Strategies for attracting, retaining, and motivating quality teachers

¶ … Attract, Retain and Motivate Teachers

It is becoming increasingly difficult to attract, motivate and retain qualified teachers in today's educational facilities. Studies suggest that in the next decade more than 2 million teachers will need to be hired to satisfy the nations educational and knowledge needs (Hirsch & Samuelsen, 2001). Despite the increased need for teachers, many administrators find they are having a difficult time not only attracting, but also motivating and retaining quality teachers once they are hired.

In fact the average life span of a quality teacher is less than six years according to one study (Weld, 1998). There are several studies that have reported an alarmingly high rate of dissatisfaction among quality teachers, a trend that often leads to teachers leaving the profession (Weld, 1998; Eichenger, 2000; Loeb & Stempien, 2002). Thus mangers must work to not only attract but also retain and inspire quality professionals if teaching is to remain at the highest levels of achievement.

The aim of this investigation is to study the methods needed to attract, retain and motivate quality teachers over the next decade as the demand for educators continues to rise. In particular the research will explore the managerial issues that are related to attraction, retention and motivation in an attempt to identify what specifically managers need to do to improve the outlook for teachers in at every level of education.

Introduction

The state of the nation's educational system is one of crisis. A shortage exists in education. Many schools find themselves hard pressed to find quality teachers. When they do they often find that it is difficult to motivate and retain quality employees in the high stress world that is teaching. Management has to enact specific strategies that will not only serve to attract, but also retain and motivate quality leaders, in order to assure the integrity of the nation's educational system. A multi-faceted approach to recruitment, selection and retention is required if quality teachers are to continue to survive within the nations schools. These ideas are explored in more detail below.

Retention and Motivation

A survey of teachers in the 1994 National Center for Education Statistics study shows that common reasons teachers offer for learning the profession include: lack of influence over school policies and administrative procedures, (2) burnout, (3) sense of "collegial isolation and (4) sense of diminished professionalisms in teaching (Weld, 1998).

According to one chemistry teacher who left the profession after six years, "when reflective teachers turn their intellectual attention toward the school system, the frustration they feel can lead to disenchantment with the profession" (Weld, 1998:53).

Many teachers perceive that they have relatively little control over how a school is run and operated (Natale, 1993) which leads to dissatisfaction. Though there are many that might assume that a teacher's primary reasons for leaving have to do with their low salaries, surveys indicate that less than 10% of teachers generally cite poor salary as a reason for leaving the profession (Weld, 1998). In fact, starting salaries of some teachers including science teachers is generally more than others might enjoy in a traditional business profession.

Weld (1998) suggests that four key areas must be addressed to attract and retain high quality teachers. Among these areas include: (1) sense of isolation some teachers experience, (2) lack of reception to the ideas and innovations teacher offer the administration and (3) lack of recognition among good teachers as professionals (Weld, 1998: 53). Also in need of addressing include compensation practices.

Science teachers are most at risk for isolation in their field because they are not perceived as legitimate researchers or reform leaders, but rather thought of as "passive receivers of in-service monologues" (Weld, 1998). However a majority of teachers actually spend a decent amount of time conducting researchers.

With regard to retention and motivation, far too often 'teachers' are lumped into one general category without specification, when many teachers may prefer that their individual specialty and area of expertise are acknowledged and appreciated. As Weld (1998) points out this has certainly proven the case for science teachers.

However special education teachers are particularly vulnerable to losing well trained and high quality staff, in part because their contributions are not differentiated from those of general education teachers (Loeb & Stempien, 2002). In fact the academic preparation and continuing training required of special educations is more costly and very time consuming when compared with general education teachers; in addition it is often tremendously difficult to find replacements, thus the need for proper motivation and retention programs (Loeb & Stempien, 2002).

Studies suggest that many special education teachers as well as general education teachers are dissatisfied with their jobs, in particularly because their achievement are not recognized (Loeb & Stempien, 2002). Among the strategies that have been recommended for improving job satisfaction among all populations include innovative approaches to recruitment, job involvement and retention that focus on the specialties and expertise teachers bring into the school district (Loeb & Stempien, 2002).

Teachers working with special education students, particularly those with emotional problems generally have the highest attrition rates, and studies suggest that stress reduction techniques may benefit them in the classroom environment. Sutton & Huberty conducted a study in 1984 that suggests that among teachers, " a strong inverse relationship exists between job stress and satisfaction (Eichinger, 2000; Loeb & Stempien, 2002).

Heavy workloads and a perception that tasks need to be completed more quickly and more efficiently may also contribute to teacher stress and act as a de-motivator (Miller, et. al, 1999; Loeb & Stempien, 2002).

In service training that includes teaching of coping techniques and stress reduction methods may be helpful in motivating and retaining teachers that report a high level of job dissatisfaction and stress (Loeb & Stempien, 2002; Miller, et. al, 1999). In addition stress management techniques can help alleviate self depreciating thoughts, and more collaborative and "collegial dialogue" might improve teachers perceptions of job satisfaction (Loeb & Stempien, 2002). Studies suggest that problem solving approaches should be collaborative in manner, to help teachers deal with stress in a supportive environment (Loeb & Stempien, 2002).

Professional training should also prepare teachers for the challenges they might face in and outside of the classroom (Loeb & Stempien, 2002). Ax, Conderman & Stephens (2001) suggest that pre-service teacher preparation programs are more likely to help foster retention and motivation, because they will arm teachers with the techniques necessary to deal with the challenges that will face them in the classroom (Loeb & Stempien, 2002).

What are the implications for management? Managers must work to develop comprehensive stress management and support programs within their school districts. Teacher job satisfaction must be improved if teachers are to remain motivated and inspired. The information gathered from surveys and previous studies on teacher satisfaction also indicate that teachers have expressed a strong desire to be recognized for their professional contributions and achievements as members of the school district.

Thus it will be vital for management to develop programs that are oriented toward rewarding and recognizing teachers for their accomplishments. These programs do not have to be monetary in nature, but they should emphasize individual accomplishments.

Managers should also work on differentiating teachers according to their specialty and recognizing them for individual expertise. This is especially the case for science and special education teachers according to the information provided in previous studies. Mangers must also work on encouraging teachers at all levels to participate in school administration and policy establishment. A high level of dissatisfaction is reported among teachers who feel that their ideas are not acknowledged and accepted with regard to school policies and procedures.

Conclusions/Analysis

Managers must focus on aggressive and directed recruiting campaigns that encourage collaboration and recognition of teacher's professionalism if teachers are to be attracted and enticed into the profession over the next decade. To attract the highest quality teachers, managers will have to work not only on recruitment strategies, but also training programs that help teachers acclimate to the educational environment and help create a sense of collaboration and support.

In addition teachers need be recognized for their professional expertise an contributions if they are to remain motivated and stay in their profession for an extended period of time. A large body of evidence indicates that a primary reason for dissatisfaction among quality professionals is lack of recognition of their professional contributions and high job stress. High job stressed can be approached from a training and preparation program. Managers should ensure that teacher participate in pre-training programs that teach coping skills and stress management techniques, so teachers are more prepared to address and deal with the challenges they will face in and outside of the classroom.

In addition, managers will have to work on developing a recognition system that acknowledges the professional contributions teachers make to the educational administration. Many teachers have reported that they would like to contribute ideas to help the administration run more smoothly and efficiently. Their ideas need be acknowledged and encouraged in a collaborative educational environment, where the contributions of every member of the team are equally acknowledged and accepted. Only then will administrators start realizing a higher retention rate and a reported increase in job satisfaction among teachers at all levels.

A 'comprehensive' approach is the only approach that will address the current shortage of quality teachers in the nation's school districts. Quality measures must be adopted by management and educational administrators at every level of the recruitment, selection and retention process. High quality professional teachers should be sought out and willingly encouraged to participate in administrative decisions and collaborative educational endeavors.

Teachers must also participate in training programs and pre-requisite programs that will better enable them to deal with the challenges they will be presented with during their career. They must also be respected for individual differences and for the specialized expertise they bring to the educational environment. Only then will mangers realize true success in the areas of attraction, motivation and retention.

References:

Ax, M., Conderman, G.J., & Stephens, J.T. (2001). Principal support essential for retaining special educators. NASSP Bulletin, 85, 66-71.

Eichinger, J. (2000). Job stress and satisfaction among special education teachers: Effects of gender and social role orientation. International Journal of Disability, Development, and Education, 47, 399-412.

Hirsch, E. & Samuelsen, S. (2001). "Help Wanted: Good teachers." State Legislatures,

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Miller, M.D., Brownell, M.T., & Smith, S.W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65, 201-218.

Natale, J.A. (1993). "Why teachers leave." Executive Educator, July: 14-18; In Loeb &

Stempien, (2002).

Loeb, R.C. & Stempien, L.R. (2002). "Differences in job satisfaction between general

education and special education teachers: Implications for retention." Remedial and Special Education, 23(5): 258

Weld, J. (1998). "Attracting and retaining high-quality professionals in science education." Phi Delta Kappan, 79(7): 53