Reflection and Self-Efficacy: Enhancing the Retention of Qualified Teachers from a Teacher Education Perspective‪.‬

Teacher retention has been the subject of much study, yet recent estimates of teachers who choose to leave the profession within the first three years to pursue other careers remains at an unacceptably high level of 33.5 percent (National Center for Educational Statistics, 2004). These figures are alarming in light of the fact that schools desperately need qualified teachers. Several authors maintain that in order to solve the teacher shortage problem, the focus should be on retaining already qualified teachers rather than encouraging alternative routes to certification (Cochran-Smith, 2004). Growing evidence also suggests that teachers who lack adequate preparation to become teachers are more likely to leave the profession (Darling-Hammond, 2003). Studies on teacher retention demonstrate that some teachers are both resilient and persistent, remaining in the profession despite being confronted with the same challenges and obstacles of those who leave. Traits of resiliency and persistence describe people who are able to recover strength and spirits quickly and persevere in the face of obstacles. In a review of the literature on teacher resiliency, Bobeck (2002) contends that five primary factors are responsible for teachers remaining in the field despite the challenges they face: (1) relationships (mentoring programs, administrative and parental support); (2) career competence and skills; (3) personal ownership of careers (ability to solve problems, set goals, and help students); (4) sense of accomplishment (experiencing success); and (5) sense of humor.