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Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence. On average, over 4.6% of teachers turn over during the school year, which amounts to 25% of total annual turnover. Teachers transfer within districts at higher rates at the beginning of the school year and leave teaching at higher rates at the beginning of the spring semester. Higher performing teachers are less likely to turn over during the school year and less likely to turn over within the year than at the end of the year. Teach for America corps members are much less likely and teachers from out of state much more likely to turn over during the school year than traditionally prepared teachers.

Teachers may retire from their schools, but they never retire from teaching.Teaching, Making a Difference includes two goals.The first is to give guidance to teachers contemplating retirement while helping them to maintain realistic standards for their students.

This study seeks to empirically ground the debate over mathematics and science teacher shortages and evaluate the extent to which there is, or is not, sufficient supply of teachers in these fields. The authors' analyses of nationally representative data from multiple sources show that math and science are the fields most difficult to staff, but the factors behind these problems are complex. There are multiple sources of new teachers; those with education degrees are a minor source compared to those with degrees in math and science and the reserve pool. Over the past two decades, graduation requirements, student course taking, and teacher retirements have all increased for math and science, yet the new supply has more than kept pace. However, when preretirement teacher attrition is factored in, there is a much tighter balance between supply and demand. Unlike fields such as English, for math and science, there is not a large cushion of new supply relative to losses—resulting in staffing problems in schools with higher turnover

The proportion of older faculty is increasing nationwide. This book offers guidance not only for dealing with the elimination of mandatory retirement in higher education but also for current retirement-related issues facing all colleges and universities.Ending Mandatory Retirement addresses such questions as: Do the special circumstances of higher education warrant the continuation of mandatory retirement? How would an increase in the number of older faculty affect individual colleges and universities and their faculty members? Where there are undesirable effects, what could be done to minimize them?The book contains analyses of early retirement programs, faculty performance evaluation practices, pension and benefit policies, tenure policies, and faculty ages and retirement patterns.

Adequately preparing for retirement requires planning and knowledge about available savings and investment options. Teachers participate in a complex set of plan designs, and many do not participate in Social Security. While teachers represent a large part of the public workforce, relatively little is known regarding their knowledge and preparation for retirement. We administered a survey to a nationally representative sample of teachers through RAND’s American Teacher Panel and asked teachers about their retirement planning and employer-sponsored retirement plans. We find that while most teachers are taking steps to prepare for retirement, many teachers do not currently possess the basic retirement knowledge necessary to plan effectively. Teachers struggled to identify their plan type, how much they contribute to their plans, retirement eligibility ages, and who contributes to Social Security. These results suggest that better education around teacher retirement plans has the potential to improve teachers’ retirement planning and preparation.

Most U.S. public school teachers participate in defined benefit retirement plans, which base benefits on years of service and their last few years of salary. These plans are often backloaded and include sharp economic incentives. We consider the implications of trans itioning to a cost-equivalent defined benefit plan under which teachers would earn benefits more evenly across their careers. We show that new teachers who are risk averse would prefer the alternative plan. The magnitude is often substantial. For example, for an entering teacher the certainty equivalent for the CB plan is about 2.1 times the certainty equivalent for the respective FAS plan in New York City and 29 times larger than the respective heavily backloaded FAS plan in Philadelphia.

The researcher utilized block-entry regression analysis to determine the impacts of teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy on retention in teaching from 782 teacher surveys. Findings indicated that 83.50% of participants planned to teach until retirement. Wald statistics indicated that years teaching experience, socioeconomic status (SES), salary and workload, parent and student, and technology all made statistically significant contributions to the model. Contrary to existing literature, the findings indicated that teachers in the lowest SES schools were more likely to continue teaching until retirement than teachers in the highest SES schools. The data seemed to indicate that schools in this study interested in increasing teacher retention rates should consider increasing salaries, reducing their workloads, and strive to improve parent and student participation and cooperation levels.

This study aims to propose and evaluate a model for work engagement in Special Educational Needs (SEN) teachers in Greece, in order to get insights into the effect of parameters such as job satisfaction, burnout and other personal characteristics. The sample consisted of 503 female and 161 male teachers of both primary and secondary education, working in special and mainstream educational settings. Based on these data, a two-step hierarchical regression model was used to identify predictors of teachers’ work engagement. Moreover, confirmatory factor analysis indicated a good fit (TLI = 0.974 > 0.95, RMSEA = 0.043 < 0.08, CFI = 0.952 ≥ . 0.900, χ2/df = 1.3 < 2, p > 0.05 and SRMR = 0.027 < 0.08) of the first order structural model for work engagement (WE-JS-BO). The second-order structural model for the work engagement included teachers’ demographic parameters, labeled personal characteristics, which yielded a good fit (TLI = 0.978 > 0.95, RMSEA = 0.039 < 0.08, CFI = 0.964 ≥ 0.90, χ2/df = 1. 1 < 2, p >0.05 and SRMR = 0.024 < 0.08) Results are discussed for their possible applications in special education teachers’ training.

If you do not have to retire from your work in an institution such as a school, college or university, you may be able to go on teaching privately or retain your identity as a musician by playing in community bands and orchestras or singing in choirs. [...]you should consider your options for remaining involved in music other than as a teacher or performer. The motivation, identity and purpose you developed as a young musician, and the time and money management skills you learned in your early years as a music teacher, contribute to the wealth of wisdom and strategies you will have accrued over years if not decades of experience.