What research is being conducted? The purpose of this project is to investigate issues related to juvenile justice teacher attrition and retention in Georgia. Two central questions are being addressed. The first question is related to the current status of juvenile justice teacher attrition and retention in Georgia. Teacher attrition is a significant problem in Georgia and across the country. To date, no research has been conducted regarding teacher attrition and retention in juvenile justice settings. The second question focuses on the impact of reform on teacher attrition and retention in Georgia. The Georgia Department of Juvenile Justice has undergone significant changes in the last five years. We are examining the impact of those changes as they relate to teacher attrition and retention. Both questions are being addressed using a teacher attrition and retention survey developed by Morivant and Gersten (1992). Approximately 400 teachers were surveyed. Statistical analysis includes multiple regression, chi square, and correlations.

Why is this research being conducted? Our nation faces an ominous crisis in the preparation of educators who teach students with disabilities. There simply are not enough highly qualified diverse special education teachers to address the needs of students with disabilities (Gilmore, Marsh, & Garza, 1999; Tawney & DeHassa-Warner, 1993; Tyler & Smith, 1999). This is particularly true of teachers in difficult to teach areas such as urban schools and the juvenile justice setting (Gersten, Keating, Yovanoff, & Harniss 2001; Frase, Downey, & Canciamilla, 1999; Krovetz, 1999; PCESE, 2002; Smith, Tyler, Pion, Sindelar, & Rosenberg, 2000; Wang, Reynolds, & Walberg, 1995). Currently, 40-70% of incarcerated youths have a disability (Briar, 1994).

Our attempts to replenish the teaching field with new teachers have mostly been unsuccessful. We have not addressed the root of the problem, that of teacher attrition. Unfortunately, special education has been characterized as being one that “eats its young (Halford, 1998)!” Currently, a significant need exists for research that will investigate special education teacher attrition and retention (Cooley & Yovanoff, 1996; PCESE, 2002).

National needs: Many of the nation’s school districts report a shortage of special educators especially in difficult to teach settings (Darling-Hammond, 2000; Griffin, Winn, Otis-Wilborn, & Kilgore, 2002; Smith, McCleskey, Tyler, & Saunders, 2002). Critical shortages of certified teachers severely impact the schools that serve a high number of students at risk for learning problems, especially students from culturally and linguistically diverse backgrounds, students who live in poverty, and students with disabilities (Burstein & Sears, 1998). A research synthesis conducted by the Center on Personnel Studies in Special Education (COPSSE, 2002) indicates that the shortage of special education teachers is “chronic and likely to worsen” (p.12). Further, the shortage of trained educators who represent diverse backgrounds is a significant barrier to providing, socially and culturally appropriate instruction to students in diverse urban settings (Billingsley, 2002; Utley, Delquadri, Obiakor, & Mims, 2000).

Regional needs: Special education teacher shortages vary greatly by region of the country (Smith, McCleskey, Tyler, & Saunders, 2002). However, a serious increase in the special education teacher shortage is reported in the rapidly growing South, especially in “spot shortages” such as in Atlanta where significant population growth spurts have occurred. Research is needed in attrition and retention research in juvenile justice settings.
Attrition and retention factors: There are three common levels of teacher attrition and retention including: (1) individual–teacher factors (e.g., personal characteristics and professional qualifications), (2) school factors (e.g., peer collegiality and administrative support), and (3) system factors (e.g., professional development and salary). Table 1 is a graphic representation of the literature review. Variables may be associated with one, two, or all three groups.

Table 1. Individual, School, and System Variables Contributing to Teacher Attrition

(1) Individual Variables Related to Attrition and Retention: The first level is individual variables. Numerous individual variables contribute to a special educator’s staying or leaving the field. Attrition and retention factors related to individual teacher characteristics include age, race, gender, personal factors, academic ability, degrees earned, teacher preparation, school climate, peer collegiality, professional development, teacher roles, job stress, and decision- making power (Billingsley, 1993; Brownell & Smith, 1992; Gersten et al., 2001; Platt & Olson, 1990).
Individual variables such as race, gender, age, academic ability, and personal factors can be clearly linked to characteristics of an individual and further analyzed for their relationship to attrition and retention. However, variables such as degrees earned, teacher preparation, school climate, peer collegiality, professional development, teacher roles, decision-making power, and job stress need further investigation to determine what, if any, relationship these variables have to individuals staying or leaving the profession. To date, no research exists regarding the individual characteristics of juvenile justice teachers.

(2) School Variables Related to Attrition and Retention: The second level is school variables. School climate, administrative support, peer collegiality, induction, mentoring, professional development, teacher roles, resource adequacy, relevant information, teacher preparation, and job stress are variables that schools share a responsibility in addressing to reduce special education teacher attrition (Billingsley, 1993; Brownell & Smith, 1992; Gersten et al., 2001; Platt & Olson, 1990). Ingersoll (2001) reports that limited administrative support and limited faculty input into decision-making contribute to higher rates of teacher turnover. Furthermore, Billingsley (2002) characterizes work environment factors contributing to attrition such as school climate, administrative support, colleague support, professional development, and teacher roles.
School variables present multiple and interactive problems (Billingsley, Pyecha, Smith-Davis, Murray, & Hendricks, 1995). For example, role problems create stress and decrease job satisfaction (Gersten et al., 2001). Also, issues related to service-delivery models and school variables have not been addressed in the literature. Investigating the interventions that address direct and indirect effects of school variables related to special educator attrition and retention is desperately needed. Research has begun to determine the “what” of special education teacher attrition and retention characteristics, but has yet to answer “how” to intervene. To date, no definitive intervention research exists that addresses school issues in juvenile justice settings.

(3) System Variables Related to Attrition and Retention: The third level is system variables. System variables related to special education teacher attrition and retention have been delineated as certification requirements, degrees earned, preparation, salary, professional development, induction/mentoring, teacher roles, resource adequacy, relevant information, and decision-making power. According to Gold (1996) an urgent need exists to investigate beginning teacher needs. School districts must have a system of support and professional development for beginning teachers. To date, no research is available about system variables in juvenile justice settings.