Abstract
As part of a multiyear, multistate National Science Foundation-funded research study, Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahmed, and Mayra Perna interviewed educators from districts with higher-than-average novice science teacher retention. They found six factors that can be applied at the school level to increase the likelihood of K-12 teacher retention across grade levels and subject areas. They present the framework of teacher embeddedness as a useful tool to help predict and improve retention efforts and suggest specific strategies teachers and administrators can employ to improve teacher retention in their schools.
| Original language | English |
|---|---|
| Pages (from-to) | 43-47 |
| Number of pages | 5 |
| Journal | Phi Delta Kappan |
| Volume | 107 |
| Issue number | 7-8 |
| DOIs | |
| State | Published - May 2026 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Keywords
- Professional fit
- Professional resources
- Teacher attrition
- Teacher embeddedness
- Teacher retention
- Teacher turnover
- Workplace connections
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