of their
jobs and boost the resources available to them on the job. A collaborative exchange of
communication between the government and the K–12 education system during the design and
implementation of techniques ⎯used both during and after the pandemic is one way to reduce the
requirements of the job that are associated with work overload, lack of certainty, and a lack of
perceived respect. Other ways include decreasing the amount of work that needs to be done.
Arguably, educators will be able to anticipate what may happen in the future, plan properly for
how they will divide their responsibilities, and feel less anxious as a result of the reduced number
of unknowns. A feeling that teachers are valued, despite the fact that their contributions to the
future of their profession are being overlooked. For instance, this may take the form of
establishing national and local information systems, by means of which members of the teaching
profession can collaborate with non-governmental organizations and/or legislators to ensure that
the viewpoints of teachers are taken into account in the process of making decisions at the
national level. Being valued can mitigate the negative effects of workplace requirements on
21

exhaustion, which highlights the significance of ensuring that educators have access to an
adequate number of resources from which they can leverage in order to avoid having a negative
impact on their wellbeing (Walker, 2022). It may be especially crucial, in the case of newer
teachers, to make certain that they have access to dependable sources of support and that they do
not experience any difficulty when seeking support. Some examples of those sources of support
include taking part in discussions that are intended to provide a secure environment in which
members may guide and motivate one another, as well as receiving mentoring from an
experienced person who is not affiliated with the teacher’s school.
Teaching during the pandemic was likely difficult for every teacher; however, new
teachers experienced discernibly different stressors than their more experienced peers. Not only
were they tasked with learning the requirements of a new profession, they were tasked with
doing it under frequently changing conditions. Furthermore, best practices which supported
academic achievement during remote or hybrid learning are not necessarily the same as a
traditional classroom environment. Essentially, teachers had to be first-year teachers in two
completely different settings, with different experiences and expectations (Mecham et al., 2021).
As the pandemic continues, schools are having more conversations about how they
should optimize the wellness of their faculty. Ensuring that campuses have an existing
environment in which educators experience a sense of safety and are confident that people value
one another will be essential in maximizing educator wellness. This has the potential to reduce
teacher turnover among those who feel overwhelmed and burned out. In addition, one of the
topics of this conversation could be the investigation of the ways in which support can be offered
to teachers in multiple settings, including those that are in person or remote (Kim et al., 2022).
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The pandemic presented unique opportunities for teachers that did not previously exist.
Many companies are beginning to recognize the parallels between teaching skills and their
respective industries, which is allowing teachers to take their talent elsewhere. Many educators
who are worn out as a result of having to switch back and forth between teaching in the
classroom and online, adjusting to new protocols for COVID-19, and coping with difficult
students, parents, and administrators. When the pandemic began to disrupt education and
childcare in 2020, teachers began leaving. According to data compiled by the Bureau of Labor
Statistics (2021), the number of resignations from positions in private education reached nearly
550,000 between January and November 2021. During the same time period, there were over
800,000 people working in state and local education who resigned from their positions (United
States Bureau of Labor Statistics, 2021). During that time period, the number of people leaving
jobs in the educational services sector increased by 148%, while the number of people leaving
employment in state and local education increased by 40%. By contrast, resignations in retail
rose 27% in the same timespan (United States Department of Labor, 2022). Teachers are in
demand for sales roles as well as jobs as instructional designers, software developers, and
behavioral health specialists because of their ability to quickly obtain and communicate data,
cope with stress, and complete tasks. These are all skills in high demand. Having the desire to
leave a profession, combined with the availability to enter a new profession will undoubtedly
allow this situation to continue. In addition to teachers who have already left the profession, it is
imperative to point out that the alarming number of teachers still in the classroom who have a
desire to leave. According to Kuykendall (2022):
Ninety percent of educators responded that burnout is a serious problem for them. Fifty-
five percent of teachers planning to exit education sooner than planned held true for
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respondents across all age groups and years of experience. Representing a significant
increase from the 37% with this response to the same question in an August 2021 NEA
survey (Walker, 2022, para. 7).
If this is not addressed, educational systems will be forced to adopt drastic measures to cover the
needs of the students ⎯measures which could continue to exacerbate the aforementioned
problems associated with teacher attrition.
The Role of Leadership
It is incumbent on leaders to develop organizations which not only avoid racist practices,
but also embrace antiracism. Anti-racist educators are what will eliminate the educational debt,
the most effective way that leaders can boost the antiracist systems within their organizations is
by hiring educators committed to the work of antiracism and continuing to support them
financially, emotionally, and organizationally (Love, 2019). Furthermore, as a leader, it is
imperative to understand that this issue has to be solved on a systems level. This reiterates the
need to have antiracist systems interwoven into the culture of the organization. It is also
important to note that simply hiring educators who look like students is not enough to achieve
the level of educational equity needed to overcome longstanding barriers. While it is important
for students to have educators who look like them, it cannot stop there. Representation cannot
effectively work if policies and procedures exist that continually contribute to the educational
debt.
Teacher shortages in public schools have long been blamed on high attrition rates within
the teaching force. Research in the same area suggests that principals may be the best people to
change how things work at schools. Teacher empowerment and influence over school policy,
opportunities for professional development, cross curricular and cross grade collaboration, the
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use of faculty members’ time, school-wide behavior management plan, learning spaces, school
funding, school culture, and community engagement are some of the more common variables
that go into evaluating working conditions in schools.
Job satisfaction went up when instructional practices like organizing the course of study
and evaluating teachers; and principal servant leadership such as helping teachers and making
them a priority were used. When it comes to how a teacher feels about his or her work
environment, the principal matters. When people think good things about a principal in one part
of the school, they tend to think good things about them in all parts of the school. If a school
district or group of schools is having trouble keeping teachers, they might want to find out how
the teachers feel about where they work. If people don’t like the school environment, districts
should look to the principal as a key player in making things better at the school. With money
from the district, a plan for the professional development of principals in schools with subpar
ratings could be made. These might include instructing principals how to talk to teachers in a
pleasant manner or helping them improve their skills as adults in charge. As they train future
school leaders, programs that prepare principals might want to focus on how adults can be good
leaders and how to give teachers good feedback. When hiring for schools that have trouble
keeping teachers, districts might also look for or try to find principals who have a track record of
making teachers’ working conditions better (Burkhauser, 2017).
There is a correlation between the quality of leadership provided by the principal of the
school and the level of job satisfaction experienced by the teachers working in that school.
Principals have a responsibility to be aware of how the efficacy (or lack thereof) of their
leadership affects the level of work satisfaction experienced by their faculty members (Redding
et al., 2019). There are different ways to approach this. There are a number of factors to consider
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while training prospective school principals, including providing them with the necessary
knowledge and abilities. Aspiring principals should have a good understanding of how to govern
their schools efficiently as well as how to lead their schools effectively. Additionally, current
school principals should recognize areas of improvement and work to improve them. It is
important for principals to reflect on their approaches to communication and collaboration, as
well as their interactions with the teachers in their school. Self-consciousness can help them
become better leaders and so avert the loss of valuable employees.
It is crucial for present principals and those who aspire to become principals to realize
that the way they lead has a direct impact on the degree of employee satisfaction enjoyed by
teachers working in the school where they are employed. Successful principals cultivate an
atmosphere in the school in which educators have the impression that they are supported and
collaborated with, and as a result, they are committed to their work. On the other hand,
ineffective principals are unable to develop quite an atmosphere, which leaves the teachers with a
feeling of alienation. This, in turn, leads to discontent with their jobs and an increased likelihood
that they will leave their teaching positions. To decrease the attrition rate of teachers, principals,
both those currently holding the position and those who will fill it in the future, need to
understand and acknowledge the effect they possess concerning teacher attrition and take
measures to confidently say that teachers in their schools experience a sense of contentment with
their professions (Carlson, 2012).
African Americans are disproportionately reflected in faculty positions within the K–12
education system (Frank et al., 2021). The severe lack of people of color in teaching positions is
especially problematic in light of the increasingly diverse representation of the student body in
public schools across the United States. Fifty percent of the nation’s public school students are
26

White, 25% are Hispanic, 16% are Black, and 9% are either Asian American, American Indian,
or bi- or multiracial. Teachers, on the other hand, do not mirror this diversity; in fact, 82% of
public school teachers are White (Snyder et al., 2016). There are very few people of African
descent working in teaching positions in the schools. So, the loss of Black teachers and the fact
that 14–15% of school-aged children identify as Black make it even more important to keep
those teachers. So, finding out what causes Black teachers and other teachers of color to enter
and stay in the profession is one of the most crucial matters facing the country (Campoli, 2017).
According to the findings of a research led by Farinde et al. (2016) on Black female educators,
factors such as support of leadership, pay raises, and opportunities for career advancement all
play a role in teachers’ decisions regarding whether to continue working in a school. Whether or
not a teacher does a good job with their students is closely tied to their assignments, curriculum
support, professional development, and professional influence. Ingersoll and May (2011)
determined that “the level of collective faculty decision-making influence in the school was by
far the most important factor for minority teachers” (p. 64). Leaders have the influence and
expertise to positively influence teacher recruitment and retention. It is imperative that they are
responsive to the needs of the teachers they are tasked with leading.

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Chapter Three: Methodology
Approximately 90% of new teaching positions are generated by the attenuation of the
teaching force. Of that percentage, more than two-thirds of those vacancies were from teachers
who exited their careers before retirement (Carver-Thomas & Darling-Hammond, 2017). If this
continues as the norm and not the exception, less than one-third of all teachers beginning their
careers will remain in teaching until retirement. Unfortunately, the annual cost of teacher
turnover is estimated to be $7.3 billion (Carroll, 2007). This places an excessive burden on the
educational system because each dollar that is used to recruit new teachers are funds that cannot
be spent on technological upgrades, funding to build new or modernize existing schools,
instructional materials, and resources that could create additional opportunities to provide
equitable solutions for students of color, athletics, outside of school programming, and salaries
and benefits that could aid in retaining teachers.
K–12 education within this country is on a path of collision with an imminent danger:
Teachers are leaving teaching at an unprecedented rate. Sadly, the most marginalized students
often face this vicious cycle of instructional faculty turnover, which perpetuates and continues to
widen the gap between those students and their peers who live in areas of higher socioeconomic
status (Barnes et al., 2007). This problem is not limited simply to the negative effect on business
operations, but it is having a direct impact on the academic and social and emotional outcomes of
students who are impacted by teacher turnover.
Purpose of Study
The purpose of this study is to identify the causes of teacher turnover and methods which
can be addressed by both teacher education programs and school administrators. Teacher
education programs and building administrators have the most contact with new teachers, who
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are most likely to leave the profession. Identifying what needs to occur and steps that can address
those needs is essential in protecting the future generations of teachers.
Research Questions
The following research questions were used to guide the study:
1. What do high school teachers identify as expectations for their work as teachers?
2. How have teacher preparation programs prepare teachers for the expectations they
have described?
3. How can administrators provide support to first year teachers in practical skills that
teacher preparation programs do not include in their course of instruction?
Selection of the Population
I interviewed current teachers and those who have left the profession. This was done in
order to determine what has kept those teachers from leaving, as well as what was the impetus
for those who left. Obtaining this information will empower building administrators and teacher
education faculty with the needed tools to better prepare new teachers for the classroom.
Participants in this study were 11 teachers currently serving in the classroom during the
2022–2023 school year who met the following criteria:
• Serving as a classroom teacher at time of research
• Working in the State of California
• Teaching for 5 years or less
Design Summary
For this study, it was necessary to conduct a qualitative research study, so I could
ascertain information from the participants in an environment which was conducive to providing
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this. Furthermore, this study was administered in a way that would discover conclusions and
substantiate the research questions mentioned.
Methodology
The methodology included qualitative data from open-ended interview questions from ten
individuals who currently serve as classroom teachers in California K–12 schools. I developed a
protocol for a structured interview that had questions created and planned in advance. This is
done to ensure that each interviewed participant answers the questions in a way that consistently
provides clear results. The interview protocol was field-tested for time and validity by experts
within the field of K–12 education. Feedback from that testing was applied.
Instrumentation and Protocols
Qualitative Instruments
Qualitative data was obtained from the use of interviews. The interview protocol
contained 13 questions (see Appendix B). The protocol was focused on each of the research
questions. Part I is focused on demographic information of the current teacher, Part II addressed
Research Questions 1 and 2, and Part III focused on Research Question 3. Included within the
questions are follow up questions in Numbers 1, 2, 3, 4, 5, 7, and 8. The interviews were
conducted via Zoom based upon the purview of myself. Throughout the interview, I collected
notes and asked open-ended questions.
Data Collection
While completing this study, I used data collection methods which are detailed by
Merriam and Tisdell (2016): “direct quotations from people about their experiences, opinions,
feelings, and knowledge obtained through interviews” (p. 24). Qualitative data was obtained
from semi-formal interviews completed by 11 current teachers.
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It is of the utmost importance that prior consent is provided to the researcher to execute
the interview so that those being interviewed are made aware that answers provided remain
confidential (Merriam & Tisdell, 2016).
Each of the teachers I interviewed were asked no sooner than 2 weeks ahead of time
about ideal dates and times to be interviewed. I advised those being interviewed that there would
be a recording of the interview in conjunction with the notes and anecdotal observations written
by myself. The subjects were asked if they objected to being recorded during the interview since
the interviewees should be asked this question (Merriam & Tisdell, 2016). Each interview lasted
approximately 20–30 minutes. All interviews were transcribed and reviewed by me.
Data Analysis
This study was conducted using a qualitative research approach. Every item used in both
the interview protocols had a direct link with the research questions. The research questions are
what was used to analyze the data for the duration of this study.
After conducting the interviews and analyzing data, I was able to develop individual
reports which identify the results from each source of data. I read the interview transcripts,
listened to the recording, and transcribed the interview. Sociocultural theory was utilized to
interpret the data and observe these from a more grand scale (Maxwell, 2013). Throughout the
study, I preserved participant confidentiality.
Validity and Reliability
I strived to ensure that the study maintained a high level of validity and reliability. While
conducting the study, I ensured that the study exemplified, “correctness or credibility of a
description, conclusion, explanation, interpretation, or other sort of account” (Maxwell, 2013,
para. 4). I used a number of strategies to combat any threats to the validity and reliability of the
31

study. This included the following: using open-ended questions to diminish the effects of
researcher bias; triangulation between the interviews, literature review, and sociocultural theory;
and field testing of interview protocols.
Summary
This study utilized a qualitative approach utilizing interviews. The data was collected
from current teachers in the state of California and evaluated to focus on research areas: work
expectations high school teachers, ways teacher education programs prepare teachers for those
expectations, and the steps and tools that administrators can take to fill the gap left by teacher
preparation programs. Study findings are presented in Chapter 4, with a discussion of the
findings in Chapter 5.

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Chapter 4: Results
The purpose of this study is to identify the extent to which professional responsibilities
are impacting the attrition rate of teachers. This study will examine the level of preparation that
teacher education programs provide teacher candidates in areas that often have no measurable
metrics. This study will identify the expectations of teachers that are a major driving force
behind attrition, ways in which teacher preparation programs have prepared new teachers for the
expectations of the role, and ways in which administrators can support new teachers in practical
skills not included in the course of instruction in teacher preparation programs. The research
questions focus on experiences in teacher preparation programs, first-year teaching, and the level
of support provided by administrators.
Participants
All participants in this study met the criteria of being a teacher in the state of California
who was in their first to fifth year as a full-time teacher. Twenty-four potential participants
responded to the solicitation for participants, and all 24 met requirements; 15 were invited to
participate in the research; and of those 15, 11 were interviewed. The respondents included 10
public school teachers and 1 independent school teacher. Participants pseudonyms, number of
years in the profession, and subjects taught are detailed in Table 1.

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Table 1
Interview Participants
Teacher pseudonym Years teaching Subject
Ashley 2 Art
Jacquelyn 2 Mild/moderate special education
Nancy 3 Biology
Jim 1 Social sciences
Gary 1 Social sciences
Ben 4 English
Jonathan 2 Physical education
Avery 3 English
Jonas 2 Mild/moderate special education
Larry 4 Mild/moderate special education
Wilma 5 Mathematics

Results
The research results are listed below and arranged by research question. Each research
question is reviewed, attributed to the literature, and the results are presented. A summary of the
results is identified as related to the respective research question. Ultimately, encapsulation will
be available at the end of this chapter. The research questions that direct this study and categorize
this chapter are
1. What do high school teachers identify as expectations for their work as teachers?
2. How have teacher preparation programs prepared teachers for the expectations they
have described?
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3. How can administrators provide support to first year teachers in practical skills that
teacher preparation programs do not include in their course of instruction?
Results: Research Question 1
Research Question 1 asked, “What do high school teachers identify as expectations for
their work as teachers?” The research indicates that teaching is one of the most stressful
professions (Björk et al., 2019). There is a relationship between teachers’ workloads and some
unfavorable professional outcomes, such as exhaustion, disengagement, tension, and turnover
rates (Hentges, 2012). Modifications to academic compliance policies made at the national and
state levels may have a domino effect that increases teachers’ stress and negative effects (Stuit &
Smith, 2012). Recent studies suggest that utilizing standardized test performance to base
teaching evaluations, performance bonuses, and tenure continuing contract decisions on test
scores results in increased related stress in the environment, additional stress related to the
classroom curriculum, and more significant stress among teachers (Kolbe & Strunk, 2012).
Historically, factors such as frustration, exhaustion, compensation, and unhappiness with one’s
job have been linked to teacher turnover (Jespen & Rivkin, 2009). Teachers typically require a
significant increase in the amount of time and money invested in their training and development
at the beginning of their careers; however, their effectiveness as educators improves with the
length of time they spend in the classroom (Ryan et al., 2017).
Unknown or Perceived Unrealistic Expectations: A Common Theme Among New Teachers
As new teachers begin their careers, it is imperative that they are aware of their
professional responsibilities and how it relates to the preparation they have received at that point.
Overwhelmingly, the teachers interviewed stated they had very low confidence in understanding
their expectations and believe that unrealized expectations have adversely impacted the
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perception others have of their performance as educators (see Table 2). Furthermore, these
perceptions arguably impacted their ability to cultivate meaningful relationships with their peers
at a point in their careers where it is necessary.

Table 2
Understanding of Expectations for First-Year Teachers
Response
n %
Yes 2 18
No, and it had no impact on my teaching. 2 18
No, and it had an impact on my teaching. 7 64

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It is of significance to note that the perception of unclear expectations vary among
teachers from different content areas. Jacquelyn, a special education teacher described the
expectations as extremely ambiguous and lacking clarity:
The rules are different for the district you work for and from your own teacher
preparation program. Being a special education teacher, I wasn’t given any specifics for
day-to-day work, just to make sure IEPs are compliant. So, it’s a generalization. And the
generalization that they give is extremely vague. I believe that they could have honed in
more on it.
Time and Professional Responsibilities
While the literature suggested that a source of teacher burnout is the correlation between
expectations and reality (Buchannan, 2010), the data obtained through interviews demonstrates
this to be consistent amongst content area taught, years of experience, and setting of the school.
These feelings of being overwhelmed are particularly noticeable during the teacher’s first year of
teaching. The teachers were asked the following: In your experience as a first-year teacher, did
you feel that you had a good understanding of what was expected of you? Special education
teachers indicated that they did not have a good understanding of their dual expectations of
serving as both a classroom teacher and a case manager, while general education teachers were
split over the question. Three indicated that they were unaware of what was expected, while five
indicated that they were fully aware of what would be expected. Questions from Research
Question 2 will expand upon these answers while viewing them from the lens of their teacher
preparation programs. Jonas, a special education teacher described their experience as being
tasked for more than what could be reasonably accomplished:
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It was give and take. Either I don’t plan instruction or I don’t write IEPs and hold the
meeting, but it was a give and take making it work. I had enough time for one, but I
didn’t have enough time for both because I was still learning how to write IEPs that are
specific to the school district, and not the examples I worked on in my preparation
program.
Unfortunately, this appears to be the norm and not the exception. When asked about the paid
contractual time available to new teachers, Ashley noted:
Not enough. Yeah, it was never… I mean, it still is never enough to do everything during
a prep. I have gotten better from last year about not working at home. There were
definitely times when I worked a lot at home. I would say I worked on average after
school, probably like 5 to 10 hours per week outside of contract for the first year
Teacher Uncertainty Related to Inefficiency
Teaching provides a level of autonomy and independence that is rarely seen by other
professionals during their early careers. As a result, high levels of ambiguity and high
expectations combine to make a tumultuous and challenging environment for many new
teachers. It was reported by every teacher interviewed that they were not given any specific tasks
or directives to accomplish during their planning. While this often is a result of collective
bargaining and labor agreements which prevent administrators from directing faculty which tasks
to work on during their free planning period (Barnum, 2022), six of the teachers interviewed
indicated that they would have preferred this; as they were unsure of what they were supposed to
do. Consequently, this may have contributed to tasks taking longer to complete. Jonas, a 2nd year
teacher stated this:
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I wouldn’t say that admin necessarily gave me like this is what you do every day and this
is what you need to do every day. If I had a question, generally I just went to the other
teachers around in the department.
Mentorship Programs Bring Positive Feelings
Teaching can reasonably be compared to playing a team sport. The desire and benefit of
having others with a greater level of knowledge and expertise cannot be underestimated.
Throughout the research, it was clear that teachers who were involved in structured mentorship
that were exclusive to their local site, believed that this positively impacted their ability to
continue. These structured mentorship programs usually consist of a professional learning
community (PLC) or scheduled sessions with content-specific academic coaches. A teacher’s
relationships with other teachers may be important in teaching problems; however, principals
often help with problems in the classroom (Kim, 2019). Still, research shows that support from
peers and supervisors is important in academic settings because it positively affects teacher
wellbeing and attitude toward work (Buchanan, 2010). There is evidence that teachers are more
likely to stay if they feel like they work in an environment where they are supported and can
work together (Mérida-López et al., 2020). Jacquelyn, a special education teacher in her second
year described the positive results of working with a coach:
I had a specific special education coach last year. I got to meet with her every Wednesday,
and if I needed her outside of those Wednesdays, she had specific Zoom meetings. Or I
could reach her by email. She sat down with me, told me how to write IEPs, look over
them, and gave me pointers. And she had on Wednesdays when we met that there would
be four of us in the group. She had four first year teachers and we all shared our
39

experiences with challenges that we’re seeing and how we could overcome them and
we’d swap strategies. So that was really, really helpful to me.
Discussion: Research Question 1
Although the problems associated with teacher working conditions and expectations seem
to have the most significant impact upon teachers leaving the profession; some teachers cite
other contributing factors as the reason for their departure. Research regarding teachers of color,
and specifically research of Black teachers, has for a long period of time indicated the racially
charged experiences known as racially based microaggressions (Bristol, 2014). It is reasonable
that conversations about policy that impact teacher education address race and racism, especially
when it comes to issues concerning working conditions and teacher turnover. Research models,
policy conversations, and corrective policy measures all need to factor in racism, and more
specifically anti-Blackness, as well as its effects. An essential view that takes into account events
such as racially charged microaggressions ought to be a prominent component of any work that
seeks to disaggregate teachers according to race (Frank et al., 2021).
Many teachers in the classroom feel as if the goals they sought out to accomplish early on
during their careers are simply impossible to achieve (Karsenti & Collin, 2013). For many
teachers who leave the profession prior to retirement, they are not simply feeling burned out or
stressed; they are essentially demoralized because many feel that they must choose themselves
over their pupils (Santoro, 2021). So while the increased levels of stress are assuaged by the
change of careers, the immense dissatisfaction in not being able to help those former pupils
remains. Teaching for many is not a profession that one can simply walk away from, even if they
are no longer employed by a school. Many former teachers have subscribed to the notion and
40

belief that teaching is a way of life and that to be absent from the classroom is an abject failure,
not a success (Thompson, 2018).
Results: Research Question 2
Research Question 2 asked, “How have teacher preparation programs prepared teachers
for the expectations they have described?” According to Bradford (2023), the first action which
can be taken to address teacher turnover occurs prior to student teaching. Initial steps can be
taken very early on during the educational process of a student in a teacher education program.
Teacher candidates determine the outcome of their teaching careers based upon the support they
receive in training (DeAngelis et al., 2013). It is arguable that those interested in becoming
teachers receive an adequate education on the subject of education; yet, relatively little effort is
put into preparing them for the non-instructional responsibilities that come with the job
(DeAngelis et al., 2013).
What Was Taught Compared to What Was Needed
Like every other profession, the role of a teacher has changed significantly over the
course of time ⎯particularly in the pandemic and post-pandemic era. Expectations and
responsibilities have been altered along with the growing needs of both teachers and students.
Subsequently, one tenet that occurred in multiple interviews, was the notion that many of the
teacher preparation faculty had not recently experienced life in the classroom and as a result
there is a disconnect between what is learned in the preservice classroom and what is
experienced in the K–12 classroom. Larry had this to say about the paradigm of what is taught in
the teacher education program compared with what is expected by the school:
IEPs and going over goals. They basically gave us the vagueness of a goal writing for
special education. Saying it has to be measurable and I have to write a specific,
41

measurable goal and give the student short term, long term of how they’re going to
accomplish this. I know that now. I was never taught that in school. They made it seem
like you could just go to a goal bank and give the student a goal. And what I learned is a
lot of the things that were taught in school are outdated and are no longer practices that
we actually do here. Yep. I’m going to use the word outdated and no longer applicable
for today’s population of students.
Nancy, a biology teacher made this comment about issues that were emphasized in her
credential program that were not relevant to the hiring process of obtaining a job as a teacher:
How you get hired as a teacher. There was a whole class, basically. That was. How do
you present yourself to get hired to a district that I used absolutely nothing from? Yeah.
They had us make a whole website of, like, a portfolio or whatever. No, I didn’t use any
of that.
Whereas, Ben described his experiences with this situation this way:
I feel less prepared by my program, but I was lucky to be put in a position where I had a
really supportive team behind my back that was guiding me throughout the process to
make sure that I got it right. And they were very welcoming and answered my questions.
Gary noted the disparity between what was stressed by his professors and his workplace:
My education professors stressed the importance of identifying the social science
standards at the beginning of every lesson, making me believe that administrators were
looking for this. In each of my observation feedback meetings, my administrator was
more concerned with the CSTP’s then the content standards. They also told me to,
stressed, to always have your objectives written on the board, and that you could lose
your job for not having that, but I have yet to have an admin ask for that.
42

Connection to Professors
Teacher candidates spend a varied amount of time with their education professors. Some
see them on weekends or evenings, some work with their faculty members full-time for over an
academic year, and some never met or experienced live sessions (Piccolo et al., 2021). As a
result, there is a wide range of experiences that new teachers reported in feeling connected to
their education professors. Consequently, the research showed that connection to education
professors had very little impact on teachers’ ability to continue teaching. As Nancy remarked,
“Although I didn’t have that connection with professors, I have been fine anyway. Okay. Because
working with professors is the hoop you have to jump through if you want to go into teaching.”
Gary reflected on not feeling a connection with his education, noting that he “didn’t feel a
connection” because he was “there to learn [and] partake from their knowledge.” He noted
further, “So I didn’t. It wasn’t personal for me. I wanted the knowledge that they have in order to
be successful.” On the other hand, Jim shared about an outlier among his professors:
I really only felt connected with one of my professors, she was straight with us and told
us what really wasn’t helpful and what we needed to know to be successful. We had some
classes where we didn’t learn anything that we use as teachers.
Discussion: Research Question 2
Teacher candidates are well-educated on teaching, but very little work is done to prepare
them for the non-instructional duties of teaching (Darling-Hammond, 2005). So much of what
goes into teaching extends beyond the classroom. One of the most significant challenges that any
organization faces when dealing with professional development or training; is creating material
that the learner can not only utilize to enhance their practice, but that their practice will actually
be transformed by the information provided (Schunk, 2020).
43

In addition to traditional methods available to teacher preparation programs which are
directed toward addressing teacher turnover, the dynamic that colleges and universities arguably
have the greatest control of is the one that is least pursued: diversification of teacher educators
(Bristol, 2014). Even though America’s schools are becoming more diverse, the majority of
teachers are still White (Conrad & Blackman, 2016). Many of these teachers grew up in
homogenous communities where they had little contact with people from other ethnic, social,
cultural, and socioeconomic statuses. Even though demographics are becoming more diverse,
teachers often feel like they don’t have the tools they need to meet the needs of their students
(Karsenti & Collin, 2013). So, more than ever, programs that train teachers and teacher
candidates need to make sure they give teachers and teacher candidates the expertise, abilities,
and tools they need to create inclusive classrooms (Samuels et al., 2017) that embrace and
encourage diversity and equity (Björk et al., 2019). However, this problem is not solved simply
by increasing the diversity of teacher candidates. Schools and education programs are often not
designed to make black males feel inclusive, which leads to this group not wanting to become
teachers (Bristol, 2014).
Arguably, teacher preparation programs have the greatest influence on selecting and
hiring their faculty, then it can be argued that those same programs have the least influence on
teacher standards which are often determined by elected leaders (Eaten & Edino, 2018). Those
standards exist to ensure high quality instruction and the development of learners; not the mental
protection of teachers, nor mental preparation to take on the challenges of teaching (CSTP,
2009). Particularly those challenges which arise from the responsibilities that cannot be
quantified. Furthermore, graduates of Teacher preparation programs who fail to enter the
44

teaching profession assert that they cannot envision themselves in the profession long-term
(Struyven & Vanthournout, 2014).
Results: Research Question 3
Research Question 3 asked How can administrators provide support to first year teachers
in practical skills that teacher preparation programs do not include in their course of
instruction? Teacher shortages in public schools have long been blamed on high attrition rates
within the teaching force. Research in the same area suggests that principals may be the best
people to change how things work at school (Carlson, 2012). Teachers’ empowerment and
influence over school policy, opportunities for professional development, the level of cross
curricular and cross grade collaboration, the use of faculty members’ time, school-wide behavior
management plan, learning spaces, school funding, school culture, and community engagement
are some of the more common variables that go into evaluating working conditions in schools
(Jackson, 2012). Job satisfaction went up when instructional practices like organizing the course
of study and evaluating teachers; and principal servant leadership such as helping teachers and
making them a priority were used (Kim, 2019). The principal matters when it comes to how a
teacher feels about his or her work environment (Burkhauser, 2017). When people think good
things about a principal in one part of the school, they tend to think good things about them in all
parts of the school (Jacobson & Cypres, 2012). If a school district or group of schools is having
trouble keeping teachers, they might want to find out how the teachers feel about where they
work (Beteille et al., 2012). If people don’t like the school environment, districts should look to
the principal as a key player in making things better at the school (Conrad & Blackman, 2018).
With money from the district, a plan for the professional development of principals in schools
with subpar ratings could be made (Patel, 2016). These might include instructing principals on
45

how to provide constructive criticism or helping them improve their skills as adults in charge;
essentially focusing on developing people management skills (Farah, 2013). As they train future
school leaders, programs that prepare principals might want to focus on how adults can be good
leaders and how to give teachers good feedback. When hiring for schools that have trouble
keeping teachers, districts might also look for or try to find principals with a track record of
improving teachers’ working conditions (Rueda, 2011).
Administrator Response Is Varied
Building-level school administrators, much like the rest of the populace, consists of
individuals with various personality types, external commitments, and professional preparation.
As a result, the capacity for building-level administrators to respond to the immediate and ever-
present needs of new teachers is constrained by compounding student and parent issues, which
often require the immediate attention of the administrator. Consequently, first year teachers who
had administrators that could immediately respond to their needs experienced a significant level
of disparity compared to their counterparts who taught at schools where their administrators were
often unavailable throughout the day due to the needs of their profession. Nancy had this to say
about responses from their administrator during their first year of teaching:
There was one challenging situation that just kind of went to the wayside and I felt like
everybody was like, it’s not a big deal. And it just never happened. Looking at the overall
picture, some of it wasn’t addressed. Some of it, I felt, was just an email saying, ‘okay,
we understand we’re going to take care of this.’ But it was never taken care of. I felt like
it was an attempt to pacify me, but never resolved. However, at the end of the day. I really
love my job and I’m in a good place and I can’t just let one bad administrator ruin this.
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Perceptions of Administrators Is Not Weighted in Decisions to Keep Teaching
A large percentage of teachers interviewed noted that they had very few interactions with
their respective administrators. Ten of the teachers interviewed work at large comprehensive,
public high schools; presumably, their experiences could differ from those at elementary, middle,
or smaller high schools. Nine of the teachers interviewed stated that their interactions with
administrators had very little to no effect on their desire to continue teaching. Ashely had this to
say about it:
I mean, again, I didn’t need a lot from them. My interactions with my VP in particular
were positive. Okay. I felt that the feedback from observations and the pre and post
meetings were positive, so they didn’t hurt my decision to come back. Okay. Because I
think they are approachable enough that if I needed them, I could ask for help.
Discussion: Research Question 3
There is a correlation between the quality of leadership provided by the principal of the
school and the level of job satisfaction experienced by the teachers working in that school.
Principals have a responsibility to be aware of how the efficacy (or lack thereof) of their
leadership affects the level of work satisfaction experienced by their faculty members (Redding
et al., 2019). There are different ways to approach this. There are a number of factors to consider
while training prospective school principals, including providing them with the necessary
knowledge and abilities. Aspiring principals should have a good understanding of how to govern
their schools efficiently as well as how to lead their schools effectively. Additionally, current
school principals should recognize areas of improvement and work to improve them. It is
important for principals to reflect on their approaches to communication and collaboration, as
47

well as their interactions with the teachers in their school. Self-consciousness can help them
become better leaders and so avert the loss of valuable employees.
It is crucial for present principals and those who aspire to become principals to realize
that the way they lead has a direct impact on the degree of employee satisfaction enjoyed by
teachers working in the school where they are employed. Successful principals cultivate an
atmosphere in the school in which educators have the impression that they are supported and
collaborated with, and as a result, they are committed to their work. On the other hand,
ineffective principals are unable to develop quite an atmosphere, which leaves the teachers with a
feeling of alienation. This, in turn, leads to discontent with their jobs and an increased likelihood
that they will leave their teaching positions. To decrease the attrition rate of teachers, principals,
both those currently holding the position and those who will fill it in the future, need to
understand and acknowledge the effect they possess concerning teacher attrition and take
measures to confidently say that teachers in their schools experience a sense of contentment with
their professions (Carlson, 2012).
Summary
Research Question 1 focused on the experiences of teachers in their first year. The
findings indicate that high school teachers within their first 5 years of teaching genuinely believe
that their expectations greatly exceed their capacity to complete necessary work within the
allotted planning time. This is a source of contention among teachers and is consistent with a
significant amount of existing literature. The results from Research Question 1 also demonstrate
that many teachers in their early careers are often unsure or unaware of expectations and that a
structured mentorship program significantly reduces workload and allows for a better
understanding of their responsibilities.
48

Research question 2 centered around the level of preparation that new teachers receive in
their teacher preparation programs. Research participants were asked about the level of
preparation that they feel their respective programs provided for their current careers. It is
evident that many believe that their preparation programs did not adequately prepare them for the
daily tasks of being a teacher. Particularly, many participants believe that the instructional
practices and strategies provided in their programs are antiquated when dealing with students
currently in the classroom.
Research question 3 revolved around the experiences that new teachers have with their
administrators and how that impacted their first year of teaching and their desire to want to
remain in the classroom. The findings indicated that new high school teachers had very few
interactions with their administrators and relied heavily on their colleagues for support and
development. While this appears to be rooted in administrators being consumed with over
imminent needs, existing literature is pretty clear that the number one reason behind teachers
leaving the classroom is a lack of support by administration. While the research findings do not
suggest that administrators are intentionally failing to provide support to new teachers, the
organizational design for high school administrators may prevent them from being able to
adequately develop the talent of new teachers.

49

Chapter 5: Analysis
In the present chapter, I provide a summary of the findings in relation to the implications
for practice within the educational community. The most important findings from the research
are dissected here with the goal of enlightening both the educational leaders of now and
tomorrow about the effects of never-ending expectations among teachers and how it impacts
recruitment and retention. Furthermore, the preparation of new teachers is examined. Within the
scope of this investigation, recommendations are provided for additional research to be
conducted in the future.
This study centered around why early career teachers are leaving and if it is connected to
the effects of increasing responsibilities (Björk et al., 2019), level of preparation (Struyven &
Vanthournout, 2014), and support from building-level administrators (Carlson, 2012) ⎯
particularly among early career teachers during their first 5 years of teaching. New teachers are
often tasked with learning a substantial amount of information, in a relatively short time span
(Karsenti & Collin, 2013). Much of this information tends to have a substantial amount of
disparity between what they expected teaching consisted of during their teacher preparation
program and what is expected of them by their school administrator (Diliberti et al., 2021). This
study aimed to investigate what is causing new teachers to quit teaching at such a high rate
(Hentges, 2012). The following questions guided the research:
1. What do high school teachers identify as expectations for their work as teachers?
2. How have teacher preparation programs prepared teachers for the expectations they
have described?
3. How can administrators provide support to first year teachers in practical skills that
teacher preparation programs do not include in their course of instruction?
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This study implemented a qualitative research design that involved teachers from four
sites, three were comprehensive high schools, and one was a K −12 independent school. All sites
were located within the same region of Northern California.
Findings
Study findings suggest that expectations for teachers remain a primary concern for the
early career teachers that were interviewed. Coincidentally, the ambiguity and uncertainty of
responsibilities and expectations led to a decline in the self-reported efficacy of teachers during
their first year of teaching. Moreover, the findings suggest that many early career teachers
perceive their teacher preparation program as inadequately preparing them for the non-
instructional duties that are required of teachers. Finally, the role of the principal cannot be
understated in addressing new teacher support. While most teachers had very few direct
interactions with their principal during their first year of teaching, the ones who had interactions
with formal support systems created by their principals reported higher levels of satisfaction, all
of which is consistent with existing research and literature.
Research Question 1
Research Question 1 inquired, “What do high school teachers identify as expectations for
their work as teachers?” Data related to Research Question 1 produced two findings. The first
finding that emerged stems from a lack of understanding the responsibilities that were assigned.
This finding was consistent with the work of Santoro (2021), which identified reasons behind
teachers leaving the profession at such an early point in their careers. Out of the eleven teachers
interviewed, only two reported that they understood the expectations required of them as first
year teachers. Furthermore, seven of the interviewees stated that the lack of understanding
51

expectations impacted their teaching abilities; which had a perceived impact upon student
engagement and learning.
The second finding that emerged confirmed that early career teachers are leaving
teaching because they feel as if their non-instructional responsibilities exceed the time allotted in
their official workdays to complete them (Kavenuke, 2013). This is confirmed by (Sass et al.,
2012) which investigated the factors surrounding the expectations of teachers and how it relates
to the attrition of early career teachers. Interview responses that supported this finding led many
teachers to feel the need to sacrifice one responsibility to meet the needs of others. For example,
all the special education teachers interviewed indicated that there was not a clear distinction of
importance between individual education plan (IEP) case management and classroom
instructional duties. While general education teachers reported working an average of 5 to 10
hours per week in addition to the workday ⎯as specified in the respective collective bargaining
agreements ⎯one area where new teachers struggle is with accepting that responsibilities may
exceed those allotted to an official work day.
Research Question 2
Research Question 2 inquired: How have teacher preparation programs prepared
teachers for the expectations they have described? Data related to Research Question 2 produced
two findings. The findings indicate a disconnect between the faculty of teacher preparation
programs and the expectations of high school teachers. Teachers in the study reported that their
preparation programs adequately prepared them for the instructional duties of being a teacher;
however, the non-instructional duties were not covered enough to meaningfully impact their
first-year teaching experience. This is consistent with Darling-Hammond (2005) who identified
some of the challenges that education faculty may encounter when preparing future teachers for
52

unknown and unforeseen experiences. For example, teachers reported very little to no training in
communicating with the families of students, particularly during fractious conversations.
The second finding identified a misalignment between the content teacher candidates
receive and the information that early career teachers determine to be beneficial. Nine of the
teachers interviewed believed that practices which were emphasized heavily by the faculty of
their teacher education program, were not expectations or practices that were utilized as first year
teachers. While standards for teachers are established to ensure high quality education and the
growth of learners (California Standards Teaching Practices, 2019), those standards are not
always modified or updated to reflect more relevant teaching practices.
Research Question 3
Research Question 3 inquired, How can administrators provide support to first year
teachers in practical skills that teacher preparation programs do not include in their course of
instruction? Data related to Research Question 3 produced three findings. The first finding is that
support provided by administrators to first year teachers resulted in higher levels of teacher
reported self-efficacy. This is consistent with Burkhauser (2017) who identified that principals
have the most influence over the working conditions which impact a teacher wanting to leave or
stay. Teachers interviewed said that building level support and mentoring systems which were
created by their principals resulted in an increased level of job satisfaction. It became abundantly
evident that teachers who participated in structured mentorship programs that were unique to
their local site held the belief that doing so favorably influenced their capacity to continue
working in the field. Structured mentorship programs that were reported during interviews
included professional learning communities (PLCs) and regularly planned meetings with
academic coaches who specialize in a particular subject area. It is possible that a teacher’s
53

relationships with their colleagues plays a significant role in teaching problems; yet, principals
typically assist with issues that arise in the classroom (Kim, 2019).
The second finding identified that administrator response to issues varied greatly from
administrator to administrator. As a result, data which resulted from this is varied by the teacher.
Similar to the rest of the population, individuals working as building-level school administrators
have a wide range of personality types, outside obligations, and levels of professional
preparedness. As a consequence, the capacity for building-level administrators to respond to the
immediate and ever-present requests of new teachers is hampered by compounding concerns
involving students and parents. Therefore, first-year teachers who taught at schools where their
administrators were frequently unavailable throughout the day were at a significant disadvantage
compared to their counterparts who taught at schools where administrators could immediately
respond to their needs. This resulted in significant disparity among teachers based on the needs
of the school in which they work.
The third finding indicated that for many, the perception of their administrator is not
weighted in the decision to keep teaching. When asked about their experiences with the
administration at their schools, a significant number of the teachers who were interviewed
reported having very few encounters with their principal. It is reasonable to assume that the
experiences of the ten teachers who worked in large public comprehensive high schools could be
dissimilar from those of teachers who worked in elementary, middle, or smaller high schools.
When asked about their interactions with administrators, nine of the teachers who were
questioned claimed that these encounters had very little to no impact on their willingness to
remain in the teaching profession. It is important to note that existing literature cites lack of
54

support as the number one reason teachers quit the profession. However, every teacher
interviewed is still presently teaching.
Limitations
The study’s findings are limited in two areas: generalizability, due to the contextual
specificity of sample sites and the small sample size; and internal validity, due to the reliance on
self-reported data and the modification of the quantitative instrument. Furthermore, the focus on
high school teachers could have produced different outcomes if elementary and middle school
teachers were included in the study. Moreover, because this study relied on self-reported data
(interviews), respondent validity could be a drawback. Due to the size and scope of the sample
population, the inability to generalize study findings may constitute a drawback of this study.
Nonetheless, generalization was not the goal of this study. Rather, the purpose of this
investigation was to provide a comprehensive account of the connection between the expectation
of teachers and the high attrition rate of early career teachers. Although these descriptive findings
cannot be generalized to all educational environments, their level of description permits
relevancy.
Implications for Practice
This study focused on the causes of early career teachers leaving the profession prior to
retirement. The findings of this study provide a wealth of information in which school leaders,
teacher preparation faculty, and early career teachers can utilize to effectively address the teacher
attrition rate. The implications for practice allow early career teachers to experience higher levels
of self-efficacy by increasing early career teacher’s belief in their capacity; faculty of education
preparation programs to provide additional tools; and allow school administrators the ability to
aid and assist those teachers who may have an increased likelihood of leaving the profession.
55

The first implication for practice focuses on the experiences of first-year teachers. The
results reveal that high school teachers with less than 5 years of experience actually believe that
their expectations surpass their capacity to do necessary tasks within the allowed planning
period. This is a topic of debate among educators and is supported by a substantial body of
existing literature (Björk et al., 2019; Hentges, 2012; Karsenti & Collin, 2013). In addition, the
results of the first research question indicate that many early-career teachers are frequently
uncertain or uninformed of expectations, and that a structured mentorship program considerably
decreases their workload and facilitates a better grasp of their obligations.
The second implication for practice addressed the amount of preparation received by new
teachers in teacher preparation programs. Participants were asked how well they felt their
individual programs prepared them for their current professions. Evidently, many felt their
training programs did not effectively equip them for the day-to-day responsibilities of teaching
(Struvyen & Vanthournout, 2014). To address this, schools of education have the ability to
intentionally provide coursework or skill-building that focuses on the non-instructional duties of
being a teacher (Franks, 2021; Piccolo et al., 2021). Additionally, teacher candidates may be best
served by an increased number of preservice or student teaching hours.
The third implication for practice centered on the interactions new teachers have with
their administrators and how those interactions influenced their first year of teaching and their
willingness to remain in the classroom. According to the findings, new high school teachers had
minimal interactions with their administrators and relied significantly on their peers for support
and professional development. Existing literature makes it clear that the leading cause of teachers
leaving the classroom is a lack of support from administration, despite the fact that this appears
to be the result of administrators being overly preoccupied with pressing requirements
56

(Burkhauser, 2017; Carlson, 2012; Smith & Ingersoll, 2004). While the research findings do not
show that administrators intentionally fail to support new teachers, the organizational structure of
high school administrators may prohibit them from developing the talent of new teachers
adequately (Farah, 2013). It may be appropriate for school divisions to increase the number of
administrators, not based upon student population growth, but on the developmental needs of
educators, particularly early career teachers (Jackson, 2012; Kim, 2019). Essentially, school
principals are people managers that are given very little time to help develop those individuals
(Scallon et al., 2021).
Future Research
The study’s literature review identified a need to examine additional research in the ways
in which the COVID-19 pandemic has affected the roles and responsibilities of early career
teachers. While most teachers interviewed in this study began teaching during or around the start
of the pandemic, a comparative study with teachers who began teaching during early periods of
time would best be able to identify any new challenges faced in a post pandemic era.
The first recommendation for future research is to identify ways in which responsibilities
for early career teachers can be streamlined or standardized to the greatest extent possible. While
expectations are often specific to each district or school, it is clear that ambiguous
responsibilities have a negative impact on the teaching profession. It would provide some benefit
to identify areas of responsibility that are essential compared to those which are nonessential.
This could allow school leaders to modify expectations of early career teachers to expect the
most essential areas, compared to those of least essence.
The second recommendation for future research is to identify ways in which teacher
preparation programs could provide additional development in non-instructional responsibilities
57

of teachers, which may not be a primary focus of many schools of education. For example,
research into the specifics of what ancillary duties could be beneficial to learn during preservice
and if there is a connection between an increase in preservice hours and decreased teacher
attrition. Additionally, it could be beneficial for many schools of education to identify their
practices in conjunction with the realities that are faced each day by teachers.
The final recommendation for research in the future is to identify ways in which school
principals can obtain additional time throughout the course of the day or school year to mentor
and develop teachers in their early careers. The education practice could benefit with additional
research investigating the long-term effects of building level mentorship programs that are
initiated and administered by school principals. Quite similarly to the future research of teachers,
it may be beneficial to study and identify the essential responsibilities of principals compared
with the nonessential ones. Arguably, school administrators have a difficult time balancing the
many expectations of them, very much like teachers in their early careers.
Conclusion
This study confirmed that expectations of early career teachers have a significant impact
upon their desire to remain or leave the profession. Simply put, many teachers are leaving the
profession, and it is imperative that existing and future research be utilized to address this. Study
findings suggest that to effectively solve this problem, it will require multiple stakeholders: new
teachers, teacher preparation programs, school administrators, and education policymakers. In
order for building and district level administrators to provide the level of support needed, they
need resources from policymakers. In order for policymakers to justify the cost of those
resources, they need research from the schools of education on what works and what is
necessary. And in order for any new resource to have a high level of efficacy, it must be made
58

available to the teacher. All stakeholders working with a level of synergy are required to address
this problem which plagues our education system.

59

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Appendix A: Interview Protocol
Thank you for agreeing to participate in my study. As I mentioned when we last spoke,
the interview should take no more than an hour, does this still fit within your available time?
I want to remind you about this study, the overview for which was provided to you in the
Study Information Sheet and answer any questions you might have about participating in this
interview. I am a doctoral candidate at USC and am conducting a study on the challenges that
high school teachers experience when entering teaching preparation programs, as well as how
well your teacher preparation program prepared you for the work of being a teacher.
I want to assure you that I am only acting in the role of researcher. The questions I ask are
not to be evaluative in any form or fashion. My goal is to understand your perspective.
As stated in the Study Information Sheet I provided to you previously, this interview is
confidential. What that means is that your name will not be shared with anyone outside of the
research team. I will not share them with other students, your professors, or your institution. The
data for this study will be compiled into a report and while I do plan on using some of what you
say as direct quotes, none of this data will be directly attributed to you. I will use a pseudonym to
protect your confidentiality and will try my best to de-identify any of the data I gather from you.
As stated in the Study Information Sheet, I will keep the data in a password-protected
computer and all data will be destroyed after 3 years.
Do you have any questions about the study before we get started? I will record this
interview so that I can accurately capture what you share with me. The recording is solely for my
purposes to best capture your perspectives and will not be shared with anyone outside the
research team. May I have your permission to record our conversation?
69

Setting the Stage
1. Tell me about you.
a. How old are you?
b. What grade or subject area did you teach?
c. How long have you been a teacher?
2. What part of the state do you teach in?
a. Would you describe the setting as rural, urban, or suburban?
b. Have you worked in any other roles in education?
c. If so, what were/are they?
Experience as a Teacher
3. In your experience as a first-year teacher, did you feel that you had a good
understanding of what was expected of you? If yes, were those expectations clearly
identified by your teacher education program or administrator?
4. In your opinion, what were the major responsibilities that you were tasked with?
a. How did they make you feel?
b. Did you feel more or less prepared to support your students?
5. How much time did you have each week to plan instruction?
a. Do you feel that you had enough or not enough time?
b. Were you given directives to accomplish specific tasks during your allotted
planning?
c. What did your planning time consist of?
d. How much time did you spend planning after hours or during non-contractual
days?
70

6. Were you in a cohort or group specific to your building, grade level, subject, etc.?
Experiences Within the Teacher Preparation Program
7. Do you feel that you were adequately prepared for the classroom by your teacher
education program?
a. Why or why not?
b. In your opinion, what could have been done differently?
c. Do you feel that your professors prepared you for the environment which you
were to face?
d. Was there anything you remember learning from your education professors
which helped you the most as a teacher?
e. Was there anything that your education professors stressed to you, but turned
out to not be relevant or practical?
8. Did you feel connected with your professors?
a. Do you feel this has an impact on your ability to thrive within the program?
b. Why or why not?
9. Do you feel you experienced any challenges within your program that was unique to
your positionality?
Support Received from Administrators
10. In addition to any required programs such as BTSA, did your administrator provide
you with any type of mentoring program?
a. If yes, can you tell me more about it?
b. Do you feel that helped you out?
71

11. During your first year of teaching, how quickly would your administrator respond to
requests for assistance?
12. What impact did the administrator you had during your first year of teaching have on
your choice to continue teaching? What would you say contributed to your choice to
continue teaching?
13. How long did you work at the first school you taught at?
14. Closing question:
15. Is there anything else that you would like to share about what you believe has caused
so many teachers to leave the field of teaching prior to retirement?
16. Closing Comments:
17. Thank you providing me with the opportunity to speak with you today. I really
appreciate the insight you have given me. Thank you for participating in the study.
Are you ok with me contacting you for any follow up questions?
18. Post interview summary and reflection

Abstract (if available)

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Asset Metadata

Creator Bradford, Christian Sr. (author)

Core Title A full plate: the impact of high expectations and demands on teacher recruitment and retention

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 04/18/2023

Defense Date 03/01/2023

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

Tag early career teachers,OAI-PMH Harvest,teacher candidates,teacher preparation,teacher recruitment,teacher retention

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Cash, David (committee chair), Franklin, Gregory (committee member), (Rustin, Manuel)

Creator Email cb85048@usc.edu,christian.bradford517@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113038242

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