Retention and Satisfaction of Novice Teachers: Lessons from a School Reform Model

Elizabeth J. Glennie, Marcinda Mason, Julie A. Edmunds


In many countries, novice teachers, or those with fewer than four years of experience, have a higher turnover rate than do more experienced teachers. Using teacher employment data, we examine whether schools in an American whole-school reform model are better able to retain novice teachers. Using survey data, we investigate whether novice teachers in a particular school reform model are more satisfied with school leadership than their peers in traditional high schools. In this reform model, early college high schools, high schools are located on college campuses and students have the opportunity to earn an associate’s degree or two years of credit in the state university system. This model emphasizes a shared mission and shared leadership. We find that early colleges had a higher turnover rate than their neighbor schools, and a higher percentage of early college teachers were novices. However, these novice teachers were not more likely to leave than novice teachers in traditional schools were. Early college novice teachers received more personalized support and were more satisfied with school leadership than their peers in traditional high schools. Under certain conditions, schools can have higher retention rates for novice teachers.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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