| The induction and retention of beginning teachers has been a concern of school districts in recent years and will continue to be an important issue during the next decade due to increases in student enrollments nationally, the aging teacher workforce, and class size reduction as a means of educational reform.;More than two thirds of new teachers relinquish their educational careers within their first 4 years in the profession. Academically talented beginning teachers leave in the greatest numbers. With the increase in graduation standards, specifically in mathematics and science, we are experiencing shortage of qualified teachers in these disciplines.;This study focused on second-career educators coming from careers in aerospace and the military, with occupational backgrounds in mathematics and science. The purpose of the study was to review the perceived retention factors of second-career educators who had chosen to remain in the field of education for more than 2 years. The review was to identify self-reported descriptors of current teacher training practices, staff development, and support perceived to be important in assisting newly inducted teachers. The study provides information that should allow teacher educators, staff developers, and site administrators to use research and teachers' perceptions to provide a basis for discussion about teacher preparation and retention practices to use to support second-career educators.;The 73 second-career educators surveyed were from referred sources within K--12 education and a university program. They were presently or had been formerly employed in education in the southern California area.;The research indicated continued ongoing support, encouragement, and communication were necessary at the site level. Each school community must recognize its unique set of circumstances and develop a plan to support and facilitate the professional growth of new teachers. |
