CTE Teacher Retention: Lessons Learned from Mid-Career Teachers

• Published in: Career and technical education research Vol. 45; no. 1; pp. 3 - 16
• Main Authors: Hasselquist, Laura, Graves, Nicole A.
• Format: Journal Article
• Language: English
• Published: Columbus Association for Career and Technical Education Research 01.05.2020; American Vocational Education
• Subjects: Administrative support; Agriculture Teachers; Beginning Teacher Induction; Career Development; Careers; Classrooms; Community support; Cte Teachers; Educational Innovation; Educational Resources; Empowerment; Experienced Teachers; Faculty Mobility; Focus groups; Job Satisfaction; Labor Turnover; Longitudinal Studies; Mentors; Mid-Career; Networks; Preservice Teacher Education; Preservice Teachers; Professional development; Professional relationships; School administration; Student retention; Teacher Associations; Teacher Attitudes; Teacher Persistence; Teacher Retention; Teacher Shortage; Teaching; Teaching Conditions; Technical Education; Vocational education; Vocational Education Teachers; Wages & salaries
• ISSN: 1554-754X; 1554-7558
• DOI: 10.5328/cter45.1.3

Schools across the country are facing a shortage of Career & Technical Education (CTE) teachers. Challenges regarding recruitment and retention of highly qualified teachers have far-reaching economic and educational implications. The literature notes multiple factors associated with CTE teacher attrition, such as low pay, absence of adequate teaching resources, and lack of administrative support. The current study aimed to identify factors associated with teacher retention via focus group interviews with mid-career (7-15 years) CTE teachers. The focus group included (N=4) CTE teachers from a Midwest state; the group was comprised of three agriculture teachers and one family & consumer sciences teacher. Qualitative analysis of the data revealed four themes related to the retention of mid-career CTE teachers: (1) setting boundaries, (2) shifting priorities/focus, (3) building a professional support network, and (4) innovating in the classroom. Recommendations for practice include induction programming focused on prioritizing programmatic opportunities and professional needs and involvement of preservice teachers in professional organizations early and often. Recommendations for research include exploring the level of involvement in professional organizations and its influence on career satisfaction and examining the benefits a mentor gains from a mentoring relationship.