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This study examines teacher retention and the factors shaping teachers’ decisions to remain after their first five years, using interviews with participants in the first three to five years across three elementary schools in Central Florida. Qualitative, grounded-theory methods identify trends on collaboration, collegial support, and self-determination, showing that professional development, collaboration time, and autonomy increase the likelihood of staying.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/addressing-teacher-retention-within-the-first-three-to-five-years-of-employment/593149/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/addressing-teacher-retention-within-the-first-three-to-five-years-of-employment/593149.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main finding about teacher retention after the first five years?","Question",{"text":112,"@type":113},"Teachers are more likely to remain when they feel supported through professional development, time to collaborate with colleagues, and autonomy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which aspects of school culture were evaluated in the study’s data collection?",{"text":117,"@type":113},"The study evaluated professional collaboration, affiliative collegiality, and self-determination/efficacy, using researcher-formulated questions and additional instrumentation focused on retention.",{"name":119,"@type":110,"acceptedAnswer":120},"How does principal leadership and professional support relate to teacher retention?",{"text":121,"@type":113},"The research questions frame principal leadership, mentoring programs, and professional development as key factors that influence whether teachers stay beyond their third year.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593149,1792493299,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Addressing Teacher Retention within the First Three to Five Years of Employment  \nBy Paticia Cells *, Lou L. Sabina±, Deb Touchton °, Rajni Shankar-Brown • & KiaraL. Sabina ♦  \nTeachers’ perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status in a large public school district in Central Florida. Participants interviewed were in the first three to five years of their teaching career. Information derived from each interview was used to determine trends and factors that influence teacher retention and attrition. The main finding was that when teachers feel supported through professional development, time for collaboration with colleagues, and autonomy, they are more likely to remain in the teaching profession.  \nKeywords: teacher retention, elementary schools, teacher recruitment, principal leadership, organizational systems in schools  \nIntroduction  \nA common trend in schools within is teacher attrition. Teachers often leave the field within their first three to five years in the field due to increasing demands, lack of support and professional development, and unrealistic expectations from their principals. This contributes to a constant cycle of recruiting and hiring teachers on a yearly basis, which creates an additional stressor for school administrators at both the building and district level. Examining specific reasons why teachers leave and why teachers stay may reduce the need for the constant recruitment and retention of teachers locally, regionally, nationally, and internationally.  \nThe purpose of this study was to investigate teacher retention within a large public school district and develop a clear understanding of actions needed to support teacher retention in the field. Additionally, the study serves as a resource to public school districts in planning for support of teachers within their first 3-5  \n*  \nPrincipal of Eagle Creek Elementary School, Orange County Public Schools & Ed.S. Student, Stetson University, USA.  \n±Assistant Professor and Associate Co-Chair for Graduate Education Studies, Stetson University, USA.  \n°  \nProfessor, Stetson University, USA.  \n•Professor and Jessie Ball duPont Endowed Chair of Social Justice Education, Stetson University, USA.  \n♦Academic Success Coordinator, Seminole State College of Florida, USA.  \nyears in the classroom. Currently in the state of Florida, there is a high need for teachers across all subject areas, grade levels, and disciplines.  \nThis research study explored ways in which the school district and its schoolbased administrators can increase teacher retention within their schools. Qualitative methodology was used to conduct interviews among ten participants and was based on the grounded theory framework. This data derived from the interviews was used to determine trends in participant responses. Each of the interviews was conducted in the participant’s school classroom setting and were recorded and transcribed to determine emerging trends. After interviews concluded, data transcription was coded to determine trends in participant responses. Data was organized to determine themes that emerged from responses. Trend data was analyzed and used to determine trends in responses to overarching research questions.  \nData were collected using researcher-formulated questions to evaluate three main aspects of school culture: (1) professional collaboration, (2) affiliative collegiality, and (3) self-determination/efficacy. Additional questions were incorporated into the instrumentation that targeted specific matters in reference to teacher retention. Lastly, anecdotal records from teacher interviews were used to determine trends related to teacher retention. Each of the interviews was coded and","cbCaics7cluEN1Gr","https://ap.wps.com/l/cbCaics7cluEN1Gr","pdf",173153,"English","# Introduction\n# Purpose of the Study\n# Methodology\n# Data Collection and Analysis\n# Research Questions\n# Literature Review","[{\"question\":\"What is the main finding about teacher retention after the first five years?\",\"answer\":\"Teachers are more likely to remain when they feel supported through professional development, time to collaborate with colleagues, and autonomy.\"},{\"question\":\"Which aspects of school culture were evaluated in the study’s data collection?\",\"answer\":\"The study evaluated professional collaboration, affiliative collegiality, and self-determination/efficacy, using researcher-formulated questions and additional instrumentation focused on retention.\"},{\"question\":\"How does principal leadership and professional support relate to teacher retention?\",\"answer\":\"The research questions frame principal leadership, mentoring programs, and professional development as key factors that influence whether teachers stay beyond their third year.\"}]","Addressing Teacher Retention within the First Three to Five Years of Employment | PDF",1792076697]