The influence of classroom management, administrative support, parental involvement, and economic factors on the retention of novice teachers

Katrina Moody Dwyer, University of Southern Mississippi

Abstract

The purpose of this study was to examine the impact of selected factors upon the intent of novice teachers to remain in the classroom. Teachers are leaving the profession in numbers that have prompted significant concern among policymakers and administrators. Many qualified college students are not considering the field of education as a potential career (Petty, 2007). Given that attrition rates among teachers are higher in their earliest years within the profession, it is essential to identify factors that contribute to the satisfaction and retention of novice teachers (Stockard & Lehman, 2004). The primary data for this study were obtained from 93 teachers, all within their first to fifth year of experience, who were teaching in school districts located along the coastal areas of the state of Mississippi. The study examined differences in novice teacher perspectives regarding classroom management, administrative support, parental involvement, and economic factors depending upon school level (elementary, middle, high), school performance levels (Star, High Performing, Successful, Academic Watch, Low Performing, At Risk of Failing, Failing), and teacher preparation program (traditional, alternative) by using ANOVA, MANOVA and multiple linear regressions. The study further examined novice teacher perspectives regarding these factors and their relationship to overall intent to persist. Results of the analyses associated with the hypotheses indicated that there were no significant differences in the perspectives of novice teachers regarding the influence of classroom management, administrative support, parental involvement, and economic factors depending on the school level or performance level of the school at which they were employed. There were also no significant differences in perceptions as a result of the type of teacher preparation program. This study did indicate that there were significant relationships among the perceptions of novice teachers regarding the factors of classroom management, administrative support, parental involvement, and current economic factors and their intent to persist in the classroom. It was determined that the combined variables impacted intent to persist and that the strongest predictors were administrative support and economic factors; the latter was a negative predictor of intent to persist. From these findings, recommendations for policy, practice and further studies were developed.