University of Southern California Dissertations and Theses

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

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

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Content Running head: HAWAI‘I SCIENCE AND MATH TEACHER RETENTION

1

UNDERSTANDING SCIENCE AND MATH TEACHER RETENTION IN

HAWAI‘I PUBLIC SCHOOLS

by

Noel Hakoda

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

August 2019

Copyright 2019 Noel Hakoda
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 2
ACKNOWLEDGEMENTS
I am so grateful to have had this opportunity to continue my pursuit of life-long learning.
I would like to thank my family for supporting my decision to pursue a career in education. Mom
and Dad, you have always been my greatest cheerleaders, I would not have been able to pursue
this degree without your undying support. Chris, I am so happy that we will both reach this
doctoral finish line together. I am excited to see what the future holds for both of us. To my
grandparents on both the Hakoda and Nagata side, okagesamade—I am who I am because of
you. You have inspired me to always be a better human and contributor to society. Marcus, thank
you for listening to my epiphanies and woes of how public policy and politics, and for picking
me up whenever I felt as if positive change was next to impossible. To my friends, thank you for
your unconditional love and support. To my coworkers and fellow colleagues, thank you for
understanding me in my most stressful times. To my Hawai‘i Cohort colleagues, thank you for
your various means of support (and for believing that I can fix any technical difficulty). I am
grateful to call you my family.
Lastly, thank you to my committee, Dr. Anthony Maddox, Dr. Scott Robinson, and Dr.
Tracy Tambasicia. Dr. Maddox, I am grateful to have received your guidance and feedback as an
expert in STEM education. Scott, thank you for your continuous support on my journey that is
navigating the field of education. Your patience and care for your students is a model for all
other teacher educators. Tracy, thank you for your words of encouragement and positive
reinforcement. Your patience is next to godliness and I think my cohort members and I can all
agree that we are thankful that you were the chosen one to lead us to the finish line.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 3
Table of Contents
Acknowledgements 2
List of Figures and Tables 6
Abstract 7
Chapter One: Overview of the Study 8
Statement of the Problem 9
Purpose of the Study 10
Significance of the Study 10
Limitations, Delimitations, and Assumptions 11
Definition of Terms 12
Chapter Two: Review of the Literature 13
Influences on Teacher Retention and Attrition 13
School Characteristics 13
Student Demographics 14
Working Conditions 14
School Culture 14
Induction and Mentoring 15
Compensation 15
Salary 16
Other Incentives 17
Impacts of Teacher Attrition 17
Student Achievement 18
School Climate 19
Economic Costs 20
Teacher Retention in Hawai‘i 20
Teacher Experience in Hawai‘i 21
Causes of Attrition 22
Implemented Solutions 22
Recruitment from Teacher Preparation Programs 22
Induction and Mentoring 23
Out-of-State Recruitment 23
Science and Math Teacher Retention 24
Reasons for Attrition 24
Competitive Salaries of Other Science and Math Careers 24
Organizational Characteristics 25
Solutions 26
Theoretical Framework 26
Schlossberg’s (1981) Model for Analyzing Human Adaptation to Transition 26
Perception of One’s Transition 28
Characteristics of Pre-Transition and Post-Transition Environments 29
Characteristics of the Individual 29
Conclusion 30
Chapter Three: Methodology 32
Introduction 32
Population and Sample Size 32
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 4
Population 32
Sample 33
Instrumentation 34
Preliminary Survey 34
Interviews 35
Focus Groups 35
Data Collection Process 36
Survey 36
Interviews 36
Focus Group 37
Security 38
Data Analysis 38
Validity 38
Role of the Researcher 39
Bias 39
Training and Preparation 39
Chapter Four: Findings 40
Introduction 40
Participant Demographics 40
Interview Participants 42
Focus Group Participants 44
Emergent Themes 44
Theme 1: Sense of Trust and Empowerment 44
Trust in the Classroom 45
Trust to Take on Leadership Roles 45
Professional Development Opportunities 46
Theme 2: Authentic and Positive Relationships 48
Relationships with Peers 48
Mentorship Experiences 50
Student Relationships 51
Theme 3: Synergistic Collaboration 53
Working in Teams 53
External Partnerships for Student Success 54
Lack of Collaboration 55
Theme 4: Experienced Affirmations and Self-Efficacy 56
Visible Student Growth 56
Ability to Fill a Need 58
New Teacher Mentors 60
Conclusion 60
Chapter Five: Discussion 62
Discussion of Findings 63
Student Centered Philosophies 63
Beginning Support 64
Importance of Synergistic Culture 65
Involvement in Teacher Networks 65
Teacher Development Opportunities 66
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 5
Years of Experience 68
Personal State of Affairs 70
Living Situations 70
Financial Situations 71
Recommendations for Practice 72
Recommendation 1: Provide Support for Student-Centered, Teacher Led Practices 72
Recommendation 2: Provide Teacher Development Opportunities 73
Recommendation 3: Provide Teacher Networking Opportunities 74
Future Research 75
Conclusion 75
References 78
Appendix A: Email to HI DOE Secondary Principals 84
Appendix B: Science and Math Teacher Preliminary-Survey Questions 85
Appendix C: Teacher Interview Protocol 87
Appendix D: Science and Math Teacher Focus Group Questions 89
Appendix E: Information Sheet for Research 91

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 6
List of Figures and Tables

Figure 1: Schlossberg’s Model for Analyzing Human Adaptation to Transition 27

Table 1: Interview Participants’ Years of Experience Based on Subject 41
Table 2: Interview Participants’ Responses to Continuing a Career in the HI DOE 41
Table 3: Focus Group Participants’ Years of Experience Based on Subject 42
Table 4: Focus Group Participants’ Responses to Continuing a Career in the HI DOE 42

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 7
ABSTRACT
Teacher attrition is an increasing area of concern throughout the nation. Though research
has been conducted on reasons for teacher attrition, there is a lack of research on why teachers
persist in their careers. This qualitative study examined the experiences of Hawai‘i science and
math public school teachers and how these experiences influenced their decisions to continue
teaching in Hawai‘i public schools. In addition to a dearth of research on why teachers leave
Hawai’i public schools, there is also a lack of research that attempts to explain the reasons why
teachers in the state of Hawai’i decide to persist in teaching overall. The research question that
was addressed was, what are the factors that influence Hawai‘i Department of Education public
school science and math teachers to remain in the teaching profession? Schlossberg’s (1981)
Model for Analyzing Human Adaptation to Transition served as a framework for this study. This
theory also provided a foundation for understanding how teachers adapted to their transitions as
teachers and how their perceptions, environments, and characteristics influenced their decision
making process to continue teaching in Hawai‘i public schools. Four major themes emerged
from interviews and a focus group with teachers who had at least five years of experience in
Hawai‘i public schools. These themes included (a) trust and empowerment, (b) authentic and
positive relationships, (c) synergistic collaboration, and (d) experienced affirmations and self-
efficacy. Recommendations included providing support for student-centered, teacher led
practices, providing teacher development opportunities, and providing opportunities for teachers
to expand their networks of support.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 8
CHAPTER ONE: OVERVIEW OF THE STUDY
Resource equity for students of minoritized and impoverished groups continues to be a
challenge in the United States. This includes the issue of recruitment and retention of highly
qualified teacher candidates to work in public schools. Teacher retention has been recognized as
a persistent problem in the United States since the 1960s (Rumberger, 1985). High minority and
high poverty areas suffer from the highest turnover rates, highlighting the need for change and
equitable conditions these populations. An increase in quality instruction may help increase
student achievement rates and provide more opportunities for under-privileged students. This
includes providing more opportunities for students in the STEM (Science, Technology,
Engineering, and Mathematics) field.
The high level of attrition of science and math teachers has been an ongoing problem
since the 1960’s (Ingersoll & Perda, 2010; Rumberger, 1985). The increase in STEM career
opportunities has created an increasing need for highly qualified math and science teachers. This
shortage is not due to a lack of qualified persons to fill math and science teaching positions
(Ingersoll & Perda, 2010). This highlights the need to determine why these qualified candidates
continuously decide to leave the profession.
This study examined the experiences of veteran science and math teachers in Hawai‘i
Department of Education (HI DOE) public schools and the factors and experiences that
influenced them to remain in the teaching profession. A better understanding of perspectives
related to teacher retention may help school and district leadership in developing policies and
processes that may increase teacher retention. Though there is a wealth of knowledge on issues
that influence the attrition of teachers across the U.S., there has been little to no research on why
teachers remain in the profession in the state of Hawai‘i.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 9
The Statement of the Problem
Teacher shortages have more than doubled since 1990, with some academic subjects
suffering greater losses than others (U.S. Dept. of Education, 2016). Teacher attrition can have
varying impacts on student achievement as well as an economic impact on school funding.
Though turnover of ineffective teachers can have a positive impact on student achievement, the
turnover of effective teachers has the opposite effect. Schools that are low performing with high
numbers of minority populations suffer the greatest rates of turnover (Barnes & Crowe, 2007;
Hanushek, Kain, & Rivkin, 2004; Ingersoll, 2001). In addition, teacher turnover can incur high
economic costs due to the recruitment, induction, and mentoring of new faculty. Thus, it is
pivotal to investigate the reasons as to why teachers remain in the profession in order to improve
conditions for others. Reasons for teacher attrition have been studied in states across the
continental U.S., but there has been less research on why teachers decide to remain in the
teaching profession. Additionally, there has been very limited research on the causes of retention
and attrition of Hawai‘i public school teachers.
With the growing need for a workforce in STEM careers, the U.S. government has put an
emphasis on science and math education (U.S. Dept. of Ed., n.d.a). In the U.S., only 16% of high
school seniors who are proficient in math and science have an interest in a STEM career (U.S.
Dept. of Ed., n.d.a). The increased need for specialists in STEM fields creates competitive salary
differentials for schools in order to retain highly qualified STEM teachers. Jobs that require math
and science degrees will continue to influence teacher shortages and turnovers (Rumberger,
1987). The most common solution to this issue has been to hire people out of their field of
certification (Rumberger, 1985). This leads to students in the U.S. having less than a 50% chance
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 10
of being taught by a teacher with a science or math license or degree (National Commission on
Mathematics and Science Teaching for the 21st Century, 2000).
Though the process of certifying new math and science teachers is a way to replace those
who left, it does not address the lack of retaining presently qualified and hired teachers
(Ingersoll, 2010). Thus, there is a need to further study the factors that influence the experiences
of qualified STEM teachers to persist in their careers and apply those factors in practice.
Purpose of the Study

The purpose of this study was to explore the factors that influenced the decision of math
and science teachers in Hawai‘i public schools to remain in the teaching profession. Due to the
increase in STEM related jobs the U.S., there is an increased need for students who are proficient
in STEM fields. Thus, the need for highly qualified and effective STEM instructors in public
education is a high priority. This study investigated the following research question: What are
the factors that influence HI DOE public school science and math teachers to remain in the
teaching profession? This study utilized a pre-survey, interviews, and focus groups to gain a
better understanding of the experiences of public HI DOE STEM teachers and how those
experiences influenced their decisions to remain in the teaching profession more than five years.
Significance of the Study
Understanding the factors that influenced science and math teachers to remain in the
teaching profession will help to inform policy makers and leaders in the HI DOE, from the
school to the state level, on how to improve working conditions for teachers. For example, this
may influence mandatory administrative professional development by putting an emphasis on
resource allocation and management to improve working conditions for teachers. School
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 11
administrators, in turn, may increase the relational capacity of the workplace and improve other
working conditions to help maintain their teaching staff.
This study also contributed to the literature that examines how Hawai‘i teacher retention
factors may be similar or different to other states. The unique geographic location and economy
of the state of Hawai‘i influences the way in which policy makers and leaders make decisions
that affect the public school system. Understanding how Hawai‘i teachers’ experiences may
differ from others may help state level leaders make specified and tailored decisions that fit local
needs.
Limitations, Delimitations, and Assumptions

This study was not without its limitations. Duke and Martin (2011) addressed the fact that
the results of any study are only as sound as the research that was conducted. Some limitations
included availability of participants for the study due to the geographical organization of the
state. One participant who opted into the study resided in one of the neighbor islands, which
required an interview to be completed virtually. This may have reduced the ability for me to
build relational capacity in a face-to-face meeting, weakening the depth of the interview data.
In addition, the populated sample size from the pre-survey may not have been sufficient
for my methods. Convenience sampling was a necessary component of the study due to a lack of
participants who opted-in to the surveys and interviews. Any prior interaction or relationship
with the principal researcher could also impact the results of the interviews and focus groups.
There were also some external threats to the validity of the data collected. The results of
this study cannot be generalized to the entire state of Hawai‘i. The data can only be generalized
to the individual participants and their own personal experiences. In addition, their experiences
with the Hawai‘i Department of Education may vary depending on when they began teaching,
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 12
whether they have taught another other subject besides math or science, and whether or not they
worked for several different schools or institutions (Creswell, 2014).
Definitions of Terms
Attrition is referred to as the action of teachers leaving the profession altogether
(Ingersoll, 2001). Retention is referred to as keeping teachers in the profession of teaching.
Movers refers to teachers who have transitioned between schools.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 13
CHAPTER TWO: REVIEW OF THE LITERATURE

This study explored the broad factors that influence STEM teachers employed by Hawai‘i
public schools in their decision to remain in the teaching profession. This chapter covers the
literature revolving around the following research question: What experiences influence Hawai‘i
public school science and math teachers in their decision to remain in the teaching profession?
This chapter discusses the current state of teacher retention and attrition in the U.S., while
identifying common factors that highlight why teachers stay in the profession, or why they
decide to leave the profession. This chapter also focuses on the influence of teacher retention and
attrition on student achievement, and the current state of teacher retention and attrition in
Hawai‘i.
Influences on Teacher Retention and Attrition

In 1980, researchers predicted an increase in teacher attrition as a result of two
converging issues (National Commission on Excellence in Education, 1983; National
Commission on Teaching, 1997). One of the issues outlined was the aging teacher population
that would retire. The other issue was a significant increase in student enrollment, as more
students would eventually require more teacher positions. More recent studies have challenged
the theory that teacher shortages are primarily due to these phenomena, pointing instead to other
factors that influence school staffing (Ingersoll, 2001). Other reasons for teacher attrition have
been identified and studied by researchers, including school characteristics, working conditions,
and compensation.
School Characteristics
School characteristics have an influence on teachers’ decisions to change schools or leave
the profession entirely. This includes student demographics, student academic performance,
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 14
school culture, working conditions, and the location of the institution. Much of the research on
whether teacher retention is impacted by student achievement has found that teacher retention is
poorest at low performing schools (Barnes, Crowe, & Schaefer, 2007; Boyd et al, 2007;
Hanushek, Kain, & Rivkin, 2004; Ingersoll, 2001). Student demographics have also been studied
as an indicator of teacher attrition.
Student Demographics
Schools with higher concentrations of minority students (i.e. Black, Asian Pacific
Islander, Hispanic) have higher rates of teacher mobility (Hanushek, Kain, & Rivkin 1999;
Hanushek, Kain, & Rivkin 2004). White teachers leave schools with high minority populations at
a higher rate than schools with majority White student populations (Hanushek, Kain, & Rivkin,
2004). In addition, teachers who transfer within urban districts tend to seek out schools with
smaller populations of low-achieving and economically disadvantaged students (Hanushek,
Kain, & Rivkin, 2004; Ingersoll, 2004).
Working Conditions
School culture. Researchers have also focused on how school culture might influence
teachers’ decisions to leave the profession. School administrators have a significant impact on
teachers’ decision to leave a school (Boyd, Grossman, Ing, Lankford, Loeb, & Wyckoff, 2009;
Ingersoll, 2001; Kukla-Acevedo, 2010) and a very significant influence on a teacher’s decision
to transfer or leave the teaching profession altogether (Ingersoll, 2001). On the contrary, a
significant amount of administrative support may increase the likelihood of turnover for first
year teachers (Kukla-Acevedo, 2010). Kukla-Acevedo (2010) noted that this could possibly be
due to the fact that support might also include corrective action, which should be investigated
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 15
further. Overall, administrative support has been shown to be a common factor that influences
teacher attrition.
School demographics have also been found to have an impact on the retention patterns of
school administrators, thus having an additional impact on teacher retention. Principals typically
prefer schools with lower concentrations of students in poverty and higher concentrations of high
achieving students (Horng, Kalogides, & Loeb, 2009). In addition, Boyd et al. (2009) found that
principals at low-income, high minority, and low performing schools have a difficult time being
hired at other schools. This population also includes new principals, who may not be as
experienced (Boyd et al., 2009). This also suggests that principals at these schools may feel more
pressure to staff their faculty positions due to high turnover.
Induction and mentoring. Studies on induction and mentoring programs for beginning
teachers have found positive results on teacher retention. Ingersoll and Smith (2004) found that a
variety of beginning teacher supports was positively correlated with an increase in retention rates
of new teachers. The supports that were most effective included having a mentor from the same
field, subject-alike common planning time, being included in an external teacher network, and
scheduled collaboration time with other teachers (Ingersoll & Smith, 2004). These types of
supports may also allow for additional emotional support, which is a strong determinant of
teacher retention (Odell & Ferraro, 2005). Other provisional supports like reduced number of
preparations, additional classroom assistance, and reduced teaching schedules have been shown
to be less impactful on teachers’ decisions to exit the profession (Ingersoll & Smith, 2004).
Compensation
Compensation can be tied to teacher retention (Ingersoll, 2001) and includes salary
increases, loan forgiveness programs, and other monetary incentives.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 16
Salary. Pay has been studied as a link to teacher attrition and has an impact on the
decision to stay, transfer schools, or exit the profession (Imazeki, 2005). In a study by Imazeki
(2005), an increase in salary reduced exits (teachers leaving the profession) but made no
difference in transfers (teachers moving from one district for a new teaching job in another
district) for teachers in Wisconsin.
In addition, the gender of the teacher can also have an influence how teachers respond to
salary and wage increases. Salary has a bigger impact on male teachers than female teachers in
their decision to stay or transfer (Hanushek & Rivkin, 2004).
There is no data from the Department of Education in the state of Hawai‘i regarding
teachers’ decision to leave the field due to pay. Even so, the issue of teacher pay has been
discussed in the media and by the DOE teachers’ union (HSTA [Hawai‘i State Teachers
Association], 2017). Without a degree or certificate in teaching through a SATEP (state
approved teacher education program), the starting salary of a teacher in Hawai‘i with a
bachelor’s degree is $35,962 (HI DOE, 2017b). With a SATEP and 0-2 years of experience in
teaching, the starting salary is $47,443.
Out of 51 locations (50 states and Washington D.C.), Hawai‘i ranks 50 out of 51, above
Arizona, for having the lowest paid teachers in the nation in comparison to the cost of living in
the designated state (Bernardo, 2017). An increase in teacher salary was also a point of
contention for the HSTA during the most recent contract renegotiation (HSTA, 2017).
Due to the fact that Hawai‘i’s public schools are organized as a single district, all teachers
are placed on the same pay scale (HI DOE, 2017b). Thus, if low salary is a significant reason for
job dissatisfaction, teachers may search for job opportunities at private schools or in other states.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 17
Other Incentives
In addition to salary, teachers in the state of Hawai‘i are offered other incentives,
depending on additional certifications and locations of work. Teachers who have received
national board certification under the National Board for Professional Teaching Standards
receive a reimbursement for their application, $1,500 for completing all components of the
National Board for Professional Teaching Standards, and a $5,000 bonus per year while certified.
In addition, teachers who teach at a public school that is determined by the department of
education as a “hard-to-fill school,” “a school with a high turnover rate,” or “a school in a focus,
priority, or superintendent’s zone” receive a $5,000 additional bonus. Teachers who qualify for
this incentive are also required to mentor and assist other teachers to share their teaching
expertise (Hawai‘i State Legislature, 2018).
In addition to bonuses, teachers across the nation are also given the opportunity for loan
forgiveness through several different opportunities. For example, the TEACH grant awards
$4,000 per year to current students who agree to teach at schools that serve low-income families
for four years (U.S. Department of Education, 2017a). Similarly, the federal Teacher Loan
Forgiveness program awards teachers varying amounts, depending on the subject area, who have
worked at an institution that serves low-income students for at least five years (U.S. Department
of Education, n.d.b).
Impacts of Teacher Attrition
High rates of teacher attrition have varying impacts on education. Though some studies
have shown that turnover can have a harmful impact on student achievement (Guin, 2004;
Ronfeldt et al., 2013), others have shown that turnover may also have some neutral or positive
effects for school culture and student achievement. For example, teacher turnover can reduce
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 18
stagnation in institutions and allow organizations to be infused with new ideas, along with new
teachers (Ingersoll, 2001). Less effective teachers are more likely to leave urban, lower-
achieving schools (Hanushek &Rivkin, 2010), which may also benefit student achievement.
Alternatively, studies have shown deleterious impacts of attrition on student achievement
(Ronfeldt et al., 2013).
Several studies have shown that teacher turnover is highest in low-income, low-achieving
schools with higher minority populations, where higher quality teachers are needed (Hanushek,
Kain, & Rivkin, 2004; Hanushek & Rivkin, 2010). As a result, these schools and districts must
spend extra time, human capital, and economic resources to search for, hire, train, and support
new teacher hires. The time and resources that go into filling teacher vacancies have high
economic costs and negative impacts on student achievement (Barnes, Crowe, & Schaefer,
2007).
Student Achievement
Attrition of teachers can have positive influences on student achievement if the teachers
who leave are ineffective (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2008). Other studies
have shown that higher rates of teacher attrition are linked to lower levels of student
achievement. In a study by Ronfeldt et al. (2013), teacher turnover had a significantly negative
effective on students’ math and ELA (English Language Arts) achievement, particularly in low
performing schools with large populations of Black students.
Though the recruitment of new teacher candidates from teacher education programs is an
effective way of recruiting teachers, first year teachers are often less effective than those with
more experience (Boyd et al., 2005a; Boyd et al., 2008). Most teachers who were hired to fill
vacancies in Hawai‘i have minimal years of teaching experience overall; approximately 65%
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 19
have zero years of teaching experience and approximately 82% have less than five years of
teaching experience (HI DOE, 2017a). Boyd et al. (2008) found that teachers in New York City
who were more effective were more likely to transfer to higher achieving schools, while teachers
who were less effective were more likely to stay in schools with lower-performing students. This
demonstrates that there is a cycle of reinforcement in low-performing schools retaining only
poorly qualified candidates.
School Climate
Teacher attrition makes it difficult for students to build meaningful relationships with
their teachers over time. Bryk and Schneider (2002) found that relational trust between students
and teachers had a positive impact on student achievement. Thus, if teacher attrition impacts
student teacher relationship formation, it can have a direct impact on student achievement. In
addition, with little time spent in the classroom, students may not develop trust with successive
teachers, which can also perpetuate their low achievement (Ronfeldt et al., 2011). Relationships
between teachers and other staff can also foster a positive school culture and lead to increased
student achievement.
Increased relational trust in an institution can improve the relationships between teachers
and other staff. Relational trust is defined as the social relationships between teachers and
students, as well as other community stakeholders like parents, other teachers, and
administrators. Bryk and Schneider (2003) found that elementary schools with stronger relational
trust had greater improvements in student achievement. Teachers were able to trust one another
and openly discuss issues of genuine importance without controversy. Given that all school
stakeholders have common agreement in terms of their own obligations and what is expected of
others, each individual may feel more supported in working towards student achievement. High
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 20
teacher attrition causes inconsistencies in staffing, which may make it difficult for teachers to
build relational trust with one another (Guin, 2004). Rather than investing time in building better
relationships with one another, attrition requires that more time is spent on acclimating new
teachers.
Guin (2004) found that teachers who worked at schools with high teacher turnover were
frustrated with the amount of time and energy that goes into assisting new teachers. In addition,
professional development for new teachers was not seen as beneficial to those with more
experience at the school. This resulted in veteran teachers who choose not to participate in
professional development, further reducing the cohesiveness of training as a team. High teacher
attrition impacted teachers’ abilities to collaborate with one another to reach a more coherent
curriculum. This in turn may have an indirect impact on the ability of teachers to deliver high
quality instruction that meets a collaborative and unified goal.
Economic Costs
Teacher attrition requires the hiring of new teachers to fill vacancies, and institutions
must spend more of their budget to recruit, hire, and train new teachers. Barnes, Crowe, &
Schaefer (2007) found that institutions and districts spent, on average, $8,000 to $9,000 per new
teacher per year. Because high poverty, low performing schools with high numbers of minority
student populations have the highest rates of turnover, those schools end up allocating more
money to fill teacher positions. If teacher retention is improved, schools may be able to distribute
teacher recruitment funds elsewhere.
Teacher Retention in Hawai‘i
The Hawai‘i Department of Education (2017) Strategic Plan has three goals: Student
Success, Staff Success, and Successful Systems of Support. Though the employment report
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 21
emphasizes the importance of the role of teachers in student success, teacher shortages have
continued to persist in Hawai‘i since 1991 (United States Department of Education [US Dept. of
Ed.], 2017b). Approximately 1,000 teachers leave the teaching profession each year (Hawai‘i
Department of Education [HI DOE], 2017c). Out of a total of 10,955 Hawai‘i public school
teachers, 1,012 new teachers were employed as of September 30, 2017, in addition to 241
teachers who were employed between the months of October and June. The rotation of
approximately 9-10% of teachers each year has persisted for the last five years (HI DOE, 2017c).
In addition to an increase in vacant teacher positions every year, the variety of subjects
that have been identified as high needs in the state of Hawai‘i has diversified. From 1990-1993,
Special Education was the only high needs subject area for teacher recruitment (U.S. Dept. of
Ed., 2017b). Additional subjects with teacher shortages have been identified by the Federal
government since then, including English, Foreign Languages, Hawaiian, Hawaiian Immersion,
Mathematics, Science, and Vocational/Technical (U.S. Dept. of Ed., 2017b). These data
demonstrated an increasing need for teachers from diverse subject backgrounds.
Teacher Experience in Hawai‘i
This need for diversity among teachers in Hawai‘i is also reflected in the average years of
experience and time spent in the profession. According to the HI DOE (2017c), during the 2016-
2017 school year, the average public school teacher in the state of Hawai‘i had 12.5 years of
experience. However, only 58% of teachers had five or more years of experience at the same
school. This is an area of concern because 30% of teachers leave the profession around the five-
year mark (Ingersoll, 2001).

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 22
Causes of Attrition
Though there is a wealth of literature on the factors that impact teacher retention across
the continental United States, there has been little to no published data on the causes of teacher
attrition in the state of Hawai‘i. Currently, the only information from the HI DOE (2017c) on
reasons for leaving teaching are from survey items noted on teacher separation papers. The
survey items and statistics for 2016-2017 for resignation include, “Dissatisfied with Workplace
Environment” (72 teachers; 8.5%), “Leaving Hawai‘i” (366 teachers; 43%), “Leaving Teaching
Profession” (127 teachers; 14.9%), “Non-DOE Teaching” (54; 6.4%), “Other/Personal/No
Reason” (231; 27.2%), and “Retirement” (320; 27.4%). Due to the lack of qualitative detail,
these reasons for leaving the Hawai‘i Department of Education system provide inadequate
information to administrators and teacher retention staff.
Though the survey attempts to understand employee turnover, it does not allow for an
accurate depiction that explains the reason behind the choice selection. A better understanding of
the reasons for leaving, other than retirement, may inform more effective actions towards solving
the issue of retaining teachers. To date, the Hawai‘i Department of Education has attempted to
fill the vacant positions through several initiatives involving teacher recruitment, new teacher
preparation, and induction and mentoring for newly hired teachers.
Implemented Solutions
Recruitment from teacher preparation programs. Teacher education programs in
Hawai‘i include the Teach for America organization and various WASC (Western Association of
Schools and Colleges) accredited institutions offering education degrees throughout the state. In
addition to recruitment of new teachers from teacher preparation programs, the Hawai‘i
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 23
Department of Education has also provided support for new teachers through a mandated
induction and mentoring program.
Induction and mentoring. In 2005, the state of Hawai‘i implemented a three-year
induction and mentoring program that requires each new teacher to be paired with a trained
instructional mentor at a maximum15:1 (teachers to mentor) ratio. Though it does not require the
assistance of a trained teacher mentor from the same grade level or subject area, it does provide
mentor teachers with research-based training on how to support their mentees. Other mentor
support systems include professional learning communities, peer coaching, and mentor support
systems (HI DOE, n.d.).
Since the implementation of the induction and mentoring program, new teacher turnover
has dropped from 50% in 2004 to 37% in 2012, which coincided with an overall increase in
teacher retention (HI DOE, 2016). Mentoring and induction for new teachers may increase the
likelihood of teachers remaining in the profession (Smith & Ingersoll, 2014). According to Smith
and Ingersoll (2014), providing mentors for new teachers who work in the same subject matter
and grade level increases new teacher retention by 30%. This demonstrates the positive impact
that induction may have on Hawai‘i’s schools.
Out-of-state recruitment. In order to fill the persistent teaching vacancies across the
state, the HI DOE (2018) has initiated out-of-state recruitment trips each spring and summer.
Locations visited for recruitment include Western cities such as Los Angeles, California and
Denver, Colorado, in addition to East Coast cities such as New York City, New York, and
Tampa, Florida. Hiring priorities for these trips include Special Education teachers for all grade
levels, Secondary English, Secondary Mathematics, and Secondary Science teachers. Other
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 24
advertised priorities include being willing to teach in hard-to-staff locations, including Leeward
District Schools and Lahaina in West Maui.
Science and Math Teacher Retention

An increase of openings for math and science teachers has been a problem since the
1960’s (Rumberger, 1985). Data suggest that though this has been an ongoing issue, there is
actually no short supply of qualified persons to fill science and math teacher positions (Ingersoll
& Perda, 2010). According to the National Commission on Mathematics and Science Teaching
for the 21st Century (2000), the most common solution to the science and math teacher shortage
was to hire teachers to fill vacant positions who were not certified in either field of study. In
addition, they noted that students in math and science classes have had a less than a 50% chance
of being taught by a teacher certified and trained in their field.
Reasons for Attrition
Consistent with findings for all teachers, research has shown that high poverty, high
minority, urban public schools suffer the highest rates of math and science teacher turnover
(Ingersoll & May, 2010). Salary and other organizational characteristics such as administration
and professionalism have been identified as reasons for teacher attrition.
Competitive salaries of other science and math careers. Salary has also been studied
as a possible purpose for teacher turnover in the fields of math and science. In a study conducted
by Ingersoll (2010), the majority of math and science teachers cited salary dissatisfaction as their
number one reason for leaving the profession altogether. In addition, other studies show that
science and math teacher turnover has been impacted by salary differentials for other careers that
require math and science training, such as engineering (Rumberger, 1987). Science teachers
leave the profession based on their district’s maximum potential salary (Ingersoll & May, 2010).
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 25
These findings suggest that teachers who are qualified and knowledgeable in the math and
science fields may feel that they can acquire better compensation elsewhere.
Organizational characteristics. Besides salary, Ingersoll and May (2010) found other
significant influences on math and science teacher attrition. According to the data, organizational
characteristics also had a significant influence on teacher turnover. Math teacher turnover was
impacted mostly by levels of individual classroom autonomy. Additionally, both math and
science teachers noted that the lack of valuable professional development and poor student
discipline were reasons why they left their current school.
In addition to student behavior and professional development opportunities, curriculum
and assessment measures have also been studied. A study by Hodges et al. (2013) found that
science teachers became dissatisfied with their profession because they felt they were not valued
as professionals. Similar to Ingersoll and May’s (2010) findings, science teachers felt that their
recommendations and limited access to resources caused frustration with their jobs (Hodges et
al., 2013). In addition, some teachers were frustrated with standardization in the form of tests as
a measure of student achievement (Hodges et al., 2013).
Lastly, school size has an influence on teacher retention. Smaller schools tend to have
more teacher attrition (Ingersoll & May, 2010). Other studies suggest that class sizes have no
significant impact on teacher attrition. Ingersoll (2010) noted that math and science teachers
were less influenced by class sizes than the average teacher from varied subjects. Though these
findings suggest that there are differences between math and science teacher attrition, other
studies suggest that the reasons why math and science teachers depart the profession do not
differ from those who leave teaching positions in other academic subject areas. In addition,
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 26
findings show that reasons for math and science teacher attrition are similar to other subject areas
(Ingersoll, 2000).
Solutions
In his 2006 State of the Union address, President Bush set a goal to recruit 30,000 new
math and science teachers to recover the approximately 26,000 who left after the previous school
year (Ingersoll & May, 2010). Ingersoll and May (2010) suggested that approximately 7,000 of
those teachers left for retirement, while the remaining 19,000 left in order to pursue another job,
or because of job dissatisfaction. These researchers called for specific efforts to retain math and
science teachers as an alternative to increasing the numbers of qualified teachers by setting
ambitious hiring goals.
Theoretical Framework

Schlossberg’s (1981) Model for Analyzing Human Adaptation to Transition was used to
analyze how teachers adapt to the changes in their professional and personal lives. This gave
insight on how certain events and experiences influence teachers’ decisions to remain in the
teaching profession. A better understanding of the processes of adaptation as it relates to the
profession may help to inform policy on those factors that more heavily influence teacher
attrition and retention.
Schlossberg’s (1981) Model for Analyzing Human Adaptation to Transition
Schlossberg’s model explains how one adapts to transitions throughout life. Schlossberg
(1981) defines transition as a “change in assumptions about oneself and the world” (p. 5) due to
an event or nonevent, which corresponds with changes in one’s behavior and relationships.
Events refer to obvious life changes like graduations, birth of a child, and marriage, whereas
nonevents encompass other events that spurred changes. A nonevent may be an expectation in
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 27
one’s career that did not materialize, or a loss of aspirations for one’s career. Furthermore, a
transition can be either positive or negative, and is based on one’s perception of change more
than the actual event of change itself. The decision to remain in the teaching profession as well
as leave the profession is impacted by one’s ability to adapt to a situation, and fits within this
framework of transition.

Figure 1. Schlossberg’s Model for Analyzing Human Adaptation to Transition (Schlossberg,
1981)
Adaptation (1981) is defined as a “process during which an individual moves from being
totally preoccupied with the transition to integrating the transition into his or her life”
(Schlossberg, 2001, p. 7). In addition, the ease of one’s adaption in a transition depends on the
“perceived and/or actual balance of resources to deficits in terms of the transition itself, the pre-
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 28
post environment, and the individual’s sense of competency, well-being, and health”
(Schlossberg, 2001, p. 7-8). All of these factors may contribute to a teacher’s decision-making
process to remain at their current institution or leave the profession.
Schlossberg (1981) proposed three sets of factors that influence how one adapts to
transition. These factors include one’s perception of the transition, the characteristics of the
environment of the pre- and post-transition, and the characteristics of the individual undergoing
the transition. Schlossberg (1981) “uses role change, affect, source, timing, onset, duration, and
degree of stress” (p. 8) as the common variables that describe the perception of the
characteristics of one’s transition.
Perception of one’s transition. A role change is associated with some degree of stress
and can be defined as either a gain or loss. These events include acquiring a new job, a
promotion, the loss of a job or retiring. The effect of the transition can be either positive feelings
like happiness and satisfaction, or negative feelings like guilt and resentment. The source of
change is classified as being either internal or external, which alters the perception of the control
over one’s life. Timing is one’s perception of whether or not events are either “on-time” or “off-
time” in one’s life. The onset of a transition can also affect how one deals with the change.
Gradual transitions are usually easier to adapt to, whereas unexpected or sudden events are
difficult to cope with and may lead to apathy and distress. The duration of the event may also
impact the perception of change. Schlossberg (1981) stated that an event can be permanent,
temporary, and uncertain. Uncertainty can lead to the greatest degree of stress and negativity.
Lastly, the degree of stress is somewhat dependent on the previous characteristics and can also
be influenced by one’s physical and mental health.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 29
Events such as a change in school leadership or classroom environment can be perceived
differently, which results in teachers utilizing different methods of adaptation. For instance, new
teachers may have a different reaction to a transition than veteran teachers because of the
different life stages that they may be experiencing at that time.
Characteristics of pre-transition and post-transition environments. Schlossberg
(1981) defined one’s environment in three parts: interpersonal support systems, institutional
supports, and the physical setting. Schlossberg’s model utilizes three different types of
interpersonal systems. These include intimate relationships, the family unit, and a network of
friends. An interpersonal support system helps one to adapt through transition successfully.
Institutional supports include any organizations or structures within the workplace, community,
and other informal groups. Whether it be professional or informal, people seek different types of
institutional support. Lastly, Schlossberg (1981) cited the impact of one’s physical setting and
surroundings, including living arrangements, neighborhood, climate, and the workplace. The
dimensions of the physical setting are comfort, privacy, and aesthetics.
Environment is essential to understanding Hawai‘i teachers’ professional decision-
making processes. For instance, since the state of Hawai‘i is at a great distance from the
continental US, distance from home is a determining factor that may have an influence on a new
teacher’s commitment. As stated by Boyd, Lankford, Loeb, & Wyckoff (2005), most teachers
tend to search for and settle into teaching jobs that are close in proximity to their hometown.
Characteristics of the individual. There are eight significant characteristics that are
significant to adaptation to transition. These include psychosocial competence, sex and sex role
identification, age and life stages, state of health, race-ethnicity, socioeconomic status, value
orientation, and previous experience with a similar transition. Drawn from Tyler (1978),
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 30
Schlossberg explained psychosocial competence includes one’s self-attitudes, world attitudes,
and behavioral attitudes. Second, Schlossberg identified sex as an important factor in an
individual’s ability because it influences one’s identification in both psychological and biological
ways. Similarly, age influences the way in which one deals with a situation due to the varying
levels of physical and psychological states throughout one’s life. Another indicator is one’s state
of health. Health not only impacts the ability to adapt to transition, it can also be the source of
stress or a transition in itself. The influence of one’s socioeconomic status (SES) is not always
consistent, as defined by Schlossberg (2011). Value orientation is defined as one’s general
beliefs and values about various beliefs and instrumental or material aspects of a transition.
These include values such as religion, personal growth, and social service. Lastly, during a
transition, one’s character can be influenced by the experience or lack thereof a similar event and
whether or not the experience encompassed a successful transition or not.
This theory helped bring context and understanding to how this study approached the
analysis of teachers’ experiences. Since the experiences of teachers may be unique across the
state of Hawai‘i, this model will help frame how stakeholders approach the decision-making
process that teachers use to either remain in their teaching profession or leave it. In addition,
because Hawai‘i has such unique psychological, physical, and sociological dynamics due to the
differences in climate, location, and organization of resources, this theory served as a lens to
which these dynamics play a role in teacher retention and attrition.
Conclusion
This literature provides a closer examination of what is known about the phenomenon of
teacher retention and attrition, while giving focus to the study. The common themes that have
been highlighted in the literature review helped narrow information gathered from this study. In
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 31
addition, understanding the impacts that teacher attrition can have on student achievement
uncovers the importance of remediating these issues. The theoretical framework gives guidance
for building the lens through which the study was be focused. Chapter Three, discusses the
methodology that was utilized to explore the phenomenon of math and science teacher retention
in Hawai‘i public schools.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 32
CHAPTER THREE: METHODOLOGY

Introduction

The purpose of this study was to understand the personal and professional factors that
influenced STEM teachers, primarily in the subjects of Mathematics and Science, to remain in
the teaching profession within the Hawai‘i Department of Education (HI DOE). Science and
math subjects are experiencing an increase in demand for teachers due to a high rate of turnover.
The main question guiding this study is: What are the factors that influence Hawai‘i Public
School science and math teachers to remain in the teaching profession?
This study focused on science and math teacher retention in Hawai‘i. There is an
increasing demand for teachers due to high teacher attrition rates (HI DOE, 2017a). The unique
location and history of the state may make for characteristics that can influence teacher retention
in different ways than in other states.
A qualitative approach was utilized for this study because it shed light on how teachers
make meaning of their roles as teachers (Creswell, 2014). This chapter covers the selected
organization of study, the focus population and sample size, the tools chosen for instrumentation,
the data collection and data analysis processes, and how validity was addressed throughout the
study.
Population and Sample Size
Population
Science and mathematics teachers were selected as the population of study due to higher
turnover rates in comparison to teachers in other academic subjects (with the exception of
English and Special Education) (HI DOE, 2017a). In 2016-2017, the state hired 105 new Math
teachers and 65 new Science teachers. Math and Science achievement rates are also closely
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 33
monitored by the state through standardized testing, with Hawai‘i’s scores ranking lower than the
national average (HI DOE, 2017c). This highlights that teacher retention in the fields of science
and math may likely be a pressing problem that must be investigated.
Sample
The sample was comprised of science and math teachers with five to ten years of
experience and teachers with ten years of experience or more. Teachers with less than five years
of experience were not be selected because most teachers leave the profession within the first
five years of teaching (Ingersoll & Smith, 2003). Though these teachers may have the potential
to be retained, they may still experience certain events early on in their careers that may prompt
them to leave more readily than someone who is approaching the ten-year mark.
Purposeful sampling was used in order to ensure that data was collected from teachers
who teach math or science and who have at least five years of experience teaching in the public
school setting in the HI DOE. Criterion-based selection for purposeful sampling was used to gain
insight on a specific group of people’s experiences (Merriam & Tisdell, 2016). An email was
sent to all public HI DOE middle and high school principals (Appendix A) with a request to
forward the survey to their science and math teachers with at least five years of experience.
Social media was also used as a tool to gain the interests of qualifying participants. Six science
teachers and six math teachers were selected out of the pool of thirty-seven pre-surveys for
interviews based on their subject area and length of time working as a science teacher in the HI
DOE. Three science teachers and two math teachers were selected to participate in the focus
group. Lastly, since the focus group was conducted in person. All teachers who participated in
the focus group were also selected based on island location. All focus group teachers were from
‘Oahu to ensure their face-to-face presence during the focus group session.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 34
Instrumentation
This study used a pre-survey to gather data that was used in purposive sampling.
Interviews were the main source of information and data collection, followed by a focus group.
Several methods of data collection were utilized to create triangulation of the data. This is
important because it allows the verification of internal validity by utilizing multiple sources of
data (Merriam & Tisdell, 2016).
Preliminary Survey
The preliminary survey was made using Qualtrics software and sent to all HI DOE
secondary principals to distribute to their science and math teachers. The survey was mainly a
recruitment tool for participants who meet the appropriate criteria for the interviews and focus
groups. It also served as a means to collect minor descriptive statistics about the participants.
Survey questions were formulated based on Schlossberg’s Model of Human Adaptation to
Transition (1981) and the background information gathered through the literature review to
formulate the survey questions. The purpose of this survey was to draw inferences from the
general population of science and math teachers (Creswell, 2014). This also allowed for a quick
turnaround time, and a convenient way to receive a wide range of data from teachers who lived
on the neighbor islands. The survey was also a useful tool in acquiring interview and focus group
participants, while providing an introduction of the purpose of the study.
Pre-survey questions were formulated in order to collect basic information about those
who choose to opt into the study. Teachers were asked how long they had been teaching, what
subjects they taught and were certified in, how many schools taught at in the HI DOE and why
they decided to move to another school, if at all.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 35
Interviews
The purpose of the interview was to gain a better understanding of how teachers decided
to remain in the profession since those experiences could not be directly observed. Interviewing
is the prime instrument for qualitative research when the interpretations of experiences, feelings,
or behaviors cannot be observed (Merriam & Tisdell, 2016). In addition, it enabled me to collect
rich and detailed data that could only be captured by talking to a participant in person (Maxwell,
2013). Six math teachers and six science teachers were interviewed for a total of twelve
interview participants.
Most interview questions were identified prior to the survey for review but the interview
itself was semi structured. This allowed for an assumption that the interviewees may have unique
interpretations of their teaching experiences, and allowed for more flexibility during the
interview (Merriam & Tisdell, 2016). This type of interviewing also allowed for more specific
information to be gathered from each participant. A semi structured approach was appropriate
because it allowed each individual teacher’s experiences to be analyzed based on details that may
include but are not limited to their years of experience, teaching expertise, and location of work.
Focus Groups
One focus group was conducted with participants who indicated their interest through the
preliminary survey. Three science teachers and two math teachers who did not participate in the
interview were selected to participate in the focus group. Based on the pool of respondents and
interviewees, each focus group should not exceed 10 people (Merriam & Tisdell, 2016).
Conducting the focus group helped identify similar themes, characteristics, and experiences that
helped shape their decision-making process to remain in the HI DOE public school system.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 36
Data Collection Process
Survey

An online preliminary survey was created using an online survey generator
(Qualtrics.com). The survey had Likert scale questions and follow up questions for deeper
explanations of the participants’ answers. The survey was sent out to middle and high school
principals in the HI DOE public schools. Principals were asked to forward the email containing
the preliminary survey to their teachers who have been working in the HI DOE public school
system for at least five years or more as a math or science teacher. The survey was cross-
sectional, as the data collected from the participants were gathered around the same time period.
Participants were asked at the end of the survey whether or not they were willing to be contacted
for an interview via email and/or phone. They were also notified of an incentive of a $10
Amazon gift card for participating in the interview.
Interviews
Participants who noted that they were willing to be contacted for an interview were
emailed or called for scheduling, depending on their preferred mode of contact as indicated on
their survey. The time of the interview was scheduled based on what was most convenient for the
teacher at either their school or a location that guaranteed limited noise pollution and minimal
distractions. Because one teacher participant lived on an outer island, the interview was
conducted using Google Hangouts. An explanation of the study was provided to the interview
participants ahead of time and participants were provided with an information sheet at the
interview.
The interviews were documented via two recording devices. One device was my cell
phone (placed on airplane mode to reduce distractions and interruptions), which had an audio
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 37
recorder application. The second device was a manual tape recorder. Participants were notified
that they may refuse to answer any of the questions at any time and that the interview will be
audio recorded. In addition, the participant was told that they, and any other names of people or
places, would be given a pseudonym upon transcription to provide further anonymity. The
participants were also informed that the audio recording could be stopped at any time.
In the case that an interviewee spontaneously did not want to be audio recorded, pen and
paper detailed notes were taken immediately following the interview. To better prepare for the
interviews, practice interviews were conducted with science and math teachers whom I work
closely with at my own institution.
Focus Group

One focus group of three science teachers and two math teachers were conducted. Focus
groups are used to get information from experts in the field (Merriam & Tisdell, 2016). In this
case, the teachers who meet the selection requirements were considered experts in their subject
areas based on their time commitment to the HI DOE. These focus group participants were
teachers who had not been interviewed for this study.
The focus group discussion questions were centered around their experiences working in
the HI DOE and how their decisions to remain teachers were shaped by their experiences. In
addition to the information gathered from the background literature and Schlossberg’s Model of
Human Adaptation to Transition (1981), the focus group questions were also shaped by the
participants’ answers to the interview questions. Focus group discussions were recorded with the
permission of all participants and could have been stopped at any time. Teachers selected for the
focus group were only selected from ‘Oahu due to the difficulty of managing a focus group with
online participants.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 38
Security
To ensure anonymity, all participants and any other names of people or places were given
pseudonyms upon transcription. All data was kept secure with the use of a password protected
recording device and laptop. Storage devices for back up, such as flash drives, were locked in a
filing cabinet and the key was kept secure at all times.
Data Analysis
All interview and focus group recordings were transcribed using Temi.com software.
After the interviews were transcribed, coding was used to analyze the responses. Coding was an
appropriate means of analysis because it helps make meaning of the data by organizing the data
into categories (Merriam & Tisdell, 2016). Coding the data allowed for emergent themes to
manifest themselves during the data analysis process.
Validity
To increase validity of the study, data was triangulated using the survey, interviews, and
the focus group. In addition, further validity was accomplished by using member checking
during the interviews and focus group and upon reviewing transcriptions if necessary. This was
done to validate the interpretation of the interview data in preparation for the focus group
questions. Some participants were also contacted after coding was completed to review the
accuracy of my interpretations of participants’ quotes and data. Member checking or respondent
validation was also conducted after the interviews and focus groups. Member checking is crucial
for qualitative research because it helps to prevent misinterpretation of data while allowing any
bias to be identified (Merriam & Tisdell, 2016; Maxwell, 2013). The pre-surveys were another
tool that was used to triangulate data provided by the participants.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 39
Role of the Researcher
Bias
As a science teacher at a public institution in the HI DOE, the principal researcher’s own
biases may have influenced the analysis of the data. Personal biases may have impacted the
study’s design and data analysis (Merriam & Tisdell, 2016). Adhering to the theoretical
framework while constructing the questions for the survey, interviews, and focus groups were
crucial to ensure that bias was limited.
In addition, participants may have known or recognized the principal researcher from
other HI DOE teacher events and professional development trainings. Because the HI DOE
encompasses all public schools, the principal researcher knew many of the participants as
coworkers and colleagues. This may have been an advantage because they felt more comfortable
discussing their experiences with the principal researcher. The contrary may have occurred too,
seeing that some participants may not have wanted to disclose information due to connections
with the researcher.
Training and Preparation
Practicing surveys and interviews and getting feedback from others was also useful for
training and preparation of the formal study. This provided an opportunity for feedback and an
opportunity to eliminate any weak questions or erroneous behaviors ahead of time. In addition,
triangulation does not always automatically secure validity. The surveys, interviews, and focus
groups may have been influenced by the principal researcher’s own biases, which further
justified the importance of peer review and practice prior to the formal study (Maxwell, 2013).
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 40
CHAPTER FOUR: FINDINGS

Introduction
The purpose of this study was to understand the factors that influence science and math
teachers in the HI DOE public schools to remain in the teaching profession. Twelve science and
math teachers who had at least five completed years of teaching those subjects in the HI DOE
were selected for one-on-one interviews, and five were selected for a focus group.
This chapter focuses on the participants’ roles as science or math teachers in the HI DOE
and their experiences throughout their careers. Based on the interviews and focus group session,
four emergent themes were identified in the data: (a) trust and empowerment, (b) authentic and
positive relationships, (c) synergistic collaboration, and (d) experienced affirmations and self-
efficacy. The research question guiding this study is: What factors influence Hawai’i DOE
public school science and math teachers to remain in the teaching profession?
Participant Demographics
Participants responded to a survey that included basic demographic questions about age,
sex, race, and level of education. The survey also included information about their experiences as
a teacher, which included fields of licensure (science, math, or other), years of service in total in
HI DOE public schools, current complex area of employment, years of service at current school,
whether they had worked in other schools, and how likely they were to remain teaching science
or math in HI DOE public schools (Appendix B).
The survey was delivered to prospective participants through social media platforms,
email, and text messaging. The survey was also sent via email to all middle and high school
public school principals in the HI DOE. Out of a total of thirty-five qualifying participants,
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 41
twelve teachers were selected from the pre-survey to participate in one-on-one interviews. One
interview was conducted digitally in a video conference, while the others took place in person.
Based on the survey results, twenty-two out of thirty-five participants had between five to
ten years of teaching in the HI DOE public school system. Out of those selected for interviews,
six teachers had five to ten years of experience and six teachers had ten years of experience and
above.
Table 1
Interview Participants’ Years of Experience Based on Subject
Subject 5-10 years 10 years and above
Science 2 3
Math 4 3

When asked if they were planning on continuing their career in HI DOE public schools,
three out of twelve interview participants noted that they were “Neutral,” five noted that they
were “Likely,” and four noted that they were “Very Likely” to continue.
Table 2
Interview Participants’ Responses to Continuing a Career in the HI DOE
Very unlikely Unlikely Neutral Likely Very likely
Science 0 1 2 2
Math 0 2 3 2

Three of the focus group teachers were science teachers. One of the focus group
participants had more than ten years of experience teaching in the HI DOE public school system.
Both math teachers in the focus group had between five and ten years of experience.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 42
Table 3
Focus Group Participants’ Years of Experience Based on Subject
Subject 5-10 years 10 years and above
Science 2 1
Math 2 0

Three of the focus group participants noted that they were “Likely” to continue while the
other two reported that they were “Very Likely” to continue.
Table 4
Focus Group Participants’ Responses to Continuing a Career in the HI DOE
Very unlikely Unlikely Neutral Likely Very likely
Science 0 0 2 1
Math 0 0 1 1

None of the participants who were selected for interviews or focus group were unlikely or
very unlikely to stay in the teaching profession.
Interview Participants
Yolanda had eight years of experiences as a science. She also taught a variety of science
disciplines as well as career technical education courses. Yolanda also played a role as a teacher
leader at her institution.
Charles had ten years of experience as a science teacher and currently teaches both AP
science courses as well as general education science courses. He was also a teacher leader and
has held other various teacher leader roles in the past.
Conrad worked as a science teacher at the high school he attended, and in the
community in which he grew up. He had a total of nineteen years of teaching in the department
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 43
of education at two public schools. He also ran a non-STEM related after school extracurricular
club for students.
Olivia was a high school math teacher with thirteen years of experience in the
community in which she grew up. She also had a leadership role in the school, and supported
other non-STEM related extracurricular activities for students.
Laura has taught high school science for five years, served in a leadership role and
supervised STEM extracurricular activities.
Sharon taught high school science for eighteen years and held a leadership role at her
school.
Haley taught high school math for nine years. The school she teaches at is also her alma
mater. She also teaches AVID.
Tanya was a science teacher with twenty-three years of experience teaching in the public
schools. She also served as the education coordinator for a local non-profit. She also had one
year of experience working at a private school.
Tony was a high school math teacher with twelve years of experience. He began his
teaching career at another HI DOE public school prior to moving to his current place of work.
Tad was a middle school math teacher with seven years of experience. He was also a
new teacher mentor and technology coach.
Nancy was a middle school math teacher with six years of experience. She was also a
part of the school community board and served on her school’s leadership team.
Drew had five years of experience teaching math at a high school. He also helped with
the school’s math team and taught AP classes in addition to general math courses.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 44
Focus Group Participants
Shaun was a middle school science teacher with eleven years of experience. He also
participated in a couple of leadership roles at his institution. He reported that he will be taking a
non-classroom role next year.
Mary was a high school science teacher with nine years of experience. She also
participated in extracurricular programs at her institution.
Brandy was a middle school math teacher with eight years of experience in addition to
serving as the math department head and former teacher mentor.
Katy was a math teacher who had six years of experience teaching at the high school
level.
Stella was a science teacher with seven years of experience. She was also a new teacher
mentor and has previous experience teaching out of state.
Emergent Themes
Four emergent themes were identified in the data: (a) sense of trust and empowerment,
(b) authentic and positive relationships, (c) opportunities for synergistic collaboration, (d)
experienced affirmations and self-efficacy.
Theme 1: Sense of Trust and Empowerment
Aside from being a classroom teacher, all but one participant reported serving as a school
leader or supporting extracurricular programs in addition to teaching. Teachers reported serving
in leadership roles that included being an academy lead, department head, content lead, or new
teacher mentor. Other teachers stated that they were involved in extracurricular activities like
math team or class advising. Two teachers also mentioned that they also served on their school’s
community council.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 45
Trust in the classroom. Teachers appreciated being given a certain level of autonomy in
the classroom to try new strategies or being released from the pressure of standardized testing.
During the focus group session, Brandy expressed that she appreciated the fact that her principal
was not focusing solely on teachers for their standardized test scores. “Our new principal has not
put as much pressure on me to get amazing results, which helps make me want to stay.” Tanya
also expressed that in the past, her administration gave her more freedom. “Former principals
have been incredibly supportive and allowed me to try, fail, try again.” She explained that the
lack of support and freedom from another principal has challenged her and prevented her from
implementing programs and activities that she found effective in the past.
Trust to take on leadership roles. Nine out of seventeen interviewees said that they
were involved in a leadership position at their school. These teachers shared examples in which
they were increasingly involved in making decisions that impacted their schools. Nancy
described how her principal pushed her into leadership roles and how it helped her grow as a
teacher, even though she was uncomfortable with it initially. “…I think it [leadership] really
helped me as a teacher because um, when you're pushed out of your comfort zone, you tend to
either sink or swim and it ended up being really good for me.” The role gave her power and
confidence to make decisions that she felt were best for her students. “So now, six years in, I
finally see myself while I'm on the leadership team actually making contributions and not just
agreeing with what everybody else says at the table.”
Tanya also expressed that she was provided with administrative guidance to transition
into more leadership roles. It gave her the ability to help other teachers and provided her with the
resources to strengthen programs:
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 46
So my former administrators have probably pushed me and allowed me to make the most
growth…they also pushed me into a lot of leadership, which was great. … I felt respected
and was able to help other teachers and other programs and they gave me the resources
that I needed and the time that I needed.
In addition to being teacher leaders or program initiators, all other participants reported
involvement in leading extracurricular programs. This is also indicative of teacher and
autonomy.
One focus group participant, Brandy, said that she too felt supported by administrators to
take on a new role as the department head. “I appreciate working with him [principal] because he
gives me the opportunity to be a leader…” Another focus group participant, Shaun, spoke of
improving the connection between teachers and administration at his school as he transitions out
of the classroom and into the role of curriculum coordinator. Though he will no longer be a
science teacher, this new role could also be viewed as an opportunity by his administration to
take on a larger leadership position. The other three teachers did not discuss being openly
supported to take on new roles in the same manner.
Professional development opportunities. In addition to being trusted with leadership
roles and other programs, teachers discussed how professional development opportunities
allowed them to be more effective change makers at their institutions. Charles reported that he
appreciated being given the opportunity by his administration to attend professional development
programs early on in his career. “Anything that was offered to me, I took it [professional
development] and I was encouraged to by administration.” This also demonstrated a willingness
to take advantage of the opportunities he was afforded throughout his career.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 47
Other teachers were also supported by administration to pursue professional development
opportunities. Unlike most of the teachers interviewed, Conrad stated that he did not receive as
much support as a new teacher. When he switched from teaching an at-risk population of
students to a general education course, he was provided with the opportunity to go to
Achievement Via Individual Determination (AVID) training. AVID is a nonprofit that assists
schools in implementing supports for students to navigate their journey to careers and post-
secondary education (Blackboard, Inc., 2019). Conrad explained how attending the AVID
training gave him strategies and knowledge to be an effective educator:
They sent me to this like AVID training and then like I got some like techniques and
some strategies on how to teach. … After that I felt like I was effective, you know? Way
more effective than I was. And then, um, that motivated me because I could see like I was
making a difference. … So for the first time it was kind of just like managing behavior,
you know, getting them to come to school, but then after that training, it gave me the
strategies. And seeing the kids get it, then that kind of motivated me to keep looking for
those opportunities to learn more.
After experiencing how his first professional development experience positively influenced his
teaching experience, Conrad was motivated to search for similar opportunities.
Interview participants also discussed their involvement in programs and professional
development that were self-initiated. For example, Olivia participated in the Teacher Leader
Academy (TLA), which helped her realize that she could have a greater impact on her school:
I remember thinking that teachers have a lot more power than some people or even I
thought we did. So I knew like I could effect change with my students. I didn't realize
how far that could reach if you are a true teacher leader and works, you know, within
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 48
your school and, and, and reaching outwards. I don't think I ever thought about it that
way before the teacher leader program.
Some teachers who were interviewed also described engaging in professional
development that supported their appreciation for their subject matter. Sharon explained that she
appreciated being able to take a class that was dedicated to her content area. She also expressed
that though courses like these were not common anymore, she wished that they were:
I remember taking one [class] and it was on like microbiology and it was just like, like
uh, like a week and it was made specifically for teachers but it was content driven and
they just give you the content. So, it was like, a good refresher for me.
Laura also described her experience going to an energy themed professional development
early on in her career that provided her with curriculum and materials for her classroom.
Focus group participants were not asked directly about experiences in professional
development opportunities. A few participants in the focus group mostly spoke about
professional development for teacher mentors to help new teachers transition into the profession.
Theme 2: Authentic and Positive Relationships
All teachers reported having personal and positive connections with others from their
school settings that influenced them to continue teaching. These included relationships that
formed between peers, administrators, and community partners. This was the most commonly
described theme of the interviews and focus group.
Relationships with peers. All teachers described feeling supported by peer teachers at
their school for social and emotional support as well as teaching supplies and resources. This was
a very common theme throughout both the focus group session and the interviews.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 49
Nancy expressed that she shares the same students with other teachers as a part of a
“team” and appreciative of their support:
My team is the best group of teachers ever. … Teaming is so helpful as a teacher because
they, they like, know, if you're having a bad day … they leave those small little notes or
… they come in randomly into my room and sometimes. … they all hang out here and
talk story…
Charles was also able to build relationships at the professional development conference
with teachers who teach the same course. “I’ve already created relationships with folks that even
over the year they still support me even not physically, but through email through texting, we
share, like, oh I know what labs have you done thus far?” This demonstrates that relationship
building can also be fostered through meeting teachers with common teaching lenses.
Yolanda also appreciated the relationships and support that her school community
provides:
It’s comforting to know you're not alone. Even though a lot of times it can feel like you're
the only one in your classroom, there’s other people who can help you with if you really
need a hand, and they don't mind. That’s one of the big positives here at Ekolu High is it
is an ohana in many ways.
The majority of focus group teachers agreed that the department that they work with
motivated them to continue in their workplace. Kathy noted, “I love our math department and I
loved the teachers I work with.” Brandy added, “I have a core group of friends as well that are
from work that we all hang out in. That, I think, that's what's most important, is finding those
people that you can hang out with outside of work.” In addition to appreciating their department
members, teachers also spoke to their positive experiences with other colleagues.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 50
Mentorship experiences. Formal and informal forms of mentorship and support were
mentioned throughout the interviews and focus group sessions. Not all teachers were provided
with formal mentor support through their school or the HI DOE, but noted informal mentorship
from veteran staff at their starting institutions.
Tanya became emotional when she recalled a memory of one of her colleagues who
had passed away:
Partially it's the science, the people, the elders in my department, including sweet Barbara
Marker who passed … sorry. Um… I still… every time I talk about her, I saw her
navigate all of this at Ohia High was such a big heart, and then I ended up teaching in her
room. So, I was like, okay, it’s always WWBD what would Barbara to do? Um, so
having them [mentors] in my early days connect me with community partners…
Tony was another interview participant who expressed his appreciation for his mentor,
Mr. Bradley. He spoke highly of his mentor’s ability to help him during his first year of teaching
as an emergency hire:
So I was learning from Mr. Bradley, and he took me under his wing and he kind of
showed me how he does things and that was just a tremendous help for me to control a
class, how to deal with personalities, how to, how to lesson plan. It was important,
especially for me, because I didn't, at that time, I wasn't going through the traditional
teaching route where you had student teaching.
The teachers in the focus group described having similar formal and informal mentoring
experiences. Shaun and the other teachers said they had positive experience being mentored. He
explained he was having a tough time during his first year of teaching and that he was not placed
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 51
in a formal mentoring program. However, he was grateful that there were a few teachers at his
school who gave him the support he needed:
If I didn't have that couple--group of teachers that were not mentors but basically checked
on me, I would quit the profession in a heart beat. … But I think we all need that to vent
to just like, and then knowing that it's okay, we've all been there and then we'll get
through it.
During the focus group, Mary described her experience with a formal mentor and how it
helped her persist, especially when she was having a rough day:
… after a while, it was talk story and then figure out how to make it better. And that was
to me the best mentoring 'cause if I had a bad week or whatever, she just throw out
whatever we had to do and we would just talk. And it so kind of helped me stay in the
teaching career.
She expressed that at first, it seemed like meeting with her mentor seemed cumbersome,
but after a while she came to appreciate the casual relationship that they formed through their
informal conversations.
Student relationships. One of the motivating and positive factors in the conversations
with all teachers were the relationships that were formed through student interaction. Tony
explained that his role in the classroom extends beyond teaching,
Yeah. So as dad to my kids, but sometimes a lot of people don't have dads. Yeah. And so
I'm kind of like the closest thing there is to personal issues and, and so when I talk with
them, I put the dad hat on or I take the uncle hat on, or then there's the disciplinarian and
then there's the part that hey, encouragement and the love that I give, you know?
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 52
Tad also explained how his experience working with his students grows and facilitates a
positive relationship over time. “…as the year goes on, they go from hating my class at the very
beginning to seeing how much more fun it is to learn from each other. And then you become like
a family in the end and then I let them go.”
Focus group participants also expressed an appreciation for student relationships. Mary
described how former students on campus recognize her and greet her. “But I do have kids that
come back and make it worth it. Even at this school, like all my students last year, just like, Hi
Mrs. Lilikoi!” Brandy also discussed how a relationship with one student during her second year
of teaching caused her to reflect on her perception of her students,
What I do like is, my students that come back and tell me how they're succeeding and
how well they're doing and that's, I think that's the most rewarding part of... when
students come back and then you know like, oh I really did have an impact on, you know,
like you, even though like one boy came back, I did not like him. He, he had annoyed me
to my core and then he came back, he's like, I want to join the military, and he like told
me, he's like, you know, when I was in eight grade, all this stuff happened to me in my
personal life and I was like, oh, I wish I would have like gotten past the fact that you
annoyed me and talked to you about that. You were going through some really major
things and here I was scolding you every day. I was also like a second-year teacher, so I
haven't learned how to make those relationships with the kids. But now I'm like, ‘Oh...’
Like it caused me to reflect like, ‘Oh wait, if he's coming back to talk to me, and I
thought he was one of my worst students, then how, what was that effect on everybody
else?’

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 53
Theme 3: Synergistic Collaboration
Teachers throughout the interviews and focus groups also discussed having an
appreciation for effective and efficient opportunities for collaboration. These included working
in formal teams or learning communities at their institutions, working with community
partnerships to foster student opportunities and enhance student learning. Teachers also
discussed frustration towards moments when there was a lack of opportunities for collaboration
and teacher voice to be shared.
Working in teams. Throughout the interviews, the science and math teachers said they
were grateful for the opportunity to work with teachers and other school staff who supported
their needs and those of the students. Sharon was glad to be able to work in a learning
community as an academy. “Now we can collaborate a lot with other teachers and not only the
science teachers, but with the English and the social studies, and math and it got more
enjoyable.”
Haley also expressed appreciation for working with people in her department who were
who were like-minded and willing to collaborate:
In the past I've had … colleagues that teach the same subjects and we had very similar
philosophies and approaches to teaching. So that, I think that really helped. When we had
to do things like data teams or things like that. It … made it easy to work together
because we had the same attitude towards our students and it was really seamless.
She also expressed that many of those colleagues that she formerly collaborated with are
gone and how she was disappointed with some of her new department members. “…They … I
think just want to work on their own and do their own thing. … They're not really willing to try
different things or see other people's point of view…”
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 54
During the focus group session, teachers also discussed positive interactions with their
departments. Mary said that she had an easy time working with her department when compared
to her prior experiences:
I think here at this school, … the best thing is … the department. I've been in a
department where it was like chaos. And so it's nice to have a department where
everybody like, supports each other and everybody is super helpful and that kind of stuff.
External partnerships for student success. Sharon explained that she appreciated
collaborating with community stakeholders to meet student needs. “I work a lot with the outside
community partners and getting our academy board together and meeting with them and seeing
how they can help to get our students career ready.”
Similarly, Drew reported that he enjoyed meeting with other math teachers from across
the state at the math team events:
That [math team] actually gets me in touch with math teachers from all the high schools
in Hawai’i that are involved, including private ones. So you get to communicate with
how other schools run their programs and you know, what their issues are and how their
students are doing, you know, so that, that helps.
Haley also mentioned working with a community group that was willing to help students
in her AVID class in a variety of ways.
So, we work with like, the, the Rotary Club and … the times that we have asked them for
things, they pretty much would, um, almost give us anything we wanted. … Mentors for
students and they would come in like once a month and meet with the students and talk
about careers and … life after high school, um, they helped us set up community service
events for the kids. A lot of times they would sponsor us financially when it came to
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 55
those sorts of things. So we kind of found like there, there's lots of people in our
community who are willing to help and you just need to ask and that's been really nice.
The focus group participants were not asked directly about community involvement and
did not mention having any opportunities for collaboration. However, a few teachers in the focus
group did mention that they wished there were more opportunities for making connections and
collaborations.
Lack of collaboration. Both middle school math teachers who were interviewed were
frustrated with the lack of collaboration. “I feel like we're, we, we keep trying all these initiatives
to push us forward but because we don't all come together and streamline ourselves, it's useless.
It's just extra work on everybody.” Nancy wished that there was more collaboration between her
middle school and the area’s high school in order to align curriculum and expectations for
students. “Shouldn't we all come together and agree on these success criteria so that we don't
have … different [criteria] from us and then … their [high school] Algebra class has different
success criteria though … it's frustrating.” Tad felt similarly about the lack of collaboration at his
institution. “When there's not teacher collaboration, everybody's kind of doing their own thing.
It's very hard to stay motivated to keep on pushing it higher.”
Focus group participants and interview participants argued that they were frustrated when
working with others who had mindsets that made it difficult to collaborate. Brandy said, “But a
lot of the mindsets are teachers only are in charge of their group and they don't care about, and
this is generalizing, they don't care about the collective whole of the students.” She added, “…I
think the mindset needs to change that like, we're teachers for the school community and we
need the community to excel so that we can excel as a state.” Katy continued, saying that in the
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 56
past, her school tried to incorporate more math concepts into other classes on a daily basis, but
many teachers were uncomfortable with participating:
…It's the mindset … there's so many teachers on campus who are like, well, I'm not good
at math so I can't, I don't know how to do this. … So that trickles down to the students to
continuously say, I'm not good at math. I don't know how to do this. And so then we have
to fight that.
Theme 4: Experienced Affirmations and Self-Efficacy
All interview and focus group participants expressed a willingness to continue teaching
because they saw student growth and achievement as a result of their time and efforts in the
classroom. This seemed to be a strong reason why teachers enjoyed their careers and wanted to
continue to improve their teaching practice. All participants seemed to have experience in being
able to positively impact and affect student achievement which demonstrated self-efficacy as a
teacher in content areas that were perceived to be most challenging by students. Teachers also
reported feeling like they were meeting a greater need in the physical area in which they work.
Visible student growth. Teachers also reported that they taught students who felt that
math and science were subjects that they were not good at or subjects that they disliked. Seven
interviewed teachers reported that the greatest reward of teaching was to see students grow their
skills in their respective content areas. These teachers also expressed their joy in being able to
change students’ negative perceptions about their content area. This also seemed to be connected
to each teacher’s vested and personal interest in their respective subject areas.
“‘I never was good at science,’ they [students] would say, but um, you know, if I could
change one or two of those kids, you know, it's rewarding," Conrad said. For him, the ability to
affect even a couple of students was a motivating factor. Likewise, Nancy’s passion for teaching
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 57
math was motivated by seeing students persevere through problem solving "… I still love
watching them figure it out after a while and then oh, ‘it's not so hard.’ … I would never teach
any other subject because I just don't have that same passion." Tad felt the same way about
teaching math, “Kids are told what to do and they do it, and I give them an environment where it
changes everything and it's fun for me to see in one year but kind of change.”
Laura described how she has been able to see her students become successful in science.
Because she teaches ninth grade and upper level science courses, she was able to see students go
through the process of learning and experimentation over time:
That [science fair] definitely helped … I feel like that's like one of the best ways or like
the best way for them to learn is coming up with a product, a problem on their own and
like going through the entire, um, scientific method or … the engineering design process
and following through with that and coming up with their own experiment. Yeah. Seeing
them go through that is, it was really great.
She also went on to describe how impactful it was to see students succeed because of her
efforts:
… Seeing them grow after like being with me, I think, and seeing them like do super well
or win awards, scholarships, getting into colleges… That makes me keep doing what I'm
doing cause there's some times and I'm like, ‘I'm too tired. I don't know if I can do this,’
but then when I go and see what they're doing, then it's like, "oh, okay."
Many participants also noted that they were new teacher mentors or mentors to student
teachers. Olivia specifically discussed her impact on a former student who was in school to
become a teacher.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 58
She, the other week, took a picture of all the notes that I wrote her when she was in high
school and she talked about how she wants to do that for her students. You know, seeing
that, um, makes me think, like, it's worth it.
During the focus group interviews, all teachers mentioned liking their careers because
they were able to make gains in a deficit area. Stella expressed that she enjoyed being able to
change the mentality of her students when they enter high school. “They don't really have good
background. They hate science, so they come to ninth grade and that's part of why I like teaching
ninth grade science, um, to try to get them more motivated. Brandy also added, “Like that
second, that light bulb oh comes off in your head and they're like, oh my God, I finally
understand what, what I should have learned like that. That's the best feeling.” Katy also agreed
that moments in which students begin to understand math were influential motivators of her
career. “I have the other kids who try, they look, they, you know, and they make it. And then
even the kids who don't, the times that they do get it, it's those, it's those light bulb moments that
make it worth it.”
Ability to fill a need. Two interviewed teachers also mentioned being proud of having
the ability to impact students that lack the support to succeed. Tad said, “I kind of took pride in
being able to teach the kids that other people saying that they can't teach.”
Three teachers also mentioned that they felt they were fulfilling more of a need as a result
of teaching in the public school system specifically, instead of the private schools. Drew
discussed his personal rationale about why he chose to continue teaching math in the public
school system:
An argument can be made that look, the private school students, they'll make it, right? …
Whereas public school that—you don't, there's not that, right? Like our, we're hoping our
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 59
upper quartile can make it to college the second year, right? It's a much different moral
argument of where the need is and we all want to be needed. … It's... an argument of
selflessness, but it's also a selfish one, right? You want to feel good about yourself
because you are helping a need for society.
Conrad mentioned that he chose to continue his career because he wanted to change the
public’s perception of public education as a whole, “I guess fighting for public education, you
know…kind of want to like… make it better, I guess. Like the, the public's like perception of it, I
guess. Like to say … it's not so bad…” He also mentioned that he would only transition out of
teaching if he was fulfilling a greater need.
It's [teaching] not really like about the money like anymore … it's about like, having like
a, I guess a purpose. Like, can I be utilized in a greater way or you know, why not, yeah.
If this is like the best way I can be utilized, then that should do this. You know what I
mean? yeah. Like, yeah. I want to have like a meaning to my life.
During the focus group, Shaun noted that he continues to teach science to provide the
skills that are lacking in his school’s complex area:
What keeps me in science is understanding that the kids that are coming up to us have
basically no background in science. So, it's just trying to look at how do we support the
students to be better educated in science because right now they're coming up to us with
basically very limited understanding of science and they're already afraid of it. So how do
we make that? So I think about how do we create a better opportunity for our kids in our
area.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 60
This demonstrates teachers’ intrinsic motivation to help their students make gains in their
abilities as a result of working with them throughout the school year. The ability to feel valued
and needed as teachers helps keep them motivated to continue teaching in public schools
New Teacher Mentors
Continuing teachers may also find value in mentoring and helping new teachers. Three
focus group teachers and five interviewed teachers mentioned that in addition to their current
roles, they were also assigned as mentors to new teachers. Their roles were either assigned to
new teachers at their institution or teachers in training who were conducting their student
teaching hours. This extended role as an instructor for other teachers also demonstrates that
teacher participants are also willing to help support other teachers to persist. This also increases
teachers’ perception of value, as well as trust.
Conclusion
This study explored the experiences of science and math teachers and how these
experiences impacted their decision-making processes to continue teaching their respective
subject areas in the HI DOE public school system.
Based on both the interviews and focus group responses, five themes that emerged
included (a) trust and empowerment, (b) authentic and positive relationships, (c) synergistic
collaboration, and (d) experienced affirmations and self-efficacy. Teachers reported being able to
take advantage of professional development and leadership opportunities at their institutions.
There was a sense of trust and respect that they felt as a result of being given the options to grow
in the profession. Participants also affirmed that positive relationships with peer teachers,
students, mentor teachers, and other stakeholders were key in their persistence as new and
continuing teachers for a variety of reasons. These relationships were also fostered during
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 61
moments of collaboration with other teachers who shared similar teaching philosophies. The last
theme of affirmation experiences and self-efficacy was a result of teachers’ being able to see
student impact as a product of their support and efforts. The data from this piece seemed to be
the strongest motivator for all participants through both the interview process and focus group
session.
In Chapter Five, thematic data from this chapter will be synthesized with conceptual
framework, as it relates to the research question. Implications for bias and future research in the
subject of teacher retention will also be noted.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 62
CHAPTER FIVE: DISCUSSION

With the increased demand for STEM specialists in various careers (U.S. Dept. of Ed.,
n.d.a), there is an increasing need for highly qualified science and math teachers in public
schools across the nation. Research indicates that despite this exigency, there has been a steady
decline in the rate of STEM teacher retention since the 1960’s (Ingersoll & Perda, 2010;
Rumberger, 1985). Additionally, the general recruitment and retention of highly qualified
teachers is one of the many issues that heavily impacts schools that serve students of low
socioeconomic or minority backgrounds (Hanushek, Kain, & Rivkin, 2004). Less experienced
teachers who fill those vacancies are also less effective in teaching and supporting their students
(Boyd et al., 2005a; Boyd et al., 2008). Thus, increasing teacher retention could improve student
achievement and success in school districts where achievement deficits are most common.
The issue of retaining highly qualified teachers has also been a prevalent issue in the state
of Hawai’i . The average public school teacher had 12.5 years of experience during the 2016-
2017 school year (HI DOE, 2017c). However, there is a lack of literature and public research
involving teacher retention and attrition in Hawai’i. This study aimed to inform stakeholders
such as HI DOE administration and induction and mentoring staff about what influenced science
and math teachers in the HI DOE public schools to continue pursuing their careers. The research
question of this study was: what are the factors that influence HI DOE public school science and
math teachers to remain in the teaching profession? Science and math teachers with at least five
years of completed experience teaching in HI DOE classrooms volunteered to participate in this
study through an online survey.
Twelve teachers were interviewed and five teachers participated in a focus group. Four
themes emerged from the twelve interviews conducted and the one focus group session. These
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 63
themes were (a) trust and empowerment, (b) authentic and positive relationships, (c) synergistic
collaboration, and (d) experienced affirmations and self-efficacy.
Schlossberg’s (1981) Model for Analyzing Human Adaptation to Transition was used to
examine math and science teachers’ experiences throughout their careers in the HI DOE public
schools. Schlossberg’s Model (1981) explains how individuals adapt to transitions throughout
their lives. Three sets of factors were proposed that influence how one adapts to transition: one’s
perception of the transition, the characteristics of the environment, and the characteristics of the
individual. Schlossberg’s model was used as a lens through which participants’ unique
experiences were examined to understand their decision-making processes that led them to
choose to continue teaching in the HI DOE public schools.
Discussion of Findings
This section revisits the research question by discussing the findings in relation to the
themes identified in the data. It also ties the findings to Schlossberg’s Model (1981). All teachers
held student centered philosophies, received beginning supports, were involved in a culture that
supported their values. Teachers’ characteristics in their personal lives, including their financial
situations and state of health also influenced their decisions to continue teaching math or science.
Student Centered Philosophies
All teachers described that the biggest influence on their decision to continue teaching
math or science was being able to affect student outcomes and the satisfaction of being able to
see student growth and appreciation for math or science. According to Schlossberg’s Model
(1981), this was an example of teachers’ value orientation, a characteristic that influenced their
adaptation to transition. Tanya was one of the teachers who expressed her passion for helping
students gain confidence in science.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 64
And then the other thing I love about science is because everyone perceives it as, ‘Ooh,
it's so hard.’ You have a really unique opportunity to empower kids because when they
do well in science, they really, you really see like, ‘Okay, if I can tackle sciences, I could
tackle anything!’
As modeled in Schlossberg’s (1981) Model, one’s perception of their transition can
influence their ability to adapt to transitions. In this case, the teachers’ perceptions of positive
impact influenced their ability to adapt to transitions which in turn, influenced teachers’ own
views of their careers. Because these teachers perceived that they were having a positive
influence on their students, it also added to their value orientation, which motivated them to
continue developing skills and knowledge to become more effective educators. Continued
support was a common and necessary component to continue teachers’ abilities to influence their
students. These supports included beginning informal and formal mentorship, teacher
networking, teacher collaboration, professional development opportunities, and others.
Beginning Support
Nine teacher interview participants and all focus group participants discussed being
supported by either a peer or official mentor during the first few years of teaching as having a
significant impact on their decision to continue in the profession. This is consistent with
Schlossberg’s Model (1981), which noted that one’s environment prior to and after transition
impacts one’s ability to adapt to transitions. Supportive peers and mentors were a positive
influence on teachers’ environments and perceptions of teaching. These findings are also aligned
with Ingersoll and Smith (2004), who found that having a mentor from the same field with
common planning time was effective in increasing the retention rates of new teachers.
Additionally, teacher participants expressed their appreciation for a mentor with whom they
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 65
could convene in a candid and authentic manner, which was also aligned with findings from
Ingersoll and Smith (2004). Teachers also discussed supports that they received from other peers
besides mentors that enhanced their environments. For example, some cited that they could go to
certain peers for various aids, including supplies, curriculum materials, and socioemotional
support.
Importance of Synergistic Culture
All teachers seemed to value a positive workplace culture through which they could feel
supported. Having a mentor or a network of teachers that they could rely on was a common value
amongst participants. Teachers also expressed enjoying work because of the people with whom
they had the opportunity to work and collaborate with. Schlossberg’s Model (1981) noted that
having institutional supports also impacts one’s ability to adapt to transitions. Tony mentioned
that he appreciated having a network of friends that he could work with at his former school:
I think having friendships at the workplace is so important to the morale of teachers. And
I think that's the reason why my first year was really difficult at Mango High [former
school] cause I knew nobody. Yeah, and I really missed Mamaki High because working,
going (to) the workplace, it was so fun and the students are really good, and yeah, I loved
it. I loved going to work. And Mango High was a little bit different. I didn't have
anybody that I was close to. It's a different culture than Mamaki High.
As mentioned by Tony, institutional supports such as effective and authentic
relationships, can also impact the overall culture and morale of teachers.
Involvement in teacher networks. Teachers who were involved in an external teacher
network were more likely to be retained (Ingersoll & Smith, 2004). This was pervasive
throughout the research data. All participants reported having an appreciation for working with
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 66
teachers either within their own institutions or teachers from other institutions who had similar
teaching philosophies. Conrad explained that being around his colleagues and meeting with them
motivated him: "...‘Cause the people care, like you see teachers that care and see like other adults
that care. So you know, like it's a good place to work." This also demonstrates a concept that is
consistent with Schlossberg’s (1981) Model which states that institutional supports as a part of
one’s post-transition environment can influence one’s ability to adapt to transition. A peer
network is an example of an institutional support system that affected teachers’ decisions to
continue teaching. These professional environmental supports can also lead into creating more
internal support systems for teachers, as well.
Most teachers also mentioned having an appreciation for their coworkers within their
department or other schools that they could talk to. Odell and Ferraro (2005) also found that
when teachers were provided with emotional supports, they were less likely to exit the teaching
profession. Improved teacher relationships between those who work for the same school can also
have an impact on student achievement. These relationships between teachers also demonstrated
the presence of institutional supports, which influenced their ability to persist in teaching, as
stated by Schlossberg’s (1981) Model. As demonstrated by Byrk and Schneider (2002),
relational trust was also found to be a factor that had a positive impact on student achievement.
Teacher development opportunities. Teachers reported involvement in leadership roles
that provided learning opportunities. Additionally, they expressed the importance of being given
a certain level of autonomy to work on new initiatives or extracurricular activities. This
demonstrates a certain level of support and trust from leadership and administration at their
respective institutions.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 67
This concept is impacted by the second theme of authentic and positive relationships,
because relational capacity contributes to teachers’ abilities to see their influence on student
growth. Bryk and Schneider (2003) found that elementary schools had greater improvements
with student achievement when there was relational trust between teachers, students,
administrators, and other teachers. If there is a lack of relational trust between teachers and
others, student achievement may not be as prominent, thus, teachers will not receive affirmation
nor build on their own self-efficacy as effective teachers or teacher leaders. This is another
example of how Schlossberg’s (1981) institutional supports in one’s environment, like support
from administration, can reaffirm teachers’ actions and work.
This relational trust impacts the school’s overall climate, which can also be defined by
school leadership. Teacher participants had various perspectives on their relationships with
administration, reporting both positive and negative relationships with administration. Teacher
participants who had positive support from their administration seemed to be generally satisfied
and confident in their prediction that they would continue to teach science or math at their
current school. Teachers who disclosed dissatisfaction about their leadership also discussed the
possibility of moving to another school in the near future: “To be honest, admin is making me
not want to teach--Not that I don't want to teach--I just may not want to teach here. Um, so
admin is kind of putting me off of teaching.” Katy’s statement supported Schlossberg’s (1981)
Model because the ability to adapt to a transition can also be impacted by one’s perception of
how that transition is affecting one’s life. The perception of teachers’ relationships with their
administration can influence their decisions to continue teaching. In this case, Katy’s negative
perception of her administration is influencing her to consider transitioning out of teaching.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 68
Administration at schools have been shown to have a significant impact on teachers’
decisions to leave schools (Boyd et al., 2009; Ingersoll, 2001; Kukla-Acevedo, 2010) as well as a
significant influence on teachers’ decisions to leave the teaching profession altogether (Ingersoll,
2001). Each teacher mentioned having several means of support throughout their experiences as
a math or science teacher in the HI DOE public schools. These supports included assistance
during their transition into the profession, as well as ongoing opportunities for leadership
professional development. This further reinforces Schlossberg’s (1981) Model which stated that
the characteristics of one’s environment is a determining factor for one’s ability to adapt to
transition.
By providing teachers with professional development opportunities and leadership roles,
it may change their perception of teaching as a career. Schlossberg’s (1981) stated that an
individual’s perception of the affect and duration of a transition can influence one’s ability to
adapt. If teachers are asked to take on professional development opportunities or leadership
roles, they may view teaching as a more permanent career. These responsibilities can enhance
teachers’ perceptions of their roles at their institutions. Teachers may perceive the investment in
their learning and development as an institutional support but also an increase towards teaching
as a permanent career.
Having support in the workplace can have a significant influence on teachers’ abilities to
persist in the HI DOE public school system. Depending on the teacher’s personal life and living
situation, various other supports were also mentioned from family or friends.
Years of Experience
Teachers who had more than ten years of experienced did not express as much frustration
about external factors as teachers with five to ten years of experience. All but one interview
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 69
participant out of the six noted that they were likely or very likely to continue teaching science or
math in the HI DOE. This is consistent with Schlossberg’s Model (1981) because individuals
experiencing transitions adapt based on whether they experienced a similar event in the past.
Because these teachers overcame their challenges at their schools in the past, they are able to
find ways to navigate current and future challenges as well. Though they mentioned difficult
events in their past, their narratives were more centered around developing students and
impacting their realm of work rather than being concerned about external factors like
administrative decisions or lack of support.
Tanya, an interview participant, who had twenty-three years of experience expressed her
experiences working with difficult situations as a teacher, but expressed the fact she saw it as a
learning experience. “I mentored people through this [challenges with administration] and I
think it's really good to learn firsthand what it's like to have these challenges with an
administrator and have to navigate them because it's been humbling, it's been a learning
experience. ”
Shaun, the only focus group participant with more than ten years of experience, explained
that he chose to become his school’s curriculum coordinator so that he could be a bridge between
the administration and teachers at his school. “It's not the admin that keeps me there because
ultimately if you're very unhappy, you can leave at any point in time. I think that... From my
standpoint, admin is going to have to make tough calls and you can you either be part of the
problem or part of the solution.” This shows that as teachers gain more experience they may be
more likely to persist and be resilient because they possess the knowledge and skill to deal with
difficult situations.

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 70
Personal State of Affairs
Teachers also reported having means of support that involved their personal living
situations, and financial needs as reasons for continuing in the teaching profession. Some cited
that support from their family unit or network of friends were influential in their ability to
continue teaching. Two teachers also mentioned financial benefits that came with teaching in the
public education system.
Living situations. Some teacher participants mentioned how their career in teaching
either supported or was supported by their families. Several teachers mentioned enjoying the
consistent schedule so that they had time to spend with their families or significant others. Other
teacher participants mentioned having family members who have encouraged them to become
teachers or to continue being teachers. For example, both of Olivia’s parents were involved in
education. She mentioned that though she did not have a formal mentor during her transition,
they were and still are her strongest supporters. As noted by Schlossberg’s Model (1981),
internal support systems in one’s pre-transition and post-transition can assist in one’s ability to
adapt to a transition. The mention of having a supportive family network demonstrates that these
teachers had positive internal support systems which created an environment in which they were
able to adapt well throughout their teaching careers.
A few teacher participants who were interviewed indicated that they valued being able to
teach at the school that they attended when they were growing up. This demonstrates that some
teachers value a personal connection to place. Haley discussed her appreciation for working in
her community:
I also liked the idea that I, I work in my community and I, I know a lot of the families
because of my job. Um, and I like the idea that my kids are going to probably come to my
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 71
school and my friends’ kids are going to come to my school. Um, so, and the fact that I
went there, like I, I just have so much loyalty to the school that I think it would take a lot
for me. It would have to be like the worst possible situation for me to leave.
This also demonstrates how an environment of one’s pre-transition and post-transition
environment can influence one’s ability to adapt to a transition. Being in a familiar school and
community influenced teachers' loyalty to continuing their careers at their institutions.
Financial situations. Though it was not prevalent throughout the data, some teacher
participants mentioned financial reasons for continuing in the teaching profession. As noted in
Schlossberg’s (1981) Model, the socioeconomic status of an individual can influence their ability
to adapt to transitions. Tad communicated that he chose to continue teaching at schools that serve
low-income student populations to fulfil the requirement for the federal Teacher Loan
Forgiveness. Other teacher participants did not mention pay possibly due to their current living
situations. Many mentioned having a spouse or living with family, which may also impact their
ability to maintain their career as a teacher with their current rate of pay.
Drew also mentioned that the health insurance was a reason for continuing a career in the
public school system rather than the private school system. He mentioned that he felt the benefits
of being a part of a state insurance plan was more secure than that of a small private school. This
is an example of how one’s state of health can influence their decision to continue to teach in the
HI DOE. Drew’s state of health is an example of how an individual’s characteristics during a
transition can influence their ability to adapt and persist. State of health is an example
characteristic from Schlossberg’s (1981) Model that can also influence one’s ability to adapt to
transitions. Other teachers did not mention having health issues and thus, the benefit of having
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 72
medical insurance was not as much of a motivating factor to continue teaching in the HI DOE
system.
Recommendations for Practice
Recommendation 1: Provide support for student-centered, teacher-led practices
School level administration should allow teachers to be involved in decision making
processes about curriculum and instruction. All teacher participants valued their ability to impact
student achievement in math and science. Some interviewees also cited their ability to impact
student growth in a non-academic realm. Many specified that the reason they have continued to
teach math or science was because of the impact they were able to have on their students’
abilities or perceptions of the subject area that they taught. Teachers should be given autonomy
to deliver instruction in a way that they see fit for the success of students. In order to do this,
administrators need to include teacher voice in decision making processes that involve changes
to curriculum and instruction. Ingersoll and May (2010) found that math teacher turnover was
heavily influenced by levels of individual classroom autonomy.
Secondly, administration should provide opportunities for teachers to collaborate on
student centered initiatives at the school level. This fulfills the need for synergistic teacher
collaboration by creating a vehicle for teachers to build a student-centered culture at their
institutions. Moreover, this capitalizes on teachers’ intrinsic motivation to affect student
achievement. Student-centered culture could be delivered in the form of department and course-
alike groups or academy learning communities. This was especially effective for Sharon, who
decided to continue teaching at her school as a result of collaboration with her colleagues to
provide students with increased opportunities.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 73
Thirdly, teachers should be encouraged and supported to initiate or take on new student
centered non-academic opportunities. These include extracurricular opportunities such as
working with students involved in clubs and students engaged in leading student government.
This improves teachers’ abilities to further impact student growth outside of their classroom
walls and builds on opportunities to strengthen student relationships. Teachers are also given
another level of autonomy in choosing how to govern these activities.
Recommendation 2: Provide Teacher Development Opportunities
School administration should be encouraged to differentiate additional roles for
classroom teachers. All teacher participants were involved in a role that held more
responsibilities than a general education teacher, which gave them a trusted role as a member of
their institution. Hodges et al. (2013) found that science teachers who felt they were not valued
were dissatisfied with their jobs. Asking teachers to assist with teaching a higher-level course or
to take on a leadership role evokes a sense of trust and builds on relational capacity. Participants
also spoke about valuing opportunities for professional development as a means of improving
their teaching practice.
Ingersoll and May (2010) noted that math and science teachers left the teaching
profession due to the lack of valuable professional development. Most of the teacher participants
also mentioned professional development opportunities as a factor that influenced them to
continue teaching math or science. Administration should be provided with coaching and
guidance on how to identify appropriate professional development for their teachers.
Professional development should focus on capitalizing teacher potential and their interests in
student-centered opportunities. This can also provide teachers with an opportunity to develop
and expand their teacher network to build relationships with others who share similar values in
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 74
education. State level leadership should provide coaching for school level administration on how
to provide teacher centered professional development opportunities for new and continuing
teachers.
Recommendation 3: Provide Teacher Networking Opportunities
Various opportunities should be provided to teachers to build their teacher peer-to-peer
network. To appropriately initiate these opportunities, administration should be coached on
effective methods to build positive school culture. This includes modifications to the current
induction and mentoring protocol of the HI DOE in addition to initiating or encouraging
continuing both informal and formal teacher support networks.
All schools should implement a new teacher induction and mentoring program. Most
participants described the importance of working with a formal or informal mentor who helped
them transition into teaching. The current requirement from the HI DOE (n.d.) is that new
teachers are to be paired with a trained instructional mentor at a maximum 15:1 ratio. Presently,
it does not require teachers to be paired with mentors who teach the same subject or at the same
grade level. Based on the findings of this study, mentors should at least work at the same
institution and preferably in the same subject area. Recruitment of veteran teachers to assist new
teachers can also improve the overall relational capacity of the institution for teachers at a
multitude of experience levels.
Though there has been a decrease in new teacher turnover because of the induction and
mentoring program in the HI DOE (HI DOE, 2016), it seems that continuing teachers also
require support from their colleagues. To achieve this, school level leadership should be
provided with guidance on how to foster teacher networking on campus during meetings or on-
site professional development. Some teacher participants also served as new teacher mentors,
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 75
which can increase one’s perceived effect on others. Asking veteran teachers to mentor can also
improve the retention of the newly hired faculty. Additionally, providing all teachers with more
opportunities to share curriculum, classroom strategies, and challenges with each other can create
a culture of increased institutional support for all. This may create a positive environment that
may benefit teachers from all levels of experience.
Future Research
This study sought to investigate the factors that led science and math teachers to continue
teaching in HI DOE public schools. This study contributes to the lack of research on teacher
retention in Hawai’i schools as a whole. It also contributes to the limited knowledge on why
teachers persist in their careers. Research is often centered around why teachers leave the
profession as opposed to why they stay. Though this study only focused on science and math
teachers, there is a nationwide teacher shortage for all subjects and grade levels.
Further research should be conducted on the conditions that motivate teacher retention in
other schools districts across the nation, specifically those that have a record of higher retention
rates than others. What are the factors that influence teachers in public school districts with high
rates of teacher retention to continue teaching? Additionally, school districts that have increased
teacher retention rates over time should be researched in order to understand what specific
modifications were made and whether or not they can be translated to other schools. Further
studies could also highlight why teachers decide to move between schools in the HI DOE, since
this transaction between teachers also creates a vacancy at the teachers’ former schools.
Conclusion
This study explored the factors that influenced science and math teachers’ decisions to
continue to teach in HI DOE public schools. The results of the study contribute to the dearth of
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 76
literature on factors involving teacher retention as opposed to factors that influence attrition.
There were similarities between the results of this study and that of published research about
factors that influence teacher attrition. The reasons why teachers exited the profession were
aligned with the expressed frustrations of the teacher participants of this study. The findings
from other studies further affirmed the data by revealing that the conditions for teacher attrition
in previous studies were areas of satisfaction for most of the teachers who participated in this
study. Parallels between participants’ experiences as math and science teachers and what helped
them persist revealed four common themes that gave a better understanding of why they decided
to continue their teaching careers.
Former studies highlighted the importance of workplace culture and relationships with
peers and administration as being important factors in teachers’ willingness to continue in the
profession. Teachers peers and administrators play important roles of support through authentic
gestures of appreciation and affirmation. Students create the strongest sense of value for teachers
when they demonstrate results of growth because of their guidance. Giving teachers the ability to
continue their learning to improve student growth is an important way to foster this value by
affirming the importance of their role at their institution. Though teacher pay is one of the most
commonly reported concerns by the HSTA for teachers in the HI DOE system, this study
uncovered other institutional factors that can be addressed to support teachers in continuing their
careers as science and math teachers in the HI DOE. Though financial need was mentioned, the
most influential factors mentioned were those that involved positive student influence and the
opportunities and abilities to effect change.
It is increasingly important to understand how to support teachers in the profession as
teacher attrition rates continue to be an issue across the U.S. Science and math teacher retention
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 77
is of interest with the increased need for a workforce that demonstrates inquiry and skills in
mathematics and science. Though this study focused on the experiences of HI DOE public
school math and science teachers, further studies should be done to explore reasons for teachers
of all subjects and grade levels to persist in teaching.
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 78
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Odell, S. J., & Ferraro, D. P. (2005). Teacher Mentoring and Teacher Retention. Journal of
Teacher Education, 43(3), 200-204. doi:10.1177/0022487192043003006
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student
achievement. American Educational Research Journal, 50(1), 4-36. Retrieved from
http://libproxy.usc.edu/login?url=https://search-proquest-
com.libproxy1.usc.edu/docview/1322240577?accountid=14749
Rumberger, R. W. (1985). The Shortage of Mathematics and Science Teachers: A Review of the
Evidence. Educational Evaluation and Policy Analysis, 7(4), 355. doi:10.2307/1163571
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 83
Rumberger, R. W. (1987). The impact of salary differentials on teacher shortages and turnover:
The case of mathematics and science teachers. Economics of Education Review, 6(4),
389-399. doi:10.1016/0272-7757(87)90022-7
Schlossberg, N. K. (1981). A Model for Analyzing Human Adaptation to Transition. The
Counseling Psychologist, 9(2), 2-18. doi:10.1177/001100008100900202
Smith, T. M., & Ingersoll, R. M. (2004). What Are the Effects of Induction and Mentoring on
Beginning Teacher Turnover? American Educational Research Journal, 41(3), 681-714.
Retrieved from
http://repository.upenn.edu/cgi/viewcontent.cgi?article=1135&context=gse_pubs
Teach for America. (2018). Hawai‘i. Retrieved from https://hawaii.teachforamerica.org/
U.S. Department of Education. (2016) Teacher Shortage Areas Nationwide Listing 1990-1991
through 2016-2017. Data file. Retrieved from
http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf
U.S. Department of Education. (2017a). TEACH Grant Program. Retrieved from
https://studentaid.ed.gov/sa/sites/default/files/teach-grant.pdf
U.S. Department of Education. (2017b). Teacher Shortage Areas Nationwide Listing 1990-1991
through 2016-2017. Data file. Retrieved from
http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf
U.S. Department of Education. Science, Technology, Engineering and Math: Education for
Global Leadership. (n.d.a). Retrieved from https://www.ed.gov/stem
U.S. Department of Education. (n.d.b). Teacher Loan Forgiveness. Retrieved from
https://studentaid.ed.gov/sa/repay-loans/forgiveness-cancellation/teacher
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 84
APPENDIX A

Email to HI DOE Secondary Principals

Aloha Principal (insert name),
I hope that this email finds you well. I am contacting you as a third year candidate for the
University of Southern California’s Educational Doctorate (EdD) program in Educational
Leadership.

I am currently working on my dissertation, and the focus of my research is on the retention of
STEM teachers (teachers who are highly qualified to teach science and math related subjects)
in Hawai‘i public schools. I am seeking survey, interview, and focus group participants who are
STEM teachers with at least five years of experience or more in HI DOE public schools.
I would greatly appreciate it if you would forward the attached survey to your teachers who meet
the above specifications. The survey will only take about five minutes and all information will be
kept confidential. The purpose of the survey is to get an understanding of the scope of teachers in
the STEM field and to qualify participants for individual interviews and focus groups. The
survey will be open until Friday, March 8, 2019.
Please feel free to let me know if you have any questions and I greatly appreciate your time.

Survey link: https://usc.qualtrics.com/jfe/form/SV_d1jDKvahWYTixbD
Mahalo,
Ms. Noel Hakoda
USC EdD Doctoral Candidate
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 85
APPENDIX B

Science and Math Teacher Preliminary-Survey Questions

Aloha, thank you for taking the time to fill out this survey. The purpose of this survey is to
understand your experiences as a Hawai‘i Department of Education public school teacher in the
STEM field and how they have led you to decide to remain in the profession. The information
that you share with me today will be a contribution to my work as a doctoral candidate in the
University of Southern California EdD program. Any personally identifiable information will be
kept confidential and only be used for the purpose of contacting you for further questions if you
opt to do so.

1. Age (fill in)
2. Sex (fill in)
3. Race (fill in)
4. Level of education:
a. Bachelors (indicate major(s))
b. Masters (indicate field(s))
c. Graduate Degree (indicate field(s))
5. Field of licensure (select one)
a. Math
b. Science
c. Other STEM (indicate below)
6. Years of service in the HI DOE as a public school teacher in the STEM field (select one):
a. 5-10
b. Over 10 years
7. Current complex area of employment (fill in):
8. Years of service at current school (fill in):
9. Do you hold any additional titles at your institution besides being a classroom teacher?
a. Yes
b. No
c. If yes, please describe your additional title(s) below.
10. Have you worked at any other HI DOE public or charter schools?
a. Yes
b. No
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 86
c. If yes, please indicate the name of the school and years of service at other
institution(s).
11. Have you worked at any other non-HI DOE public schools (including out of state)?
a. Yes
b. No
c. If yes, please indicate the name of the school(s) and years of service at each
institution.
12. I plan on continuing my career as a STEM teacher in the HI DOE public school system.
a. Very likely
b. Likely
c. Neutral
d. Unlikely
e. Very unlikely
13. Please explain your answer to #12 (fill in):
14. Are you willing to participate in a follow up interview or focus group session? All
interview and focus group participants will be compensated with a $10 Amazon Gift
Card. If so, please indicate below:
a. Interview
b. Focus Group
c. I would be interested in participating in either an interview or focus group.
d. Please indicate the best way to contact you:
i. Email: ____________________
ii. Phone: ____________________

Mahalo for your time and contributions!
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 87
APPENDIX C

Teacher Interview Protocol

Main research question:

What are the factors that influence HI DOE public school science and math teachers to remain in
the teaching profession?

Introduction

“Hi (name of interviewee), thank you so much for taking the time to talk with me. Just to remind
you, the interview may take up to an hour or so, as to be respectful of your time. The purpose of
this interview is to understand your experiences as a Hawai‘i Department of Education public
school teacher in the STEM field and how they have led you to decide to remain in the
profession. The information that you share with me today will be a contribution to my work as a
doctoral candidate in the University of Southern California EdD program. The interview will be
recorded as previously mentioned and your identity will be kept confidential. You may opt to
discontinue the recording at any time and you may also refuse to answer any questions that I ask.
Do you have any questions? – address any questions—Before we begin, please fill out this
consent form.”

1. I would like begin by to confirming the following information:
a) Where do you currently teach?
b) How many years have you been teaching (STEM subject) in the
DOE?
c) What subject(s) and grade levels do you currently teach?
Knowledge,
Experience
I will now ask you about your current role(s) and place of work and how
these factors have had an impact on your decision to remain a STEM
teacher in the HI DOE.
Transition
2. Describe your current role(s) at your institution. Knowledge
3. How has your physical work environment (classroom, campus
grounds) influenced your decision to remain in the teaching
profession, if at all?
4. Describe how administration or other non-teaching staff have
influenced your decision to remain in the STEM teaching
profession, if at all?
a. Explain
5. How have your experiences with students influence your decision to
remain in the STEM teaching profession, if at all?
a. Explain
Opinion
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 88
6. How have your experiences with parents or community members
influenced your decision to remain in the STEM teaching
profession, if at all?
a. Explain
7. Describe your involvement, if any, in an induction and mentoring
program as a new HI DOE teacher.
a) If yes:
a. How did having a mentor influence your current career
as a public school teacher in Hawai‘i?
8. Were there any other programs or supports, if at all, that influenced
your decision to continue teaching STEM in the HI DOE.
Knowledge,
Opinion
9. Were there any other institutional factors that have influenced your
decision to remain in the STEM teaching profession?
Opinion
I will now ask you questions regarding your non-professional background Transition
10. What other job experiences have you had, if any?
a) If yes:
a. How long were you involved in those previous jobs?
b. Why did you decide to transition to a career in teaching?
c. Was the transition what you expected it to be like?
Experience
11. Why did you decide to become certified to teach in a STEM field
(specifically)?
Experience
12. Have you ever debated leaving the HI DOE for another job?
a) If yes:
a. Why?
13. How likely are you to remain a STEM teacher for the DOE?
a. Why?
Opinion,
Experience
14. Can you describe any other personal factors or experiences that we
have not covered that influence your decision to remain in the
profession?
Experiences,
Opinion
15. Is there anything else that you would like to share with me that I did
not address?

“Thank you (name of interviewee) again for taking the time to speak to me. I may contact you in
the future to follow up with more questions. What is the best way to get in touch with you?”
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 89
APPENDIX D

Science and Math Teacher Focus Group Questions

Main research question:

What are the factors that influence HI DOE public school science and math teachers to remain in
the teaching profession?

Introduction

“Hi everyone, thank you so much for taking the time to talk with me. Just to remind you, the
focus group interview may be approximately one hour. The purpose of this interview is to
understand your experiences as a Hawai‘i Department of Education public school teachers in the
STEM fields and how they have led each of you to decide to remain in the teaching profession.
The information that you all share with me today will be a contribution to my work as a doctoral
candidate in the University of Southern California EdD program. The interview will be recorded
as previously mentioned and your identities will be kept confidential. Any of you may opt to
discontinue the recording at any time and you may also refuse to answer any questions that I ask.
Do you have any questions? – address any questions—Before we begin, please fill out this
consent form.”

1. Please introduce yourselves to the group by explaining where you
currently teach, how many years of teaching you have in the DOE and
in other schools, and what subjects and grade levels you currently teach
and any other roles you play at your institution.
Knowledge,
Experience
I will now ask you about your current role(s) and place of work and how
these factors have had an impact on your decision to remain a STEM
teacher in the HI DOE.
Transition
2. Explain how your workplace environment has influenced your
willingness to continue teaching?
3. Are there any particular people who influenced your decision?
4. How have your experiences with students influence your decision to
remain in the STEM teaching profession, if at all?
5. How have your experiences with parents or community members
influenced your decision to remain in the STEM teaching profession,
if at all?
Opinion
6. Describe your involvement, if any, in an induction and mentoring
program as a new HI DOE teacher.
a) How did having a mentor influence your current career as a public
school teacher in Hawai‘i?
b) Were there any other programs or supports, if at all, that
influenced your decision to continue teaching STEM in the HI DOE.
Knowledge,
Opinion
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 90
7. Were there any other institutional factors that have influenced your
decision to remain in the STEM teaching profession?
Opinion
I will now ask you questions regarding your non-professional background Transition
8. Have any of you had an experience working in another profession?
a) Why did you decide to transition to a career in teaching?
b) Explain whether or not the transition what you expected it to be
like?
Experience
9. Why did you all decide to become certified to teach in a STEM field
(specifically)?
Experience
10. Have any of you ever debated leaving the HI DOE for another job?
If so, why?
11. How likely are you to remain a STEM teacher for the DOE? Why
or why not?
Opinion,
Experience
12. Can any of you identify any other personal factors or experiences
that we have not covered that influenced or continue to influence
your decision to remain in the profession?
Experiences,
Opinion
13. Is there anything else any of you would like to share before we
close our discussion for today?

“Thank you everyone for taking the time to speak to me. I may contact some of you in the future
to follow up with more questions.”

HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 91
APPENDIX E

University of Southern California
Information Sheet for Research

Understanding Science and Math Teacher Retention in Hawai‘i Public Schools

You are invited to participate in a research study conducted by Noel Hakoda at the University of
Southern California. Please read through this form and ask any questions you might have before
deciding whether or not you want to participate.

PURPOSE OF THE STUDY
This research study aims to understand the personal and professional factors that influence
Science, Technology, Engineering, and Math (STEM) field teachers, primarily in the subjects of
Mathematics and Science, to remain in the teaching profession within the Hawai‘i Department of
Education (HI DOE). The results of this study may be used as a contribution to the knowledge and
best practices of those who work towards improving STEM teacher retention in HI DOE public
schools.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to be interviewed or participate in a focus
group discussion about your experiences as a STEM teacher in the HI DOE public schools. The
interviews will and focus groups will occur in a location that is secured and in close proximity to
the participant(s). The interview will be recorded unless you request to deny being recorded and
the interview will take approximately 1 hour of your time. You do not have to answer any questions
you do not want to.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive a $10 Amazon gift card for your participation.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential. At
the completion of the study, direct identifiers will be destroyed and the de-identified data may be
used for future research studies. If you do not want your data used in future studies, you should
not participate.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact the primary
researcher, Noel Hakoda at hakoda@usc.edu or (808) 387-9471 or Tracy Poon Tambascia,
advisor, at tpoon@rossier.usc.edu.

IRB CONTACT INFORMATION
HAWAI‘I SCIENCE AND MATH TEACHER RETENTION 92
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.

Abstract (if available)

Abstract Teacher attrition is an increasing area of concern throughout the nation. Though research has been conducted on reasons for teacher attrition, there is a lack of research on why teachers persist in their careers. This qualitative study examined the experiences of Hawai‘i science and math public school teachers and how these experiences influenced their decisions to continue teaching in Hawai‘i public schools. In addition to a dearth of research on why teachers leave Hawai’i public schools, there is also a lack of research that attempts to explain the reasons why teachers in the state of Hawai’i decide to persist in teaching overall. The research question that was addressed was, what are the factors that influence Hawai‘i Department of Education public school science and math teachers to remain in the teaching profession? Schlossberg’s (1981) Model for Analyzing Human Adaptation to Transition served as a framework for this study. This theory also provided a foundation for understanding how teachers adapted to their transitions as teachers and how their perceptions, environments, and characteristics influenced their decision making process to continue teaching in Hawai‘i public schools. Four major themes emerged from interviews and a focus group with teachers who had at least five years of experience in Hawai‘i public schools. These themes included (a) trust and empowerment, (b) authentic and positive relationships, (c) synergistic collaboration, and (d) experienced affirmations and self-efficacy. Recommendations included providing support for student-centered, teacher led practices, providing teacher development opportunities, and providing opportunities for teachers to expand their networks of support.

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Asset Metadata

Creator Hakoda, Noel Miyuki (author)

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

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 06/17/2019

Defense Date 04/27/2019

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

Tag Hawaii teacher retention,Hawaii teachers,math,OAI-PMH Harvest,Science,STEM teachers,teacher attrition,teacher retention

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tambascia, Tracy (committee chair), Maddox, Anthony (committee member), Robinson, Scott (committee member)

Creator Email hakoda@usc.edu,nhakoda@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-173432

Unique identifier UC11660735

Identifier etd-HakodaNoel-7482.pdf (filename),usctheses-c89-173432 (legacy record id)

Legacy Identifier etd-HakodaNoel-7482.pdf

Dmrecord 173432

Document Type Dissertation

Format application/pdf (imt)

Rights Hakoda, Noel Miyuki

Type texts

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

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

Repository Name University of Southern California Digital Library

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