Shaner, Richard2020-05-062020-05-062020-05-06http://hdl.handle.net/11603/18493The retention of new teachers has been a critical issue facing schools since the 1970’s. This study is focused on identifying what strategies are being used in high schools within a school system to successfully increase the retention of new teachers as well as which of these methods seem to be the most effective and whether or not student, teacher, or demographic variables have an effect on the retention of these new teachers. The null hypothesis of this study is that there is not a clear correlation between school demographics and the new teacher retention at the high school level. An exploratory statistical analysis was conducted of the role of school demographics and a self-report survey was conducted of new teachers at a high school. Through these methods, it was concluded that professional development seemed to be the most effective strategy in improving teachers, which lead to teachers staying in their teaching positions. It was also discovered that there may be an indirect relationship between school demographics and the retention of new teachers, but there isn’t direct statistical evidence to support the conclusion completely.47 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Teacher RetentionEducation -- Research papers (Graduate).Text