Gregory W. Dachille '17, Gettysburg College
In the United States, elementary and secondary education teachers comprise 4% of the entire civilian workforce (Ingersoll, 2001). The composition of that 4% is changing because of teacher turnover. According to recent statistics, 46% of teachers leave the classroom within the first five years of teaching and 9.5% of teachers leave the classroom within their first year (Rinke, 2014; Riggs, 2013; Zheng & Zeller, 2016). This study is designed to examine the teaching experiences of graduates of one teacher education program and the potential differences between graduates who stay in teaching and those who leave. Throughout this study, the guiding questions were: How many Gettysburg College Teacher Education Program Alumni, 1985 - 2008, are still teaching in the classroom at a primary or secondary level? Why did some alumni leave the classroom at a primary or secondary level and why did some alumni never teach? How does the data from the Gettysburg College Teacher Education Program alumni correspond with the previous scholarship on teacher turnover and retention? When looked at from the perspective of an individual post-secondary institution, the individual stories of the alumni emerge and so does the complexity of teacher turnover and retention in America, which is not always reflected in studies conducting on a state or national level.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.
This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Dachille, Gregory W. and Ruff, Chloe, "The Revolving Door of Education: Teacher Turnover and Retention amongst the Graduates of a Liberal Arts Teacher Education Program" (2017). Education Faculty Publications. 34.