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Running head: ANALYSIS OF THE TEACHER SHORTAGE
AN ANALYSIS OF THE TEACHER SHORTAGE FROM MULTIPLE
PERSPECTIVES: WHY IS IT DIFFICULT TO RECRUIT AND RETAIN HIGHQUALITY TEACHING CANDIDATES?
A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education
In Partial Fulfillment of the
Requirements for the Degree of Doctor of Education
Brandon Bailey
Pennsylvania Western University
August 2023
ANALYSIS OF THE TEACHER SHORTAGE
@Copyright by
Brandon Bailey
All Rights Reserved
August 2023
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ANALYSIS OF THE TEACHER SHORTAGE
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Dedication
I dedicate this work to the ones who have supported me throughout this lengthy
and challenging journey. I was able to achieve this goal thanks to the love,
encouragement, and understanding they provided.
To my wife, Heather, who has been my constant source of strength and
inspiration. Your unwavering belief in me and your unyielding support has driven my
pursuit of knowledge. Your love and sacrifice have been the foundation upon which I
have built this academic achievement. Thank you for always being there, encouraging,
and cheering me on, even during the most demanding times.
To my three incredible children, Karsen, Morgan, and Koby, you are my greatest
pride and joy. Each of you has motivated me throughout this process and every day of my
life. I dedicate this work to you, hoping it will serve as a testament to the value of
perseverance and the importance of education.
To my parents, Don and Diane, I am forever indebted to you for the opportunities
you have provided me and the values you instilled in me from an early age. Your belief in
my abilities and sacrifices to ensure my success has been immeasurable. Your
encouragement and unconditional support have been imperative in shaping the person I
am today.
This work is a tribute to all of you, who have stood by me. Your love, support,
and understanding have been the key to my success; I am eternally grateful.
ANALYSIS OF THE TEACHER SHORTAGE
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Acknowledgements
Various individuals and organizations have influenced me throughout my
academic and professional careers. Thanks to the Forest Hills School District, West
Virginia University, University of Connecticut, Robert Morris University, California
University of Pennsylvania, Saint Francis University, Indiana University of Pennsylvania,
Gannon University, Pennsylvania Western University, and the Richland School District.
Being surrounded by many inspiring family members and friends throughout my life has
been a blessing, all of which have contributed to my educational and leadership
development.
Although they are numerous, I would like to recognize and thank the following
people: Kevin Smay, Jean Celmer, Heil Fyock, Wayne Seese, Larry Celmer, T.J.
Kakabar, Rick Ruddek, Frank Krentz, Tom Locher, Sal Marro, Dr. Thomas Fleming,
James Serbin, Leonard Stevens, John Maier, Jerry Davitch, Don Irwin, Ed Moran, Mary
Beth Prociuk, Thomas Smith, Abby Rullo, Gregg Wilson, Tim Regan, Corina Long,
Arnold Nadonley, Dr. Jennifer Shuman, Dr. Kelly Lashinsky, Lydia DobrowolskyCasale, Mark Mosorjak, Alyson Kaminsky, Missy Stringent, Edwarda Pruchnic, Nicole
Crowell, Vicki Markiewicz, Lorna Kehl, Sharon Ambrose, Michelle Graham, Kait
Easler, Heather Facci, Emma Krestar, Dianne Kniss, Rex McQuaide, Michael Bodolosky,
and Ray McCombie. Finally, I would like to thank my two research committee chairs, Dr.
Todd Keruskin and Dr. Kelly Lashinsky, for their guidance and support throughout my
journey.
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List of Tables
Table 1.
Teacher Demographics
36
Table 2.
Challenges Confronting Educators
41
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List of Figures
Figure 1.
Are You an Elementary or Secondary School Teacher?
52
Figure 2.
How Long Have You Been a Full-Time Teacher?
53
Figure 3.
How Satisfied Are You Overall With Job?
54
Figure 4.
Over The Next Three to Five Years, Do You Expect to?
54
Figure 5.
Shortages of Teachers and Staff
55
Figure 6.
Student Behavioral Issues and Mental Health
55
Figure 7.
Teacher and Staff Pay and Benefits
56
Figure 8.
Verbal and Physical Attacks on Teachers
57
Figure 9.
Lack of Public School Funding
57
Figure 10.
Overemphasis on Standardized Testing
58
Figure 11.
Gun Violence and School Safety
58
Figure 12.
Lack of Parental Involvement
59
Figure 13.
Impact of COVID-19
59
Figure 14.
Substitute Teachers
60
Figure 15.
Support Staff
61
Figure 16.
Classroom Teachers
61
Figure 17.
Administrators
62
Figure 18.
Staffing Shortages
62
Figure 19.
Increasing Salary and Benefits
63
Figure 20.
School Year Bonus
64
Figure 21.
Hiring More Staff to Reduce Workload
64
Figure 22.
Hiring More Support Staff to Address SEL
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Figure 23.
Loan Reimbursement Subsidy
65
Figure 24.
Mentoring Programs to Support New Teachers
66
Figure 25.
Verbal/Emotional Bullying of Students
66
Figure 26.
Rumors and Threats of Violence
67
Figure 27.
Physical Violence Without a Weapon
67
Figure 28.
Violence With a Weapon Other Than a Gun
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Figure 29.
Violence With a Gun
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Table Of Contents
Dedication
Acknowledgements
IV
V
List of Tables
VI
List of Figures
VII
Abstract
XII
CHAPTER I. Introduction
1
Research questions
3
CHAPTER II. Literature Review
5
The Issue of Teacher Shortages
5
History of the Teacher Shortage Problem
6
Why Do Teachers Enter and Leave the Classroom?
7
Teacher Preparation and Credentialing
8
Working Conditions
13
Retention of Teachers
18
Recruiting of Teachers
20
Difficult Subject Areas to Hire and Retain Teachers
22
Political Impact
25
Consequences of The Covid-19 Pandemic
26
Conclusion
29
Chapter III. Methodology
31
Purpose/Statement of Problem
33
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Research Questions
34
Settings and Participants
35
Research Plan and Data Collection
37
Financial Impact
46
Validity
48
Triangulation
48
Chapter IV. Data Analysis and Results
51
Data Analysis
51
Triangulation of Data
52
Results
52
Richland School District Teacher Survey Results
53
Local Superintendent Interview Results
71
Local School Counselor Interview Results
75
Teachers Who Have Left The Traditional Classroom Interview Results
76
Summary
78
Chapter V. Conclusions and Recommendations
80
Conclusions
81
Research Question #1
81
Research Question #2
84
Research Question #3
86
Action Plan And Recommendations
88
Fiscal Barriers
90
Further Research/Planning
91
Summary
92
ANALYSIS OF THE TEACHER SHORTAGE
References
xi
94
APPENDIX A. Interview Questions for Faculty Members
102
APPENDIX B. Interview Questions for High School Counselors
107
APPENDIX C. Interview Questions for Teachers Who Have Left Teaching
108
APPENDIX D. Interview Questions for Superintendents or Their Designee
110
APPENDIX E. Faculty Member Consent Form
112
APPENDIX F. High School Counselor Consent Form
115
APPENDIX G. Faculty Member Consent Form
117
APPENDIX H. Superintendent or Designee Consent Form
120
APPENDIX I. IRB Approval Form
122
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Abstract
The severe shortage of teachers is a critical concern in education today. This project
investigates this complex issue by delving into its root causes from diverse angles. The
study explores the difficulties that hinder the recruitment and retention of competent
educators, impacting the overall educational landscape. Employing a mixed-methods
approach, this research employs qualitative and quantitative data to probe the teacher
shortage phenomenon. Through an extensive review and analysis of existing literature,
the study identifies and examines factors dissuading potential educators from joining the
profession and obstructing the continuity of experienced teachers. Factors like low
morale, excessive workloads, limited career advancement, inadequate compensation,
insufficient professional growth opportunities, and challenging work conditions are
thoroughly examined. Policies, institutional practices, and the teacher shortage are
examined in the study. By scrutinizing educational policies, licensing requirements, and
teacher training programs, the research underscores systemic issues unintentionally
deterring capable candidates from pursuing and staying in teaching roles. It also explores
effective strategies educational institutions and school districts use to attract and retain
quality educators, proposing potential remedies to alleviate the shortage. The study's
findings underscore the imperative for an inclusive, collaborative approach to tackle the
teacher shortage crisis. It emphasizes the necessity for reforms in recruitment,
compensation, professional development, and fostering supportive work environments. In
conclusion, this research provides insights into the teacher shortage by examining it
through diverse lenses.
ANALYSIS OF THE TEACHER SHORTAGE
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Chapter I
A teacher shortage has intensified exponentially in Richland School District and
its surrounding schools in the past several years due to the lack of qualified teachers. My
experience as a school administrator has been that this shortage of quality employees has
impacted both the quality of education students receive in our schools and the school
system at large. Besides the shortage of qualified teaching candidates, schools have also
struggled to fill vacancies such as substitute teachers, paraprofessionals, secretaries,
custodians, and bus drivers, all of whom are in high demand. As a result of these
vacancies, many schools have faced major disruptions, and some have been forced to
take drastic measures, such as closing the school because there is a lack of staff members
to keep the school open for the students.
Several times in history, teacher shortages have affected different areas of the
United States. The Richland School District, as well as most of the schools in the westcentral region of Pennsylvania, have, up until now, been able to avoid this issue since it
has yet to occur in most of the region's schools. The recruitment and retention of highly
qualified teachers have become increasingly difficult as the years have passed. Richland
School District, for example, recently advertised an English Language Arts teacher
position in our high school, and only ten candidates applied for the position. In previous
years, compared with the current pool of candidates, we had over fifty potential
candidates.
When it comes to the retention of teachers, many young teachers have been lost to
other careers that are more flexible and allow for the possibility of working from home.
Many of our younger teachers who have taken time off for parental leave have never
ANALYSIS OF THE TEACHER SHORTAGE
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returned to the classroom, choosing jobs in cyber schools and private industry instead.
Another factor has been a change in teachers' perceptions regarding the workload in
recent years. Peetz's (2022) research indicates, "Teachers’ job satisfaction is at its lowest
level in 50 years, with 42 percent of educators saying the stress of their job is worth it,
compared to 81 percent in the 1970s” (para 8).
The school district’s pool of substitute teachers has never been more depleted. In
prior school years, many certified teachers would substitute for a few years to gain
valuable experience. According to Peetz (2022), the number of new teachers entering the
field of education has declined by 33 percent over the past decade, with the number of
newly certified teachers declining from 320,000 in 2006 to 215,000 in 2020. Having
certified substitute instructors is no longer the norm, as most of our substitute teachers
work on emergency or alternative certifications. The school faces daily shortages of
substitute teachers if it were not for a population of retired teachers who fulfill this need.
As a result, retired teachers make up most of our substitute teachers certified in a specific
area of instruction.
We have undertaken this study to find solutions that can be applied to improve K12 teacher shortages and employee shortages in school districts currently suffering from
teacher shortages and K-12 employee shortages. As the director of educational services at
Richland School District, one of my responsibilities is to assist our building principals in
recruiting and retaining the best teachers in our district. This is a duty that the researcher
takes seriously and one of the most important duties assigned. The findings from this
research will enable me to support our principals and mitigate the labor shortage within
our school district. This research question has been developed as part of my effort to gain
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a better understanding of the factors contributing to the teacher shortage and to find
solutions to the problem.
Research Questions
1. What are some of the unique factors that discourage prospective teachers from
considering K-12 teaching careers? Why are fewer high school students entering
teacher preparation programs in college?
2. Which factors contribute to the growing number of K-12 teachers leaving the
classroom before retirement age?
3. What short-term and long-term solutions can be provided to increase the number
of available teacher candidates?
As a result of this research, the researcher wants to understand better the unique
factors discouraging prospective teachers from entering the teaching profession. Also, the
researcher looks forward to learning more about the factors leading teachers to leave
education before retirement. As an outcome of this research, we hope to provide shortand long-term recommendations that can be used in our district to increase the number of
potential candidates for vacancies in the teaching and support staff departments.
The results of this study may have an impact on the school district financially as a
result of its findings. Based on the analysis of the data presented, increasing the starting
salaries of teachers, substitute teachers, bus drivers, and other support staff will create an
anticipated benefit to the school district and reduce labor shortages in these areas as a
result. A possible solution to this issue would be to find a sustainable funding source for
future years of salary increases and incentive programs. Financial incentives have been
an effective means of retaining and recruiting teachers. Although new teachers are often
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attracted to the profession because of the other, less tangible rewards, inadequate pay
frequently keeps qualified candidates away and contributes to turnover and shortages.
This research study is focused on discovering solutions for the teacher and school
labor shortage problem within the Richland School District by exploring the factors
influencing the shortages. Upon completion, my research is likely to provide me with the
capacity to make recommendations to our school superintendent and board of directors to
alleviate the shortages within our school district. As the next chapter looks at the
literature and documented trends in this area, we understand the reasons for today's
teacher shortages.
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CHAPTER II
Literature Review
School districts are facing unprecedented challenges in staffing schools with
highly qualified teachers. These challenges negatively impact students' educational
opportunities, especially populations of historically underserved students. Many teachers
feel their workload has increased in recent years, that they are spending more time
addressing students’ mental health, and that they have less planning time due to staff
shortages and other factors. This literature review examines teacher shortages and how it
has evolved in the United States.
The Issue of Teacher Shortages
In recent years, educational researchers and journalists who cover educationrelated topics have raised concerns about the shortage of teachers in the nation's K-12
schools. Garcia and Weiss (2019a) cite a variety of indicators for the shortage, including
state-by-state subject area vacancies, personal testimonials and data from state and school
district officials, and declining enrollment in teacher preparation programs. A shortage of
qualified teachers harms students, teachers, and the public education system. Students are
unable to learn due to a lack of qualified teachers, and staff instability reduces teachers'
effectiveness, while high teacher turnover consumes economic resources that could be
used elsewhere (Allegretto & Mishel, 2019). Garcia and Weiss (2019a) noted that “It is
important to acknowledge that the teacher shortage results from multiple and
interdependent drivers working simultaneously to cause the imbalance between the
number of new teachers demanded and the number of individuals available to be hired”
(p. 11).
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A shortage of capable educators may result in bigger class sizes, the cancellation
of available classes, or the appointment of under-educated or out-of-field teachers
(Darling-Hammond et al., 2016). No single measurement of teacher shortages exists, so
we rely on multiple indicators of it. Some teacher shortage indicators are the number of
vacancies, number of applicants per vacancy, pupil-teacher ratios, number of emergency
certificates issued, number of preparation program enrollees, number of (new) teachers
certified, (total) number of teachers certified, number of teachers leaving the profession,
and the perceptions of shortages by district superintendents or human resource directors
(Behrstock-Sherratt, 2016).
Tanya Garcia, a deputy secretary at the Pennsylvania Department of Education,
said that the supply of new teachers had reached a “breaking point” because of the
plummeting numbers of young adults entering the field and the stresses of the COVID-19
pandemic. She informed legislators there had been a 66% decline in newly issued in-state
teaching credentials over 11 years. The number of undergraduate teaching majors in
Pennsylvania also decreased by 66% over the last decade (Turner, 2022).
History of the Teacher Shortage Problem
The shortage of highly qualified educators is common in the United States. Some
scholarly articles from the mid-1930s articulate the staffing difficulties after the Great
Depression (Sherratt, 2016). A significant increase in the student population occurred in
American schools after World War II. The impetus for this increase in student
population reflected a notable rise in the general population during and since World War
II (Martin, 1957). Before the beginning of the COVID-19 pandemic, educational leaders
increasingly were concerned about the shortage of competent, trained educators,
ANALYSIS OF THE TEACHER SHORTAGE
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particularly in our lowest-income communities and hardest-to-staff roles (Rosenberg &
Anderson, 2021).
The COVID-19 pandemic has had a disproportionate impact on working women.
An analysis of the US Census Current Population Survey found that “women have
accounted for nearly 56 percent of workforce exits since the start of the pandemic,
despite making up just 48 percent of the workforce” and in February 2021, it was
reported that “the urgent need for childcare at home has pushed many working mothers to
withdraw from the workforce to take over childcare responsibilities.” (Rosenberg &
Anderson, 2021, p. 6)
Why Do Teachers Enter and Leave the Classroom?
A shrinking pool of applicants and disproportionate teacher attrition creates a
situation where it is difficult for schools to recruit and retain staff. With the total number
of students finishing teacher preparation programs declining dramatically and with
considerable rates of attrition and turnover in the profession, it should be surprising that
schools report difficulties while attempting to fill vacancies.
The difficulties are even more significant in high-poverty schools (Garcia &
Weiss, 2019a).
“The current national estimates of the teacher shortage likely understate the
magnitude of the problem because the estimates consider the new qualifications
that teachers need to meet new demand. However, not all current teachers meet
the education, experience, and certification requirements associated with being a
highly qualified teacher” (Garcia & Weiss, 2019a, p. 4).
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Garcia and Weiss (2020) report that “teachers report being frustrated,
demoralized, and dissatisfied due to the combination of underfunding, challenging
working environments, disrespect for their profession, and generalized distrust between
teachers and administrators” (p. 8). Garcia and Weiss (2020a) also indicated that another
substantial reason teachers are leaving the profession and fewer people are interested in
becoming teachers is the substandard pay compared to other professions. Unfortunately,
inadequate teacher pay is compelling many teachers to accept second jobs on top of their
full-time jobs at school.
Teacher Preparation and Credentialing
Several factors have led to a decrease in the number of people entering teacher
preparation programs in the United States. Finances are a significant obstacle to entrance
into the teaching profession. Numerous school districts now offer grow-your-own
programs, allowing candidates to earn a paycheck while working to become teachers
(Will, 2022). K-12 schools have difficulty finding qualified teachers, especially in
specialty areas such as Mathematics, Science, and Special Education. Some university
teacher preparation programs are developing creative methods to lead students into these
specialty areas. “For example, the University of Maryland College of Education awards
in-state students who pursue education majors in critical shortage areas a two-year $2,000
scholarship” (Will, 2022, para. 27).
As educator discontent continues and teacher shortages amplify, universities are
sounding the alarm. “Enrollment has been steadily declining for the past decade, and the
pandemic has likely made things worse” (Will, 2022, para. 1). In the time period
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“between the 2008-09 and the 2018-19 academic years, the number of people completing
a teacher-education program declined by almost a third” (Will, 2022, para. 3).
In addition to the decreased number of people entering colleges and universities,
teacher credentialing has significantly declined. According to the Pennsylvania
Department of Education’s (n.d.-a) report on Educator Preparation and Certification, the
number of issued teaching certificates has decreased from 25,728 in 2012-2013 to 7,695
in 2020-2021. In STEM areas such as 7-12 Mathematics, credentials issued decreased
from 554 in 2012-2013 to 147 in 2020-2021. A sharp increase in the allocation of
temporary permits, waivers, and intern credentials issued by the California Commission
on Teacher Credentialing indicates that more students are being taught by teachers who
have not completed, or sometimes even begun, their preparation for teaching (DarlingHammond et al., 2016). The process for teacher licensure and certification can be
cumbersome. According to the Pennsylvania Department of Education, Pennsylvania has
over 100 colleges, universities, and providers that deliver teacher education programs
authorized by the Pennsylvania Department of Education (nd-b). The Pennsylvania
Department of Education also states that students who secure the recommendation for
certification by the college or university must meet all the requirements of the approved
preparation program, achieve the qualifying scores on the mandatory examinations, and
complete any other requirements specified by Pennsylvania's State Board of Education.
There is a recommendation that the Pennsylvania Department of Education
“systematically identify and remove barriers in the certification process that are not
clearly correlated with educators’ future success” (Commonwealth of Pennsylvania,
2022). The report recommends that PDE review internal procedures and systems to
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provide an efficient and customer-service-oriented experience for credential applicants
and ensure that the system is producing candidates to fulfill the workforce demands of
schools (Commonwealth of Pennsylvania, 2022).
Another change that has occurred is the meaning of the term “highly qualified
teacher.” In 2006, No Child Left Behind (NCLB) required all teachers teaching core
academic subjects to be highly qualified by the end of the 2005-2006 school year
(Commonwealth of Pennsylvania, 2006). In Pennsylvania’s Highly Qualified Teacher
Guidelines released in 2006, the NCLB core content areas include English,
Reading/Language Arts, Mathematics, Sciences, Foreign Languages, Music and Art, and
Social Studies (history, economics, geography, civics, and government).
To satisfy the definition of a Highly Qualified Teacher, teachers must:
1) Hold at least a bachelor’s degree; 2) Hold a valid Pennsylvania teaching
certificate (i.e., Instructional I, Instructional II, or Intern certificate but not an
emergency permit); and 3) Demonstrate subject matter competency for the core
content area they teach. (Pennsylvania Department of Education, n.d.-c)
The Every Student Succeeds Act (ESSA) eliminated the Highly Qualified Teacher
(HQT) provisions commencing with the 2016-17 school year. However, all educators in
commonwealth public schools must meet Pennsylvania's certification statutory and
regulatory (Pennsylvania Department of Education, n.d.-d). After this change, any
teacher who fulfills state certification requirements is deemed “highly qualified.” Under
ESSA, states have exclusive authority to determine all teacher certification requirements.
According to the Pennsylvania Department of Education (n.d.-c), various types of
certifications are available for future teachers. The Pennsylvania Department of
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Education Division of Certification Services manages the educator certification process
statewide. In addition to awarding standard certifications, the Pennsylvania Department
of Education also manages an emergency certification process. A Pennsylvania public
school entity, also known as a Local Education Agency (LEA), can request an
Emergency Permit to fill a vacant teaching position when the LEA is unable to find a
“fully qualified and adequately certified educator holding a valid and active certificate”
(Pennsylvania Department of Education, n.d.-d). Except for career and technical
instructional areas, school nurse, and dental hygienist, a minimum of a bachelor's degree
is required before an emergency permit is granted (Pennsylvania Department of
Education, n.d.-d). The Pennsylvania teacher shortage impacts some districts and schools
more than others, some subject areas, and some demographic groups more than others. A
recent Pennsylvania Department of Education assessment indicates substantial teacher
shortages, requiring emergency permits for teachers in Philadelphia, Pittsburgh, Erie,
Harrisburg, and other urban areas (Keefe, 2018).
There are multiple credentialing pathways for potential teachers, both traditional
and non-traditional.
The traditional process to become a certified educator, intended to guarantee
elevated standards for educators first entering the profession, too often serves as a
cumbersome and inefficient barrier to entry to the profession while failing to
serve its intended purpose (Commonwealth of Pennsylvania, 2022).
The Foundation of Our Economy Report states, "Bureaucratic hurdles and
antiquated processes often divorced from reliable measures of educator quality too often
ANALYSIS OF THE TEACHER SHORTAGE
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serve as unhelpful roadblocks that keep or drive good people out of the profession”
(Commonwealth of Pennsylvania, 2022, p. 6).
Another method universities use to credential teachers is the Intern Certification
method. The Tennessee Department of Education has created an apprenticeship program
with the U.S. Department of Labor to launch a Grow Your Own program. Tennessee is
the first state to support Teacher Occupation Apprenticeship programs between school
districts and Educator Preparation Programs (Duncan, 2022). Duncan noted that
“apprenticeship programs are high-quality, industry-driven, work-based learning
pathways that provide individuals with hands-on work experience while earning a wage
that increases during the progression of the program” (2022, p. 6). These programs are
making efforts to identify, support, and prepare teacher prospects to earn teaching
credentials in the communities in which they reside. These programs encourage students
to seek education as a career and identify adults such as paraeducators to assist them in
acquiring their education certification (Duncan, 2022).
According to Mezzacappa (2022) acting Pennsylvania Secretary of Education,
Eric Hagarty, stated that “a shortage of educators, especially those of color, is the most
urgent crisis facing our schools today” (para. 1). His comments were made at the opening
meeting of the newly formed state Committee on Educational Talent and Recruitment in
Philadelphia. This group met to assess the teacher shortage problem and focused on
ways to recruit and retain additional qualified teachers in Pennsylvania. At the same
meeting, Philadelphia School District Superintendent Tony Watlington communicated
that the school district would increase recruiting efforts (Mezzacappa, 2022).
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Until recently, the most common path to becoming a public school teacher in the
United States was attending college or university. However, nearly 33 percent of new
teachers now earn credentials through alternative methods. Some are school-districtbased residency programs, online degrees, a for-profit certificate program, or a hybrid
option such as a charter school-based apprenticeship (Fraser & Lefty, 2018).
Pennsylvania provides alternative pathways to teacher certification for future teachers not
following the conventional path to a teaching credential. Currently, candidates in
Pennsylvania must possess a bachelor’s degree to pursue alternative teacher certification
in Pennsylvania. Alternative certification candidates must still successfully complete the
same exams as educators on a traditional pathway. Teacher prospects must also satisfy
the requirements of a teacher preparation program approved by the Pennsylvania
Department of Education (McPherson, 2023).
Working Conditions
Student behavior has changed over the course of time within the classroom and
school environment. In many schools, teachers are overwhelmed with a multitude of
responsibilities. Garcia and Weiss (2020) remarked that “they are asked to be first
responders, social workers, physicians, counselors, and nurses, especially when schools
offer insufficient numbers of these professionals” (p. 19). There are multiple
explanations for why learner behavior issues can lead to uneasy relationships and even
dangers to teachers’ physical and mental health. Students' inappropriate actions may be
due to trauma or harmful tensions initiated outside of school (Garcia & Weiss, 2020). For
teachers to operate effectively in the classroom, they need additional support and
investments in more counselors, nurses, librarians, and paraprofessionals. These
ANALYSIS OF THE TEACHER SHORTAGE
14
positions support students and make schools healthier, often reducing behavioral issues
(Garcia & Weiss, 2020).
Another working condition causing people not to enter education is the increase in
violent acts on school campuses. Garcia and Weiss (2020) found that “among the factors
that make school climates so challenging are widespread barriers to teaching and learning
and extensive threats to teachers’ emotional well-being and physical safety” (p. 17).
Garcia and Weiss (2019d) report that “more than one in five teachers report that they
have been threatened by a student at the school where they currently teach, and one in
eight reports that they were physically attacked by a student at their current school” (p.
7). These threats to teachers express the lack of safety in some school environments and
can contribute to shortages by making the profession less attractive.
A person’s working conditions significantly affect not only on job fulfillment, but
also on the ability to do the job well, and the desire to remain in the job and the
profession. Garcia and Weiss (2019d) write that “this is undoubtedly true for teachers,
who spend much of their time interacting with students, fellow teachers, and other school
staff, and thus, are immersed in their workplace climate to a high degree” (p. 4). Garcia
and Weiss (2019d) note that due to the challenging school climate for many teachers, “it
is little surprise that teachers’ satisfaction, motivation, and desire to stay in teaching is
low and has even dwindled slightly in the past few years” (p. 11).
Unionization or non-unionization is another factor that is influencing the teacher
shortage. Hahn (2022) found that:
Teachers’ unions are negatively associated with teacher stress: the stress index of
teachers in districts with collective bargaining agreements is .07 lower than that of
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teachers in districts with no union agreement, a statistically significant difference
equal to about 14% of the standard deviation of the teacher stress index. Teachers
in districts with higher union density also report lower stress than those in districts
with lower union density, and union-member teachers show significantly lower
levels of stress relative to non-member teachers. (para. 5)
For many years, Pennsylvania had one of the highest defined benefit pension
systems in the United States. This was a major incentive for people to enter and remain
in the profession. Over the past several years, there have been reductions in benefits for
teachers entering the profession. Keefe (2018) reports that Pennsylvania teachers
participate in the Public School Employees Retirement System or PSERS. PSERS
administers a defined benefit pension plan for public school teachers and employees in
Pennsylvania. PSERS accumulates contributions from teachers and other plan members,
school districts, and the state. PSERS invests its assets to fund payments to teachers
during their retirement. However, pension legislation enacted in 2010 reduced PSERS
benefits for teachers hired in 2011 and later. A few years later, a 2017 law additionally
trimmed pension benefits for teachers employed in 2019 and beyond. Keefe (2018) also
reveals that Act 5 would mandate new teachers to participate in a pension plan that
greatly redirects funding from the state and school districts onto the teachers. The new
plan includes 401(k)-style investments, which also divert retirement income risk onto
teachers.
Duncan (2022) notes that states can implement loan forgiveness and service
scholarship programming that provides educators with the prospect of accumulating
wealth and eliminating the significant debt that disproportionally impacts students of
ANALYSIS OF THE TEACHER SHORTAGE
16
color. Duncan (2022) reports that the state of “Connecticut goes further by providing
mortgage assistance for teachers, including additional support for teachers of color who
enter the profession” (para. 17).
To create a more alluring and sustainable teaching profession, states must
continue measures to improve teacher pay and benefits. Duncan (2022) wrote:
Many state budgets have included proposals to increase pay across the board, but
states should look at ways to provide bonuses and raises for teachers serving highneeds schools. States can also provide incentives for teacher candidates to ensure
they are well-prepared and stay in the profession. (para. 19)
According to Allegretto and Mishel (2019) “…providing teachers with a decent
middle-class living commensurate with other professionals with similar education is not
simply a matter of fairness. Effective teachers are the most important school-based
determinant of student educational performance” (p. 1). To encourage student success,
schools must make efforts to recruit and retain certified teachers and guarantee that
teaching remains an attractive career option for college-bound students. Allegretto and
Mishel (2019) reaffirm that “pay is an important component of retention and recruitment”
(p. 1). In their report, Allegretto and Mishel (2019) wrote:
The mid-1990s marks the start of a period of sharply eroding weekly teacher
wages and an escalating teacher wage penalty. The average salary of public
school teachers (adjusted for inflation) decreased by $21 from 1996 to 2018, from
$1,216 to $1,195 (in 2018 dollars). In contrast, the weekly wages of other college
graduates rose by $323, from $1,454 to $1,777, over this period. (p. 3)
ANALYSIS OF THE TEACHER SHORTAGE
17
Some school districts have improved teacher compensation through merit pay.
Gius (2013) wrote that “although the effect of merit pay on overall job satisfaction was
insignificant, teachers in merit pay districts were less enthusiastic, did not think teaching
was important, and were more likely to leave for better pay” (p. 1). Nonetheless, the
researchers discovered that educators who obtained merit pay were more satisfied overall
than teachers who did not (Gius, 2013).
Garcia and Weiss (2020) suggest various reforms to increase compensation to
strengthen recruitment and retention—especially in high-poverty schools. The first
recommendation is to increase teacher base pay across the board. Garcia and Weiss
(2020) asserted that:
Strengthening base salaries by giving every teacher a flat increase would help
close the gap in pay between teachers and their peers in other professions, keep
more teachers in the school and in the profession, and strengthen the credentials
of the teaching workforce. (p. 11)
The second recommendation is to increase teacher base pay in high-poverty
schools. Garcia and Weiss (2020) also note that “These kinds of targeted raises could still
help strengthen collaboration and other aspects of the teacher workforce in a way that
merit pay increases and other incentives-based strategies do not” (p. 11). The third
recommendation is to fund adequately pension benefits and remove obstacles to
accessing them. Garcia and Weiss (2020) state “that pensions have been a critical factor
in both attracting teachers to the profession and retaining them as teachers and improving
their retirement security” (p. 12). The fourth recommendation from Garcia and Weiss
(2020) is to consider programs that reduce the major financial burdens that are barriers to
ANALYSIS OF THE TEACHER SHORTAGE
18
entering and staying in the teaching profession. With the increased expense of teacher
preparation programs, programs such as service scholarships and student loan forgiveness
programs can support recruitment. The fifth and final recommendation is to acknowledge
and take steps to address other financial burdens that arise when teachers in underresourced schools must take on safety net roles. Amazingly, “the nation’s K–12 public
school teachers personally spend, on average, $459 annually on school supplies for which
the overwhelming majority, more than nine out of ten, will not be reimbursed” (Garcia &
Weiss, 2020, p. 14).
Retention of Teachers
Although teachers are unable to climb the corporate ladder and will likely not
acquire six-figure bonus pay, there is a quality of life that most teachers acknowledge.
Rosenberg and Anderson (2021) write:
Districts and schools can build toward making teachers’ jobs more rewarding,
collaborative, and sustainable by investing in the kinds of structures and
conditions that matter most, such as competitive compensation with opportunities
to grow over time, supportive school leadership, sufficient time for collaboration,
and teaching loads that make it possible to build relationships with their students
and adjust approaches to meet their needs. (p. 2)
Teachers have become exhausted by the strains of the COVID pandemic. School
leaders have an opportunity to support educators and help them care for their own and
their families well-being through traditional and informal networks and to provide access
to physical, mental, and emotional health benefits (Rosenberg & Anderson, 2021).
ANALYSIS OF THE TEACHER SHORTAGE
19
Student loan repayment programs are one incentive that can keep young teachers
from leaving the profession. Over 40 states and the federal government offer loan
forgiveness and/or service scholarship programs to individuals wishing to become
teachers, according to Podolsky and Kini (2016). These programs aim to incentivize
people to teach in high-need areas and can have a direct effect on the recruitment and
retention of talented educators in those areas. While these programs are typically smaller
and less consistently available than those offered in the medical profession, research
indicates that well-designed programs can be successful in achieving the desired
outcomes.
These programs are typically aimed at those who are in their early career stages
and are looking for a way to alleviate the burden of student loan debt or to gain access to
other financial incentives. By providing these resources, states and the federal
government can encourage more people to pursue a teaching career and help keep them
in the profession for the long term. In many cases, loan forgiveness and service
scholarships can be combined with other incentives, such as tuition reimbursement or
continued professional development. This can help to make teaching a more attractive
career option and ensure that talented teachers remain in high-need areas.
According to Sutcher et al., "…well-designed mentoring programs improve
retention rates among new teachers, as well as their attitudes, feelings of efficacy, and
instruction skills" (2016, p. 28). Sutcher writes that the “keys to success include having a
mentor teacher in the same subject area, common planning time with teachers in the same
subject, and regularly scheduled collaboration with other teachers” (2016, p. 28).
ANALYSIS OF THE TEACHER SHORTAGE
20
Many young people leave the teaching profession due to professional burnout.
State and district governments should prioritize the improvement of working conditions
for teachers in order to ensure their success. This is especially critical for teachers who
work in high-needs schools, as well as teachers of color who are often subject to harsh
working conditions. In order to support the increased social, emotional, and mental health
needs of these teachers, state, and district governments should partner with the local
community to provide resources and assistance. Making sure that teachers are equipped
with the necessary resources to succeed both in and out of the classroom is one of the
most important tasks of state and district governments. This can be achieved by providing
teachers with access to mental health services, as well as creating partnerships with local
organizations and businesses to provide additional resources for teachers. Additionally,
state and district governments should strive to provide teachers with flexible working
conditions that allow them to balance their workload with their own personal needs
(Duncan, 2021).
Recruiting of Teachers
Like most other occupations, supply and demand are important factors in the
teacher labor market. The Commonwealth of Pennsylvania (2022) notes that
Pennsylvania is facing an educator workforce crisis. While the number of qualified
teachers entering the profession continues to decrease, educators are leaving at a higher
rate. Due to this issue, schools have more difficulty replenishing critical staff positions
than ever. Schools serving the most underserved students suffer the most from these staff
shortages (Commonwealth of Pennsylvania, 2022). In the Foundation of Our Economy
Report, the Commonwealth of Pennsylvania notes that to meet the educator staffing
ANALYSIS OF THE TEACHER SHORTAGE
21
needs of rural, suburban, and urban areas, “Pennsylvania must urgently attract more
educators into the profession and retain a higher percentage of existing excellent
educators to meet the staffing needs of early childhood providers, schools, and libraries in
our rural, suburban, and urban settings” (p. 8).
The problems with the teacher shortage are impacting both rural and urban
schools. The Commonwealth of Pennsylvania (2022) report that our state and public
school population continues to change and become more diverse racially, ethnically,
linguistically, and in other ways. Our educator workforce demographics have not kept
pace with our changing landscape. The proportion of students of color in Pennsylvania's
K-12 population is expected to increase by August 2025. Our entire educational system,
from early childhood to K-12 to postsecondary, has struggled to serve these student
groups. Without a significant increase in the diversity of our educator workforce, large
percentages of our students will go through most, if not all, of their educational careers
without seeing teachers, principals, and other school leaders who look like them or who
have first-hand knowledge of their cultural and linguistic traditions and assets.
Because urban school districts have proportionally higher numbers of teachers in
their first or second year of the profession, the Commonwealth of Pennsylvania (2022)
report recommends that the:
Pennsylvania Department of Education must make concerted efforts to ensure that
students have access to an educator workforce that represents the incredible
diversity and rich histories, traditions, and life experiences across the
commonwealth. PDE also must take steps to ensure that early childhood
ANALYSIS OF THE TEACHER SHORTAGE
22
providers, schools, and libraries are equipped to create the working conditions
necessary to retain great educators of color. (p. 12)
Duncan (2022) notes:
States and districts should provide targeted incentives to retain teachers and bring new
teachers into the profession to build staff capacity and provide consistent, high-quality inperson instruction. State and district leaders should direct funding and resources toward
incentives for teaching in schools that have had longstanding challenges with resource
inequities. (p. 2)
As an example, the state of Texas provides incentives to teachers to work in highneeds schools via the Texas Teacher Incentive Allotment, while Jefferson County,
Kentucky, uses the allotted ESSER dollars to provide teachers with $5,000 retention
bonuses (Duncan, 2022).
Difficult Subject Areas to Hire and Retain Teachers
Recruiting and retaining special education teachers has offered a particularly
aggravating challenge for California schools and districts. Reacting to yearly shortages,
the state changed the special education certification requirements in 1996, withdrawing
the conditions that special education training be added in addition to the preparation
needed to acquire a general education certificate. Darling-Hammond et al. (2016) write:
This change has both failed to solve California’s special education teacher supply
problem and has resulted in a less prepared cadre of special education teachers,
who lack knowledge of the range of learning approaches and repertoire of
teaching strategies that most teachers possess. (p. 11)
ANALYSIS OF THE TEACHER SHORTAGE
23
Additionally, there is a shortage of qualified teachers in these specialty areas in
New York. A study conducted by the Institute of Education Sciences examined
certification areas related to shortage areas in New York. Bilingual education, bilingual
special education, career and technical education, English language arts, health education,
library media specialists, literacy, mathematics, science, and special education were
identified as the ten specialized certification areas (Zweig et al., 2021).
Special education is a field with severe shortages of qualified teachers. In 2017–
18, 46 states and the District of Columbia determined special education as a shortage in
reporting to the U.S. Department of Education (U.S. Department of Education Office of
Postsecondary Education, 2017). Mathematics and science are right behind special
education, with insufficient qualified teachers. In 2017–18, 47 states and the District of
Columbia reported teacher shortages in mathematics, as did 43 states in science, an
increase from the previous year (U.S. Department of Education Office of Postsecondary
Education, 2017).
Teacher shortages have even impacted specialty areas such as music education.
Hash (2021) examined the music teacher shortage “in relation to K–12 public schools in
general, the demand for music teachers in specific states and regions, the declining
number of preservice candidates certified in music, and potential strategies for alleviating
music teacher shortages” (p. 2).
Shortages in Support Roles
Substitute teachers have become more difficult to recruit and retain, especially
after the pandemic in 2020. Duncan (2022) reports that:
ANALYSIS OF THE TEACHER SHORTAGE
24
State and district leaders should be creative and strategic when building the pool
of substitute teachers available to schools to ensure that students have access to
high-quality instruction and that full-time teachers can take breaks and utilize
their planning periods throughout the day. (p. 2)
In some districts, such as in Houston, Texas, community-based organizations are
partnering with school districts to identify and train community members to become
long-term substitute teachers, while in Oklahoma, newly retired teachers are coming back
to the classrooms in order to offer short-term assistance (Duncan, 2022).
While teacher shortages have a tremendous consequence on student achievement,
school support staff shortages also impact the different ways that schools benefit
students. According to Duncan (2022), “Some districts have been forced to return to
remote learning because they do not have the staff necessary to transport students to and
from school or prepare and serve food to students who need it the most” (p. 3). “School
bus driver shortages are having a ripple effect on schools, students, and families across
the country and have already forced schools in at least nine states to request assistance
from the National Guard” (CBS News, 2022, para. 1).
Unionville-Chadds Ford Superintendent John Sanville stated that “the need for
substitute teachers has greatly increased, and the competition for substitutes has become
fierce” (Turner, 2022). The shortage of substitute teachers increases stress on teachers
because all classrooms require a teacher or a substitute. When a shortage of substitute
teachers exists, teachers must fill in when called upon. To maintain a competitive
position in the labor market, the majority of schools have improved the compensation of
substitute teachers. Sanville says that it “…becomes a dog chasing its tail, because we
ANALYSIS OF THE TEACHER SHORTAGE
25
raise our rates; neighboring districts, neighboring counties, raise their rates; and it is all
just in an effort to recruit from an ever-diminishing substitute pool” (Turner 2022).
Sanville attested that you are seeing administrators across the commonwealth serving
lunches and driving buses. I have done both myself this year. It is a situation that is not
sustainable” (Turner 2022).
Political Impact
Since the 1960s, federal legislation has played an important role in American
education. The Elementary and Secondary Education Act, known as ESEA, was part of
President Lyndon B. Johnson’s Great Society program. After arriving in 1965, ESEA
established a role for the federal government in K-12 policy. It contributed more than $1
billion a year in Title I support to districts to cover the cost of educating economically
disadvantaged students. Since the initial legislation, the law has been amended and
updated numerous times, with each new version seeking to expand the federal role in
education (Klein, 2015).
The 1980s initiated a revolution of testing and accountability reforms that have
had a tremendous influence on public education (United States Department of Education,
1983). The No Child Left Behind Act, or NCLB, which passed Congress with
overwhelming bipartisan support in 2001 and was signed into law by President George
W. Bush on Jan. 8, 2002, is the name for the most recent update to the Elementary and
Secondary Education Act of 1965 (Klein, 2015). Since the NCLB law was passed in
response to concerns about the lack of international competitiveness of the American
education system, the federal government has greatly increased its ability to hold school
systems accountable for the academic progress of all students as a result.
ANALYSIS OF THE TEACHER SHORTAGE
26
Along with federal legislation, state legislation has been important throughout the
history of K-12 Pennsylvania public schools, with the Pennsylvania School Code being
written in 1911. In 1949, an education bill increased the state-mandated teacher salary,
re-codified school laws, and enacted a school safety law for school buses. In 2021, a new
state law was enacted to alleviate the growing substitute teacher shortage by providing
public schools more flexibility to employ suitable substitute teachers (PSEA, n.d.).
Andrew Spar, President of the Florida Education Association, states “…the
politically charged environment around K-12 education is one of several factors driving a
lot of teachers, especially experienced teachers, out of the profession" (Neuman, 2022,
para. 16). As a result of this teacher and staff shortage, it is not just a matter of people not
entering the profession, which is a problem, but in some cases, it is the result of a mass
exodus of people who have had, for instance, 10 to 15 years, 20 to 30 years of experience
in the profession (Neuman, 2022).
Consequences of the COVID-19 Pandemic
The COVID pandemic has impacted our society in a variety of ways. One impact
on schools is that many teachers retired early. Duncan (2022) writes:
Nearly half of U.S. schools are facing COVID-related staff shortages that threaten
these efforts and have caused school leaders to take drastic measures to provide
day-to-day instruction. These shortages, which are due to factors like early
retirement, burnout, and teachers exiting the profession in response to attacks on
honest teaching of history, are so severe in some districts that district leaders have
been forced to send staff from their central offices and even their superintendents
to fill in as substitute teachers, while other states are calling on members of their
ANALYSIS OF THE TEACHER SHORTAGE
27
business community to teach certain subjects or, sending the National Guard to
fill vacancies. (p. 1)
These pandemic-related educator shortages are worsening several longstanding
difficulties. A teacher shortage has likely existed in specific subject areas for the past
number of years, such as STEM, special ed, and English as a second language teachers,
and in specific locations, such as rural schools and schools with low incomes (Duncan,
2022).
Rosenberg and Anderson (2021) reported that “…being spread thin with
technology challenges and various modes of teaching, declining student engagement, fear
of contracting COVID, and balancing their own caretaking responsibilities have made
teaching this year even harder” (p. 1). Rosenberg and Anderson (2021) note that “84
percent of teachers and administrators say teacher morale is lower than it was before, and
one-third of teachers say working during the pandemic has made them more likely to
leave teaching or retire early” (p. 2).
Before the COVID pandemic, school leaders faced a number of challenges,
including a lack of talent and qualified teachers, particularly in low-income
neighborhoods and those with the most difficult-to-fill positions, the top challenges they
had to overcome. In the wake of the COVID pandemic, almost half of those public school
teachers who have quit their profession in the last half a year have cited the COVID
pandemic as the main reason for leaving (Rosenberg & Anderson, 2021).
Doonan and Kenneally (2022) write:
For the public sector education workforce, the pandemic has been extremely
challenging. Almost overnight, K-12 teachers and personnel were confronted with
ANALYSIS OF THE TEACHER SHORTAGE
28
the complex challenge of pivoting to virtual education in 2020. It was grueling
and frustrating for the K-12 workforce, for families, and for children. (p. 1)
Doonan and Kenneally (2022) also note that in a national survey conducted in
2021, 52 percent of K-12 educators are stressed and burned out, and more than one-third
of them say that due to the pandemic, they are considering leaving the field altogether.
Horace Mann conducted research in November 2020 with a nationally
representative survey of 1,240 U.S. educators, including public school K-12 teachers,
administrators, and support personnel. The research conducted by Horace Mann (2020)
demonstrated that the delivery of online and hybrid learning environments due to the
COVID pandemic has significantly increased teachers’ work during and after the school
day. In addition, 77% of educators surveyed indicated that they spent more time working
than they did in the previous year. In addition, more than 60% of educators surveyed
noted that they enjoyed their jobs less than in prior years, while 27% contemplated
temporarily leaving the field of education due to the COVID pandemic (p. 3).
The Horace Mann (2020) survey also indicates some negative financial
implications for educators during the COVID pandemic. According to survey results,
COVID has prompted 64% of educators to make fewer contributions to their general
savings accounts, 29% to decrease their retirement savings, and 14% to decrease their
contributions to health savings accounts because of COVID. Educators have lowered bill
payments too. Some of these examples include 39% of the population paying less on their
credit card balances, 35% of the population paying less on their student loans, and 12%
of the population paying less on their housing costs such as mortgages or rent.
ANALYSIS OF THE TEACHER SHORTAGE
29
Conclusion
Chapter II of the document focuses on the issue of teacher shortages in the United
States and provides a comprehensive literature review on this topic. The chapter
highlights the challenges faced by school districts in recruiting and retaining highly
qualified teachers, particularly in the context of increased workload, changing demands,
and the impact of the COVID-19 pandemic. It also delves into the historical context of
teacher shortages, dating back to the mid-1930s, and discusses how the problem has
evolved over time.
The chapter emphasizes the negative consequences of teacher shortages on
students, teachers, and the education system as a whole. It cites various indicators used to
measure teacher shortages, such as subject area vacancies, student-teacher ratios,
emergency certificates issued, and teacher preparation program enrollment. The authors
emphasize that teacher shortages are driven by multiple interdependent factors and are
particularly acute in low-income neighborhoods and high-poverty schools.
The literature review explores the reasons behind teachers entering and leaving
the profession. Factors such as low pay, challenging working environments, and lack of
respect for the profession contribute to teacher frustration and attrition. The decline in the
number of individuals entering teacher preparation programs is highlighted, with
financial barriers identified as a significant obstacle. The impact of the COVID-19
pandemic on working women, particularly working mothers, is discussed in relation to
teacher attrition.
The chapter also examines teacher preparation and credentialing processes. It
discusses various types of certifications available for future teachers and how changes in
ANALYSIS OF THE TEACHER SHORTAGE
30
legislation, such as the Every Student Succeeds Act (ESSA), have altered the definition
of a "highly qualified teacher." The chapter explores alternative pathways to teacher
certification, such as apprenticeship programs and non-traditional methods.
Throughout the chapter, the authors present data and insights from various
sources, including educational researchers, government reports, and educational leaders.
The chapter highlights the urgent need to address teacher shortages to ensure quality
education for all students and proposes recommendations for improving the teacher
certification process and recruitment efforts.
Overall, Chapter II provides a comprehensive overview of the teacher shortage
issue in the United States, examining its historical context, underlying causes, and
potential solutions.
ANALYSIS OF THE TEACHER SHORTAGE
31
CHAPTER III
Methodology
Pennsylvania is one of the largest and most populous states in the United States.
Pennsylvania is a state with an estimated population of over 12 million and has a large
and diverse education system serving thousands of students across its many public and
private schools. However, the state is facing a significant challenge regarding teacher
shortage. Over the past decade, there has been a substantial decline in the number of
teachers available to fill vacancies in schools throughout the state. Pennsylvania is not
the only state that suffers from this shortage. The problem is particularly acute in
Pennsylvania, and the state's policymakers, educators, and other stakeholders need
assistance in finding practical solutions to the problem.
A number of factors contribute to the shortage of teachers in Pennsylvania. One
of the most important factors is the aging of the teacher population. As many
experienced teachers approach retirement age, there is a dire need for more younger
teachers to take their places. The shortage is also exacerbated by many new teachers
leaving the profession after just a few years due to low salaries, high workloads, and lack
of support from administrators and policymakers.
Another contributing factor to the teacher shortage in Pennsylvania can be
attributed to the lack of diversity in the teaching workforce. Evidence suggests that
students perform better when they have teachers of the same ethnicity or racial
background as themselves in the classroom. However, the teacher workforce in
Pennsylvania needs to be more diverse, making it challenging to attract and retain
teachers of color. Additionally, many Pennsylvania teachers need to reflect on the
ANALYSIS OF THE TEACHER SHORTAGE
32
cultural and linguistic diversity of the students they serve. It can be a significant barrier to
effective teaching and learning if this problem is not addressed.
It is also important to note that the state's education funding system plays a part in
contributing to the teacher shortage in Pennsylvania. In Pennsylvania, public schools are
funded through a complex system of local property taxes, which is heavily reliant on
local property tax revenue. As a result, schools that are in low-income neighborhoods
often need greater funding and resources than those that are located in wealthier
neighborhoods, making it more challenging for them to attract and retain qualified
teachers. Additionally, there is a need for the state's funding system to provide more
support for teacher training and professional development activities. For this reason,
teachers are finding it difficult to keep up with the latest teaching methods and
technologies.
The teacher shortage in Pennsylvania has significant impacts on students,
teachers, and the education system as a whole. Among the most significant impacts is the
high teacher turnover rate, which can cause instability in the classroom and lead to
disruption of the continuity of education for the students as a result. The schools have to
invest time and resources in finding and training new teachers when they leave their
positions. A great deal of time and resources that are diverted from actual teaching and
learning as a result of this.
It is also important to note that the teacher shortage in Pennsylvania has a
significant impact on the quality of education that students receive. With fewer teachers
available to fill vacancies, schools may have to resort to hiring unqualified or
underqualified teachers, which can lead to a decline in the quality of instruction. Schools
ANALYSIS OF THE TEACHER SHORTAGE
33
may have to increase the number of students in their classes or eliminate certain courses
and programs, which can limit the opportunities that students have.
A comprehensive solution needs to be developed in order to address the teacher
shortage in Pennsylvania, which is a complex and multifaceted issue. Policymakers,
educators, and other stakeholders must work together to address the causes of the teacher
shortage and implement strategies to attract and retain qualified teachers in the state.
This may involve increasing teacher salaries, improving working conditions, providing
more support in the areas of professional development, and addressing the state's funding
system to ensure that all schools have access to the resources they need to provide a highquality education to their students. Ultimately, the success of these efforts will depend on
the commitment and collaboration of all those involved in Pennsylvania's education
system.
Purpose/Statement of Problem
The teacher shortage has become a more prominent issue at the national, state,
and local levels over the past few years. While other local schools have experienced
difficulty finding and retaining teachers over the years, the national teacher shortage has
significantly impacted Richland School District for the first time in recent memory.
There has been a dramatic decline in the number of qualified teachers applying to teach
in recent years, with most newly hired teachers leaving the profession within their first
few years of employment.
As a long-time administrator in the Richland School District, the researcher has
been involved in teachers' recruitment and hiring processes for over fifteen years. We
always have been able to choose from a wide range of highly qualified candidates during
ANALYSIS OF THE TEACHER SHORTAGE
34
this period. It has historically been the case that most teachers who join the Richland
School District will stay there for the rest of their careers. Throughout the last few years,
there has been a precipitous decline in the number of high-quality candidates applying for
full-time teaching positions. Substitute teachers and part-time jobs have become more
challenging to fill as a result of the shortage of candidates in these areas. As a result, the
district has been forced to hire temporary teachers through an emergency certification
process in order to meet the needs of the students. The number of long-term substitute
teachers who were employed on emergency certificates during the 2021-2022 school year
was over 50%. Additionally, a record number of teachers have left the district for other
employment in at-home education positions or have left the field of education altogether.
The quality of teachers selected for full-time positions is likely to diminish if this trend
continues, and student learning and achievement are likely to be adversely affected if this
trend continues.
Research Questions
The research questions that were developed to specifically address the shortage of
teachers in our school district are:
1. What are some of the unique factors that discourage prospective teachers from
considering K-12 teaching careers? Why are fewer high school students entering
teacher preparation programs in college?
2. Which factors contribute to the growing number of K-12 teachers leaving the
classroom before retirement age?
3. What short-term and long-term solutions can be provided to increase the number
of available teacher candidates?
ANALYSIS OF THE TEACHER SHORTAGE
35
Settings and Participants
The Richland School District serves students from Geistown Borough and
Richland Township in Southwestern Pennsylvania. The United States Census Bureau
reports that Geistown Borough has a population of 2,451 residents, while Richland
Township has a population of 11,965 residents (n-d). The Richland School District is in
Cambria County, Pennsylvania. Prior to the COVID-19 pandemic in 2020, Cambria
County was estimated to have a population of 130,000. According to the latest census
data, the county's population has decreased by 9% to 143,679 individuals between 2010
and 2020. A total of 94.4% of the county's population is White, 3.6% is Black, 1.7% is
Hispanic, while 1.3 % of the county's population is Asian. 14.7% of Cambria County's
population is identified as living in poverty, and 21.4% of the population ages 25 or older
have at least a bachelor's degree. According to the Future Ready PA Index , there are
approximately 1,500 students in grades K-12 in this district, which covers 21.46 square
miles. There is one high school in the district, that serves grades 7 to 12, as well as one
elementary school, that serves grades kindergarten through sixth grade. The district's
current student population is comprised of 30.2% of students from low-income families.
There was an exponential increase in this number over the years, tripling from 10% in
2007 to 30.2% currently. In the district, there are 89.3% of white students, 2.8% Asian
students, 2.3% black students, 2.3% Hispanic students, and 3.3% multi-racial students.
Richland School District has seen a steady increase in the number of English Language
Learners (ELL) receiving services, with families moving into the district with various
home languages. The district operates life skills, autistic support, and emotional support
classrooms to provide the best support and services. Less than one percent of the
ANALYSIS OF THE TEACHER SHORTAGE
36
students within the district are identified as English Language Learners, while 12.8% of
the learners are identified as special education students (n-d).
The school district employs 110 professional staff members. All certificated
professional employees were included in the study, including classroom teachers, school
counselors, school psychologists, school nurses, librarians, instructional coaches, and
specialists. Of the 110 staff members who were offered the opportunity, 45 members of
the staff participated. Table 1 provides the descriptive statistics for the 45 professional
staff members who participated in the study.
Table 1
Teacher Demographics - How long have you been a full-time teacher?
Years of
Number of Teachers
Percentage of Teachers
Experience
Responding
Responding
0-3 years
4
8.9
4-10 years
8
17.8
11-20 years
17
37.8
20-30 years
13
31.1
31 years or more
2
4.4
In addition to the administrative staff, paraprofessionals, secretaries, and other
support staff, the school district also employs outsourced paraprofessionals. As part of its
subcontracting arrangements with outside agencies, the school district subcontracts food
services, transportation services, as well as some paraprofessional positions. Every
ANALYSIS OF THE TEACHER SHORTAGE
37
aspect of hiring and retaining staff has become more complex and challenging than it has
ever been in the modern era.
It is also important to note that our region has never experienced any labor
shortages in the field of education in prior history. The Richland School District has been
fortunate to have many factors that have mitigated any threat of a teacher shortage in
prior years, including the presence of multiple colleges and universities that specialize in
teacher preparation programs that are located within an hour of the school district. In this
region, you will find a number of higher education institutions, including such schools as
the University of Pittsburgh at Johnstown, Saint Francis University, Mount Aloysius
College, and the Indiana University of Pennsylvania, among many others.
All participants of the study are volunteers, and they have the right to withdraw
from the study at any time if they do not wish to continue to participate in it. It was
explained to the employees that their refusal to participate in the study had no adverse
effect on the performance of their jobs or their evaluations because they refused to
participate. The Institutional Review Board (IRB) approved the study (Appendix I), and
Research Study Consent forms (Appendices E, F, G, H) were provided for each
participant to review, sign, and return.
Research Plan and Data Collection
The capstone will include an action research component that consists of surveys,
interviews, and the collection of data from public sources of information as part of the
action research. Qualitative data will be collected through surveys and interviews from
non-tenured teachers, tenured teachers, high school counselors, superintendents, and
ANALYSIS OF THE TEACHER SHORTAGE
38
teachers who have left the field of education. Quantitative data will be collected from the
publicly accessible Pennsylvania Department of Education (PDE) website.
For this research project, a single survey was distributed to all full-time teachers
within the Richland School District to gain their perceptions of the teacher shortage.
Surveys were distributed to staff via email with a link to complete the survey through
Google Forms.
The survey questions utilized in the study were reviewed and approved by the
Pennsylvania Western University Institutional Review Board (Appendix I). The school
district's professional staff were permitted to participate in the study. A link to the survey
was included in the email request. The survey was emailed on Tuesday, May 2, 2023,
and participants were asked to respond by 11:59 pm on Friday, May 9, 2023 (Appendix
A). In total, 45 requests were completed out of 110 sent. As part of the survey process,
all questionnaires were completed electronically. Participants were asked questions
about their perceptions of the shortage of teachers in school districts and how it affects
them. Questions included:
How long have you been a full-time teacher?
Are you an elementary or secondary school teacher?
Are you a non-tenured or tenured teacher?
Gender
How satisfied are you overall with your job?
How satisfied are you overall with the difficulties facing educators today?
Thinking about the various challenges confronting educators today, how
concerned are you about each of the following where you work:
ANALYSIS OF THE TEACHER SHORTAGE
39
o Shortages of Teachers and Staff
o Student Behavioral Issues and Mental Health
o Teacher and Staff Pay and Benefits
o Verbal and Physical Attacks on Teachers
o Lack of Public School Funding
Thinking about the challenges facing educators today, how concerned are you
about each of the following where you work:
o Overemphasis on Standardized Testing
o Class Sizes and Caseloads
o Gun Violence and School Safety
o Lack of Parental Involvement
o Impact of Covid-19
Are you experiencing more vacancies in your building than usual for any of the
following positions (YES/NO)?
o Substitute Teachers
o Support Staff (i.e., Paraprofessionals, Bus Drivers, Custodians,
Secretaries, Cafeteria Staff, etc.)
o Teachers
o Counselors, Therapists, and Social Workers
o Administrators
Within the last year, have staffing shortages caused any of the following problems
in your building (check all that apply):
o Teachers have lost preparation time to cover classes.
ANALYSIS OF THE TEACHER SHORTAGE
40
o Support staff have acted as substitute teachers.
o Teachers were forced to absorb students from other classrooms.
o School transportation has been decreased or canceled.
o School administrators have been forced to cover classes.
Below are some recommendations to improve the retention of professional
educators. For you, mark how much difference each would make in keeping you
from leaving your position over the next 24 months.
o Increasing salary and benefits
o A significant bonus for completing another school year.
o Hiring more staff to reduce workloads.
o Hiring more support staff to address the physical, social, and emotional
needs of students.
o Loan reimbursement subsidy for educators with student loan debt
o Mentoring programs to support new teachers.
The teachers responded to the challenges that are confronting educators. Table 2
provides valuable information regarding teachers' levels of concern, with 100 percent of
the respondents indicating they have some level of concern regarding the shortage of
teachers and staff in schools.
ANALYSIS OF THE TEACHER SHORTAGE
41
Table 2
Challenges Confronting Educators
Shortages of Teachers
Number of Teachers
Percentage of Teachers
and Staff
Responding
Responding
Extremely Concerned
12
26.7
Very Concerned
18
40
Somewhat Concerned
15
33.3
Not Concerned at All
0
0
As part of the interview process, three separate groups will be interviewed. As
part of my study, the researcher will interview high school counselors about their
interactions with students regarding their career exploration activities during high school.
During the interview process, the researcher will look for teachers who have been hired
full-time but have since left the classroom for other jobs or responsibilities. The
interviewing of school leaders, including superintendents and assistant superintendents,
will also be a part of my research.
The researcher will interview high school counselors regarding their perceptions
of the teacher shortage, specifically, why high school seniors electing to major in
education or teaching-related majors in college. The interview questions in Appendix B
utilized in the study were reviewed and approved by the Pennsylvania Western
University Institutional Review Board (Appendix I).
ANALYSIS OF THE TEACHER SHORTAGE
Questions included:
1. How long have you been a full-time school counselor?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Are you a non-tenured or tenured school counselor?
1. non-tenured
2. tenured
3. Gender
1. Male
2. Female
4. What is your role in the Act 339 process at your school?
5. Explain your role in supporting college and career readiness at your school.
6. What is your experience working with high school students in preparation for
choosing a college major? Can you elaborate on those conversations?
7. Have you talked with students about their desire to attend college for education or
their concerns about entering the education field? Can you elaborate on those
conversations?
8. Is there anything else you would like to discuss regarding the questions today?
The researcher will be interviewing Teachers Who Have Left the Field of Teaching
regarding their perceptions of the teacher shortage, specifically, what led them to leave
42
ANALYSIS OF THE TEACHER SHORTAGE
the field prematurely. The interview questions in Appendix C utilized in the study were
reviewed and approved by the Pennsylvania Western University Institutional Review
Board (Appendix I). Questions included:
1. How long did you work as a professional educator before leaving the field?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Were you an elementary or secondary teacher?
1. elementary school
2. secondary school
3. When leaving the education profession, were you a non-tenured or tenured teacher?
1. non-tenured
2. tenured
4. Gender
1. Male
2. Female
5. What were your motivations for entering the teaching profession?
6. Talk to me a little bit about your experiences as a classroom teacher.
7. What factors led to your leaving the profession?
1. Lack of support staff
2. Work/Personal life imbalance
43
ANALYSIS OF THE TEACHER SHORTAGE
3. Lack of administrative support
4. Changing programs
5. Student behavior
6. Parents
7. Covid concerns
8. Healthcare costs
9. Quality of life
10. Stress
11. Other
8. Is there anything else you would like to discuss regarding the questions today?
The researcher will be interviewing Superintendents or their school designees
regarding their perceptions of the teacher shortage, specifically, how it impacts their
school district. The interview questions in Appendix D utilized in the study were
reviewed and approved by the Pennsylvania Western University Institutional Review
Board (Appendix I). Questions included:
1. How long have you been an educator, including time as a teacher and school
administrator?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 21-30 years
5. 31 years or more
44
ANALYSIS OF THE TEACHER SHORTAGE
45
2. Prior to your role as a Superintendent, were you an elementary or secondary
school administrator?
1. elementary school
2. secondary school
3. K-12
4. Other
3. Gender
1. Male
2. Female
4. What trends can you talk about regarding the teacher recruitment and hiring
process?
5. Do you have a teacher shortage in your school district? What are some of the
challenges that your district faces in regard to the teacher shortage?
6. If your district faces a teacher shortage, what steps will you take to remedy the
situation?
7. Have you noticed an increase in teachers leaving the district for jobs outside the
classroom? If so, what are the reasons for these departures?
8. Is the district facing difficulties in finding employees to fill support positions such
as paraprofessionals, bus drivers, secretaries, custodians, and cafeteria workers? If
so, how is the district responding to these issues?
9. Is there anything else you would like to discuss regarding the questions today?
ANALYSIS OF THE TEACHER SHORTAGE
46
Financial Impact
There are several financial implications associated with this research project, even
though most of them can be considered indirect effects. Participants’ responses were
collected using two cost-free platforms: Google Forms and Richland School District
Gmail. There is a minimal cost associated with the time participants must spend
completing the survey and the researcher’s time to manage the study. Schools will
continue to face several long-term financial consequences if they cannot reverse the
teacher shortage.
Increased recruitment costs: When schools face a shortage of teachers, they often
need to invest more resources into recruiting and hiring qualified educators. The
recruitment process may include advertising job openings, attending job fairs, and
conducting extensive outreach. All of these activities can negatively impact
school budgets.
Higher substitute teacher expenses: Schools often rely heavily on substitute
teachers to fill the gaps left by teacher shortages. Hiring substitute teachers can
be more expensive than employing full-time teachers, as they are typically paid
daily or hourly. With an ongoing teacher shortage, the need for substitutes
increases, resulting in higher substitute teacher expenses for schools.
Professional development and training costs: To address the teacher shortage,
schools may need to invest in professional development programs and training
initiatives to attract and retain teachers. These programs could include mentoring,
specialized training for teachers in high-demand subjects or underserved areas, or
support for new teachers entering the profession. Providing such programs can be
ANALYSIS OF THE TEACHER SHORTAGE
47
financially burdensome for schools, particularly if they need external trainers or
invest resources to facilitate the training.
Decreased productivity and student outcomes: Teacher shortages can lead to
larger class sizes and increased workload for the existing teachers. These
working conditions can negatively impact teacher productivity, as they may have
less time to provide individual attention to students and effectively deliver
instruction. Consequently, student outcomes and academic performance may
suffer, potentially leading to additional costs regarding remedial programs or
interventions to help students close gaps created by the lack of effective
instruction.
Staffing and administrative adjustments: Schools may need staffing adjustments
to manage the teacher shortage, which could involve reallocating existing staff
members to teaching positions. A realignment of existing staff members may
result in disruptions to their traditional roles and responsibilities. Alternatively,
schools might need to hire additional administrative staff or support personnel to
assist with managing the increased workload and administrative tasks associated
with a shortage of teachers. These adjustments can incur other financial costs for
schools.
Impact on school reputation: Teacher shortages can affect the overall quality of
education and, consequently, the importance of schools. Parents and students
may choose alternative educational options, such as private or charter schools,
which can have financial implications for public schools that experience declining
enrollment.
ANALYSIS OF THE TEACHER SHORTAGE
48
Validity
An essential aspect of a research dissertation is the validity of the findings, as it provides
the basis for reliable and trustworthy conclusions, enables accurate inferences and
conclusions, enhances research quality, and enhances one’s academic and professional
reputation. As a part of this research study, each participant was reminded verbally and
in writing that their answers would remain anonymous throughout the process.
Triangulation
Hendricks (2017) notes, “Credibility, dependability, and confirmability can be
established through triangulation, a process in which multiple forms of data are collected
and analyzed” (p. 71). The study examined data collected from interviews and surveys
with four stakeholder groups. The themes expanded upon in the study were found in
each of the four stakeholder groups’ survey results. Following information collection and
careful review, triangulation allowed the researcher to identify themes that converged
across the various data collection methods (Bickman & Rog, 2009). As a result of this
information, the researcher identified common themes and determined what was needed
to improve teacher recruitment and retention.
Summary
This chapter examines the methodology used to study the teacher shortage issue
in the Richland School District in Johnstown, Pennsylvania. An overview of the research
context, research questions, participants, methodology, financial impact, validity, and
triangulation strategies is provided in the chapter.
ANALYSIS OF THE TEACHER SHORTAGE
49
There is a significant teacher shortage problem in Pennsylvania, attributed to
factors such as an aging teacher population, a lack of diversity in the teaching workforce,
funding challenges, and low job satisfaction among educators. A comprehensive solution
involving policymakers, educators, and stakeholders is emphasized in the chapter to
address the teacher shortage issue.
Studying the causes and impacts of the teacher shortage in the Richland School
District, as well as exploring potential short-term and long-term solutions to increase the
number of available candidates, is the purpose of this study. It aims to determine why
prospective teachers are discouraged, why fewer students are enrolled in teacher
preparation programs, why teachers leave the classroom prematurely, and possible
solutions to address the shortage.
The study's participants include professional staff members of the Richland
School District, such as classroom teachers, counselors, psychologists, nurses, librarians,
instructional coaches, and specialists. The study covers both tenured and non-tenured
teachers across different experience levels. Data is collected through surveys and
interviews, with survey questions targeting perceptions of teacher shortage challenges
and potential solutions. Interviews are conducted with high school counselors, teachers
who left the education field, and school superintendents or their designees to gain insights
from various perspectives.
The financial impact of the teacher shortage is discussed, highlighting potential
costs related to increased recruitment efforts, higher substitute teacher expenses,
professional development and training, decreased productivity and student outcomes,
staffing adjustments, and potential effects on school reputation.
ANALYSIS OF THE TEACHER SHORTAGE
50
Validity and triangulation strategies are emphasized to ensure the reliability and
credibility of the research findings. To establish credibility, dependability, and
confirmability of research conclusions, triangulation involves gathering, analyzing, and
comparing data from multiple sources.
This chapter provides a comprehensive overview of the methodology used in the
study to address the teacher shortage issue in Richland School District, as well as its
causes and impacts.
ANALYSIS OF THE TEACHER SHORTAGE
51
CHAPTER IV
Data Analysis and Results
The purpose of this chapter is to present the analysis of the data and the results as
they relate to the three research questions identified in previous chapters. These results
include quantitative and qualitative data from 45 Richland School District teachers, three
local school counselors, three area school superintendents, and three teachers who left
their brick-and-mortar classrooms to pursue other opportunities outside the classroom.
To answer these three research questions, data were collected and analyzed through
interviews and survey responses to determine these individuals’ perceptions regarding the
difficulty of retaining teachers and other personnel in schools.
As a result of this research project, Richland School District will gain valuable
data to support new Richland teachers as they start their careers in the district and retain
high-quality teachers within the school community. The results of the survey and the
trends in the feedback are outlined in the rest of this chapter. This chapter is organized
into four sections: Data Analysis, Results, Discussion, and Summary.
Data Analysis
Surveys were conducted and administered to collect qualitative and quantitative
data from current teachers in the Richland School District. A detailed analysis of the
demographic data collected from the teachers was conducted to classify and understand
the participants’ responses further. A Google Form was used to collect survey responses,
and the charts and graphs that were generated based on the data are shown in the section
below-entitled Results.
ANALYSIS OF THE TEACHER SHORTAGE
52
Among the information included in this survey were demographic data and
responses to open-ended questions to provide a better understanding of how teachers
perceive the teacher shortage in the Richland School District as a whole. A statistical
analysis of each of the questions was performed to assess the significance of the results.
This analysis will be used in the future to support changes to school district policies that
will ensure that high-quality teachers can be recruited and retained. The responses to the
questions were reviewed to find similar themes and keywords among the various
participants in order to determine similar trends in their responses. In addition to
highlighting trends between individual survey participants and between groups of
participants, patterns emerged between groups of participants in the survey.
Triangulation of Data
The information in this convergent parallel mixed methods design is used to
support the validity of the data. The data is also used to triangulate the quantitative and
qualitative information collected from multiple responses from different perspectives. A
variety of perspectives are presented, including those of current Richland School District
teachers, superintendents of local high schools, high school counselors, and former
teachers of the region.
Results
The survey questions were developed with the purpose of answering the research
questions that were posed during this study. During this section of the study, the survey
results will be used to support the research methodologies that were used as part of the
data collection process.
ANALYSIS OF THE TEACHER SHORTAGE
53
Richland School District Teacher Survey Results
The teacher survey was sent to 110 classroom teachers who are currently working
in the Richland School District. Of the 110 teachers who were invited to take part in the
survey, 45 of them completed it between the dates of May 1, 2023, and May 31, 2023.
Figure 1 identifies how many teachers completed the survey. In addition, 42% of the
respondents were teachers from kindergarten through grade 6 teaching in elementary
school, and 58% of the respondents were from grades 7 through 12 teaching in high
school. Participants in the survey completed the survey using Google Forms, a free
service offered by Google.
Figure 1
The results of the RSD teacher survey will be used to address the following research
questions:
1. What are some of the unique factors that discourage prospective teachers from
considering K-12 teaching careers? Why are fewer high school students entering
teacher preparation programs in college?
ANALYSIS OF THE TEACHER SHORTAGE
54
2. Which factors contribute to the growing number of K-12 teachers leaving the
classroom before retirement age?
3. What short-term and long-term solutions can be provided to increase the number
of available teacher candidates?
Each survey participant was asked to share demographic data. Figure 2 shows results
for how long teachers have been employed as a full time teacher. Teachers with a variety
of teaching experiences were represented in the survey results, but not evenly. Most
respondents (37.8%) have been teaching for 11 to 20 years, while only 6.9% of the
respondents have been teaching for 0 to 3 years. The median number was the teachers
who worked for 20-30 years (31.1%), 4-10 years (17.8%), and only 4.4% of the
respondents have taught for 31 years or more.
Figure 2
When asked about their overall job satisfaction at Richland School District, most
teachers indicated that they were satisfied with teaching in the Richland School District.
Figure 3 showed that most respondents, 60% (27 respondents), were very satisfied with
their teaching job, while 33% (15 respondents) indicated that they were fairly satisfied
with their teaching job. Only 6% (3 respondents) indicated that they were only somewhat
ANALYSIS OF THE TEACHER SHORTAGE
satisfied with teaching. Zero teachers (0 respondents) indicated that they were not that
satisfied with teaching.
Figure 3
Figure 4 shows that the vast majority of respondents plan on continuing to work
in their current school/job or retiring in the next three to five years. 77% (35
respondents) indicated that they planned to continue working in their current job, while
20% (9 respondents) planned on retiring from teaching. Only 2% (1 respondent)
indicated that they planned on leaving education for a different career. There were no
responses for people who planned on working in education but at a different school
district.
Figure 4
55
ANALYSIS OF THE TEACHER SHORTAGE
56
In Figure 5, the shortages of teachers and staff are addressed. When asked about
the shortages of teachers and staff, 26% (12 respondents) were extremely concerned
about the shortages of teachers and staff, while 40% (18 respondents) were very
concerned. 33% (15 respondents) indicated that they were somewhat concerned, while
zero respondents indicated that they were not concerned at all.
Figure 5
Figure 6 shows how teachers perceived student behavioral issues and mental
health, 40% (18 respondents) indicated that they were extremely concerned, while 46%
(21 respondents) were very concerned. In total, 13% (6 respondents) indicated that they
were somewhat concerned, and 0 respondents stated that they were not at all concerned.
ANALYSIS OF THE TEACHER SHORTAGE
57
Figure 6
Figure 7 addresses teacher and staff pay and benefits. When asked about their
perceptions of teacher and staff pay and benefits, 28% (13 respondents) were extremely
concerned, while 46% (21 respondents) showed they were very concerned. Only 33%
(15 respondents) were somewhat concerned; there were 0 respondents not at all
concerned.
Figure 7
Teacher perception of verbal and physical attacks on teachers is addressed in
Figure 8. The use of social media has shown an increase in verbal and physical attacks on
teachers at all levels, from local to statewide to national. There were 13% (6
ANALYSIS OF THE TEACHER SHORTAGE
respondents) who were extremely concerned, and 20% (9 respondents) who were very
concerned. The surveyed teachers indicated that 48% (22 respondents) were somewhat
concerned, and 17% (8 respondents) were not concerned.
Figure 8
Figure 9 shows that 15% (7 respondents) were extremely concerned about the lack of
funding for public schools, while 22% (10 respondents) were very concerned. The
majority of respondents, 53% (24 respondents), indicated that they were somewhat
concerned, while 8% (4 respondents) were not concerned at all.
Figure 9
58
ANALYSIS OF THE TEACHER SHORTAGE
59
Figure 10 addresses the overemphasis on standardized testing. When asked about
their perceptions of the overemphasis on mandatory testing, 28% (13 respondents)
indicated that they were extremely concerned, and 42% (19 respondents) were very
concerned. 24% (11 respondents) noted that they were somewhat concerned, and only
4% (2 respondents) were not concerned at all.
Figure 10
Teachers' perceptions of school safety and gun violence are depicted in Figure 11.
In this survey, 31% (14 respondents) indicated they were extremely concerned, while
24% (11 respondents) were very concerned. 37% (17 respondents) checked that they
were somewhat concerned, and 6% (3 respondents) were not concerned at all.
ANALYSIS OF THE TEACHER SHORTAGE
60
Figure 11
Figure 12 gathered information regarding teachers’ perceptions of the lack of
parental involvement. 20% (9 respondents) were extremely concerned, while 53% (24
respondents) indicated they were very concerned. There were 26 percent (12
respondents) who were somewhat concerned and zero percent (0 respondents) who were
not concerned at all.
Figure 12
The impact of the COVID-19 pandemic is addressed in Figure 13. When asked
about the impact of COVID-19 as a teaching challenge, 8% (4 respondents) believed it to
be extremely concerning, while 36% (12 respondents) indicated they were very
ANALYSIS OF THE TEACHER SHORTAGE
61
concerned. 42% (19 respondents) were somewhat concerned, and 22% (10 respondents)
were not concerned at all.
Figure 13
Figure 14 addresses the shortage of substitute teachers. Respondents were asked if
they were experiencing more vacancies in their school than in prior years for any of the
following positions, substitute teachers, support staff, classroom teachers, counselors, and
administrators. Respondents were provided with three choices, yes, no, or I don’t know.
When asked if there was an increase in substitute teacher vacancies in their building, 91%
(41 respondents) indicated yes, while only 8% (4 respondents) said they did not know.
The number of responses selecting no was zero.
ANALYSIS OF THE TEACHER SHORTAGE
62
Figure 14
Figure 15 displays information about unfilled support staff positions. When asked
if there was an increase in vacancies in the following support staff positions
(Paraprofessionals, Bus Drivers, Custodians, Secretaries, Cafeteria Staff, etc.), the vast
majority of teachers, or 80% (36 respondents) indicated. Only one respondent, or 2%,
selected no, while 17% (8 respondents) were unsure.
Figure 15
In Figure 16, survey respondents were asked if they thought there was an increase
in classroom teacher vacancies, and only 20% (9 respondents) indicated yes. Conversely,
55% (25 respondents) felt that there was not an increase in classroom teacher vacancies.
The percentage of respondents who were unsure (11 respondents) was 24%.
ANALYSIS OF THE TEACHER SHORTAGE
63
Figure 16
In Figure 17, current teachers had a similar perception when asked about a
shortage of administrators in their schools. 6% (3 respondents) felt that there was a
shortage of administrators, while 68% (31 respondents) answered that there was not a
shortage of administrators. 24% (11 respondents) answered that they did not know.
Figure 17
In Figure 18, teachers were asked if the staffing shortages had caused issues
within the building. 34% (12 respondents) felt that teachers had lost preparation time to
cover classes, while 42% (15 respondents) witnessed support staff acting as substitute
teachers. 37% (13 respondents) answered that teachers were forced to absorb students
from other classrooms. Only 14% (5 respondents) mentioned that school transportation
ANALYSIS OF THE TEACHER SHORTAGE
64
was either decreased or canceled. 34% (12 respondents) noted that school administration
had been forced to cover classes in their buildings.
Figure 18
Teachers were asked if they thought increasing salary and benefits would help
with the retention of educators in Figure 19. 46% (21 respondents) indicated that they
were not interested in leaving teaching. There were zero teachers (0 respondents) who
didn’t think this would be helpful. 24% (11 respondents) thought this would be
somewhat helpful, and 28% (13 respondents) thought it would help a great deal.
Figure 19
ANALYSIS OF THE TEACHER SHORTAGE
65
In Figure 20, teachers were asked if they thought adding a significant bonus for
completing another school year would help with the retention of teachers. 28% (13
respondents) indicated that they were not interested in leaving. Only one respondent
indicated that they did not think this would help with teacher retention. 37% (17
respondents) thought it would help somewhat, and 28% (13 respondents) thought it
would help a great deal.
Figure 20
Figure 21 addresses the perceptions of staff regarding hiring more staff to reduce
workload. When teachers were asked if hiring more staff to reduce workloads would help
with the retention of teachers, 26% (12 respondents) answered that they were not
interested in leaving teaching. 20% (9 respondents) felt that this would not be helpful.
The majority of respondents, 33% (15 respondents), felt that hiring more staff would be
somewhat helpful, while 20% (9 respondents) thought it would help a great deal.
ANALYSIS OF THE TEACHER SHORTAGE
66
Figure 21
Figure 22 shows results of teachers’ perceptions of hiring more staff to address
the physical, social, and emotional needs of students. When asked about hiring more
support staff to address the physical, social, and emotional needs of the students, 25% (11
respondents) indicated that they were not interested in leaving the teaching field. 11% (5
respondents) felt that this would not have an impact. 22% (11 respondents) noted that it
would have some impact, while 40% (18 respondents) thought that the hiring of more
support staff would help a great deal with the retention of teachers.
Figure 22
Figure 23 addresses loan reimbursement for educators with student loan debt.
When asked if loan reimbursement subsidy for educators with student loan debt would be
beneficial in the effort to retain teachers, 28% (13 respondents) answered that they were
ANALYSIS OF THE TEACHER SHORTAGE
67
not interested in leaving the teaching profession. 40% (18 respondents) did not feel that
this would have any impact on teacher retention. 15% (7 respondents) indicated that they
believed there would be some impact, while an equal number of respondents (15%, seven
respondents) believed this would help a great deal.
Figure 23
The perceptions of mentoring program for newly hired teachers is featured in
Figure 24. When posed with the question of whether mentoring programs to support new
teachers would be helpful in the retention of educators, 28% (13 respondents) indicated
that they were not interested in leaving the teaching field. 31% (14 respondents)
answered that they believed these programs would have no effect on teacher retention.
28% (13 respondents) thought there would be some impact, while 11% (5 respondents)
noted that this would help a great deal.
ANALYSIS OF THE TEACHER SHORTAGE
68
Figure 24
Figure 25 focuses on school safety being a factor in teacher recruitment and
retention. Several questions were asked to current teachers at Richland School District
about their level of concern regarding school safety. 20% (9 respondents) indicated that
they are very concerned about verbal/emotional bullying of students. 54% (24
respondents) are somewhat concerned about this issue. 20% (9 respondents) were not
very concerned, while 4% (2 respondents) were not concerned at all.
Figure 25
In Figure 26, most teachers who responded have some level of concern about
rumors and threats of violence in schools. 11% (5 respondents) noted that they were very
concerned, while 46% (21 respondents) indicated they were somewhat concerned. 28%
ANALYSIS OF THE TEACHER SHORTAGE
69
(13 respondents) answered that they were not very concerned, while 13% (6 respondents)
were not at all concerned.
Figure 26
Figure 27 addresses physical violence without a weapon. Only a small percentage
of respondents were very concerned about physical violence without a weapon in
schools. Two percent (1 respondent) were very concerned, while 31% (14 respondents)
were somewhat concerned. 48% (22 respondents) were not very concerned, while 17%
(8 respondents) were not at all concerned.
Figure 27
In Figure 28, a relatively similar number of teachers were concerned when asked
about violence with a weapon other than a gun. 6% (3 respondents) indicated that they
were very concerned, while 28% (13 respondents) showed they were somewhat
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concerned. The majority, 51% (23 respondents), were not very concerned, while 13% (6
respondents) were not at all concerned.
Figure 28
In Figure 29, about half of the teachers who responded indicated that they were
concerned about violence with a gun at school. 15% (7 respondents) were very
concerned, while 35% (16 respondents) were somewhat concerned. 37% (17
respondents) were not very concerned, while 11% (5 respondents) noted that they were
not at all concerned.
Figure 29
Of the 45 respondents who completed the survey, only 21 participants responded to
the open-ended question, “Is there anything else you would like to add regarding the
survey?”. Some of the themes that emerged from the responses were:
ANALYSIS OF THE TEACHER SHORTAGE
Administrative support for teachers is very important.
The hiring of support staff in the district is needed to ensure quality aides and
71
support staff are available, particularly in special education.
A lot of these things mentioned in this survey are HUGE issues outside of my
district, but we are a little sheltered from some of the great difficulties some
teachers are facing around the country. Compared to other schools in our area, we
have many resources, and most of our students have support at home.
There has been a shift in the amount of parental support. I think many students
require more emotional support now than ever.
Our students are facing more issues than ever in their personal lives, and I feel
like they really struggle to handle these issues that arise. I think that a large
majority of them aren't receiving that support from home.
Local Superintendent Interview Results
Data were gathered from three local superintendents regarding their perceptions
of the teacher shortage. These superintendents each had over 20 years of experience in
education and have worked in multiple school districts during their careers. When asked
about what trends can you talk about regarding the teacher recruitment and hiring
process, the participants responded:
“There is clearly an issue regarding the number of potential teaching candidates.
Over the years, I have seen a drastic decline in the number of applications
received for all positions. Additionally, there is also a certification issue
regarding Elementary and Special Education. Finding the correctly certified
candidate can be cumbersome. Additionally, looking at teachers acquiring a
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traditional master's degree can also be an issue when looking through the lens of
Dual Enrollment. The local colleges and universities with teaching programs
have seen fewer numbers. Recent trends show some growth, but nowhere near
the earlier numbers of enrolled teacher candidates” (Superintendent 1, personal
communication, April 11, 2023).
“We certainly are having a more challenging time getting people to apply for jobs.
My experience, as you mentioned, is unique because I came from a district where
teacher salaries were not where they needed to be. So, we were not having people
apply for the available jobs” (Superintendent 2, personal communication, April
19, 2023).
When asked, “Do you have a teacher shortage in your school district? What are some
of the challenges that your district faces regarding the teacher shortage?”, responses
included:
“We have been fortunate to be able to navigate these issues. Some certs
(secondary Math, Chemistry, Tech Ed, etc. are really tough to fill right now. We
have had to wait to hire and have spent a considerable amount of time looking for
candidates. Several local peer schools have lower pay scales, and these
candidates are eager to go to bigger districts. As far as finding long-term
substitutes or substitutes at any level. This is an increasingly challenging task”
(Superintendent 1, personal communication, April 11, 2023).
"I think that depends on the curricular area. I am not certain about the specific
sciences yet because we have not had any of those positions, but we are having
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really no trouble with math, English, science, social studies, and elementary”
(Superintendent 2, personal communication, April 19, 2023).
When the Superintendents were asked, “If your district faces a teacher shortage, what
steps will you take to remedy the situation?”, responses included:
“I have actively spoken to upcoming graduates at three local universities. We
advertise in several mediums outside of the local newspaper. Ultimately,
restructuring staff and/or altering programming may become an issue. Actively
looking at creative or alternative solutions. We are looking at improving the
mentorship program, customer service/school climate, and other comfort-related
ideas” (Superintendent 1, personal communication, April 11, 2023).
“We've expanded where we're advertising. We are using online resources such as
social media, Penn Link, and Linked In” (Superintendent 2, personal
communication, April 19, 2023).
When asked, “Have you noticed an increase in teachers leaving the district for jobs
outside the classroom? If so, what are the reasons for these departures?”, responses
included:
“Yes, a more flexible work schedule, working from home, and increased pay
schedules appear to be trigger points. Recruitment from companies looking for
educators to help recruit and train staff. The labor market in other sectors has
increased the desire of outside companies” (Superintendent 1, personal
communication, April 11, 2023).
“We lost two teachers to the Commonwealth Charter Academy that opened up in
Johnstown, and the reason the teacher explained to me was the ability to be home
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with her children, young children. Additionally, it was about a significant pay
raise (Superintendent 2, personal communication, April 19, 2023).
When Superintendents were asked, “Is the district facing difficulties finding
employees to fill support positions such as paraprofessionals, bus drivers, secretaries,
custodians, and cafeteria workers? If so, how is the district responding to these issues?”
responses included:
“We have been fortunate in this area as well. However, we are constantly
advertising, hiring, and managing this employment sector as well. We take a
similar approach to the teachers. This is an area where flexible schedules and
workdays can come into play” (Superintendent 1, personal communication, April
11, 2023).
“Yeah, this is the one that is really destroying us. We have several open
positions. This current contract that was signed and is good through 2026
includes all our cafeteria paraprofessionals, custodians, cleaners, and secretaries
that are all in one contract” (Superintendent 2, personal communication, April 19,
2023).
When Superintendents were asked, “Is there anything else you'd like to discuss
regarding the questions today?”, responses included:
“This has been an ongoing issue for the past several years. Many of the concerns
will focus on using available resources to rectify these issues. Yes, the financials
of the issue need to be addressed, yet schools are pressed to be more efficient with
their operational budgets. Some of the issues, such as the work from home and
flexible schedule requests, are problematic when looking at the traditional school
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day and school need” (Superintendent 1, personal communication, April 11,
2023).
Local School Counselor Interview Results
The data was collected from three school counselors at local high schools about
their conversations with high school seniors entering college to become teachers. It is
important to note that each of these counselors has a minimum of 15 years of experience
in the field of education. Participants were asked about their conversations with students
regarding their desire to attend college for education or concerns about entering the
education field. Respondents answered with the following:
“The number of students who have decided to enter the education field has varied
yearly in our district. Still, the district usually averages around 2-4 students per
year who decide to pursue a degree in education after high school. Students who
connect with the decision tend to share that they love a subject area because a
teacher, teaching style, or family member has inspired them to teach Other
students have community experiences (working at a daycare, lifeguarding at the
pool, or teaching Sunday school at church) and within their homes that encourage
the spark. Usually, students light up when they talk about it; for many, it has been
what they wanted to do for years. During those conversations, we discuss
shadowing, especially in different grades, to pinpoint and confirm their interest
area. We discuss marketability and creating platforms where they are dualcertified. We also talk about, as I do with all my students, in any career, the
wonderful aspects of the career as well as the challenging aspects. As a
counselor, it is not my job to share my personal thoughts on any profession, as
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that is not purposeful or appropriate in my discussion with the student. My job is
to help the student identify his/her strengths and help connect him/her with every
opportunity to solidify their choice. We need great teachers, and I am hopeful
some will come from our district someday” (Counselor 1, personal
communication, June 26, 2023).
“So, I have, specifically this year, some students who are on the fence between
being educators or doing something else. And so those sorts of things have come
up in student interviews this year. Students say they are worried about supporting
a family if they do not have a husband. They are worried about college debt
coming out and trying to balance it all. Those questions come up when students
are trying to figure out if they want to go into the teaching field (Counselor 2,
personal communication, April 13, 2023).
"We've had a lot of students that have gone back into teaching. And you know
what? The athletes go back to being teachers because they've had that positive
mentor in their lives, and they want to be that positive influence on others”
(Counselor 3, personal communication, April 21, 2023).
Teachers Who Have Left the Traditional Classroom Interview Results
Interviews were conducted with three teachers who have left the traditional
classroom for other opportunities. The participants' experiences varied as some were
teachers for less than five years while others were in the classroom for over 20 years.
There were male and female participants and teachers from the elementary and secondary
teaching environments. Participants were asked multiple questions about their unique
circumstances of leaving the classroom.
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When asked what their motivations were for entering the teaching profession,
respondents answered:
“As one of the older siblings in a large family, I was always asked to help my
younger siblings with homework and studying. This was something that came
naturally to me, and I enjoyed helping others” (Former Classroom Teacher 1,
personal communication, June 26, 2023).
“I enjoy kids. I enjoy working with them, helping them. I like seeing their
progress over time. Just overall kid enjoyment” (Former Classroom Teacher 2,
personal communication, May 26, 2023).
“As a young child, I always wanted to be two things, a teacher and a mom”
(Former Classroom Teacher 3, personal communication, July 17, 2023).
When asked to talk to me a little bit about their experiences as a classroom
teacher, respondents answered:
“I really enjoyed the classroom environment. I taught in the traditional classroom
for over 20 years and really enjoyed most aspects of the job, including
extracurricular activities such as coaching” (Former Classroom Teacher 1,
personal communication, June 26, 2023).
“Up until the pandemic, I really enjoyed my time in the classroom” (Former
Classroom Teacher 3, personal communication, July 17, 2023).
When asked what factors led to their leaving the profession, respondents
answered:
“Unfortunately, teaching in the traditional classroom did not provide some of the
job flexibility that some other opportunities present. As a teacher in a cyber
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charter school, I now have the flexibility to spend time with my family, with the
bonus of receiving a pay raise”.
“100% Family. My son being with my son more raising him So being able to
focus more on family” (Former Classroom Teacher 2, personal communication,
May 26, 2023).
“There were multiple factors that led to my departure. Some of it was the
difficulty of teaching during the height of the pandemic. I also was starting a
family and wanted more flexibility with my schedule. Finally, other opportunities
offer more financial rewards” (Former Classroom Teacher 3, personal
communication, July 17, 2023).
Summary
Chapter IV of the research project focuses on presenting the analysis of data and
results related to the identified research questions. The data includes responses from 45
Richland School District teachers, three local school counselors, three area school
superintendents, and three former teachers who left the classroom. The goal is to address
the challenges of teacher retention and gather insights for potential solutions. The chapter
is divided into four main sections: Data Analysis, Results, Discussion, and Summary.
Data was collected through surveys administered to current teachers in the
Richland School District. Demographic information was analyzed to understand
participant responses better. Open-ended questions provided insights into teachers'
perceptions of the teacher shortage. Statistical analysis was performed on survey
responses to assess significance.
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The results of the Richland School District teacher survey are detailed.
Demographic breakdowns show teaching experience distribution. Job satisfaction rates
are presented, indicating high levels of satisfaction. Future plans of teachers regarding
their careers are highlighted. Concerns about teacher shortages, student behavioral issues,
pay and benefits, safety, and more are discussed. Superintendent interviews reveal
concerns about candidate numbers, certification issues, and recruitment strategies.
Counselor interviews explore students' aspirations to become teachers and concerns about
the education field. Former teachers' interviews provide insights into motivations for
entering teaching and reasons for leaving.
The chapter concludes with a summary of the data analysis and results. The
presented information provides valuable insights into teacher perceptions and challenges.
This data can be used to support initiatives for retaining high-quality teachers within the
Richland School District. The research project aims to address key issues affecting
teacher recruitment and retention.
Chapter IV offers a comprehensive analysis of data collected from various
sources, shedding light on the perceptions, concerns, and potential solutions related to
teacher retention and recruitment challenges in the education system.
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Chapter V
Conclusions and Recommendations
In the current era of teacher shortages, one of the biggest challenges our schools
face is a shortage of educators. In the United States, throughout Pennsylvania and the
region surrounding the Richland School District, there has been a dramatic decline in the
number of individuals enrolling in teacher preparation programs. According to the
Pennsylvania Department of Education, Emergency Permits, for the first time ever in
Pennsylvania, outnumber Newly Certified Teachers (n.d.-a). In the time period “between
the 2008-09 and the 2018-19 academic years, the number of people completing a teachereducation program declined by almost a third” (Will, 2022, para. 3).
There is an abundance of reasons for the shortage of highly qualified educators.
Financially, young people face rising costs while educator compensation have been
stagnant. It has been difficult to recruit and retain educators due to declining interest and
the status of the teaching profession. The working conditions for teachers have become
increasingly stressful with limited opportunities for advancement and career progression.
Teachers often need ongoing support and professional development opportunities to stay
motivated and effective in the classroom. Teachers may struggle to deal with changing
education policies, test requirements, and other administrative burdens.
A high attrition rate of classroom staff harms the school climate, the quality of the
classroom environment, and student learning experiences, all of which adversely affect
students' future success. This study aimed to develop and implement research-based
strategies to improve employee retention within Richland School District and other
surrounding school districts in the region.
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The research conducted throughout this study gathered perceptions of the teacher
shortage from multiple perspectives, which included current teachers, high school
counselors, school superintendents, and teachers who have left the classroom. It provided
them with the opportunity to share their experiences and suggestions for improvement
through this research study. A key goal of this project was to ensure that the Richland
School District had the best possible chance of recruiting and retaining quality teachers.
Conclusions
After analyzing the quantitative and qualitative data collected during this research
study, it can be concluded that Richland School District is facing a lesser shortage than
other regional schools, schools throughout Pennsylvania, and nationally. During surveys
and interviews, a common theme was that Richland School District was experiencing an
increase in teacher shortage, but it was not as impactful as other schools. Below are
conclusions for each of the three research questions.
Research Question #1
The first research question was, “What are some of the unique factors that
discourage prospective teachers from considering K-12 teaching careers? Why are fewer
high school students entering teacher preparation programs in college?” The analysis of
the data collected from the surveys and interviews showed that several unique factors
discourage prospective teachers from considering K-12 teaching careers. This
information was derived from the surveys administered to teachers and interviews. These
factors have contributed to the decline in high school students entering teacher
preparation programs in college.
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One of the most significant deterrents is the relatively low pay for teachers
compared to other professions that require similar levels of education. A lack of
competitive salaries and financial challenges discourage many prospective teachers from
entering the teaching profession. It is common for teachers to work long hours, both in
and outside the classroom, grading papers, preparing lesson plans, and attending
meetings. It is possible for some individuals to feel overwhelmed by the workload,
causing them to consider careers with a better work-life balance.
Even though they play a vital role in shaping future generations, they may not
always receive the level of respect and recognition they deserve. Potential teachers may
be discouraged from pursuing a career in education due to negative perceptions of the
profession. Standards-based testing can lead to an emphasis on test preparation rather
than creative and effective teaching methods in many educational systems. Those who
are passionate about teaching but feel constrained by rigid testing requirements may be
discouraged by this shift in priorities.
The opportunities for career advancement and professional growth can be limited
in some education systems. It may discourage ambitious individuals from entering the
teaching profession due to the lack of clear pathways for advancement and recognition.
It can be challenging to manage a classroom full of students with varying needs
and behaviors. Teachers may feel unprepared to handle disciplinary issues and maintain
control in the classroom. The lack of administrative support and inadequate resources,
such as teaching materials and technology, can make teaching more challenging and less
attractive to prospective educators. When students are facing personal and academic
challenges, teaching can be emotionally challenging. Some prospective teachers may be
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deterred from teaching due to the emotional strain of supporting and connecting with
students.
Compared to other professions, teaching can appear less stable due to concerns
about job security, especially during budget cuts. Teachers who feel bogged down by
paperwork and administrative tasks, detracting from their classroom time, may become
frustrated with the bureaucracy of some education systems.
These factors require systemic changes in the education system, including better
compensation and professional development opportunities for teachers, and a greater
emphasis on the value of the teaching profession. Encourage and support young students
who are interested in teaching at an early age can also increase the number of people who
enter teacher preparation programs in college.
Through analysis of the research, it was found that students in Richland High
School have been continuing to enter college to study education and earn teaching
degrees. Many members of the Class of 2018 and 2019 have recently completed their
degrees and have applied for teaching positions, both locally and nationally. Furthermore,
a number of students from the Classes of 2022 and 2023 indicate they will major in
education in college. Despite the trend being down statewide and nationally, recent
graduates of Richland School District seem not to be affected by it.
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Research Question #2
The second research question of this study was, “Which factors contribute to the
growing number of K-12 teachers leaving the classroom before retirement age?” The
research showed that several factors contributed to the growing number of K-12 teachers
leaving the classroom before reaching retirement age.
Teachers often earn relatively low salaries and receive limited benefits compared
to other professions requiring similar levels of education and experience. Some educators
may seek higher-paying jobs outside teaching due to this financial strain.
The teaching profession can be challenging, requiring long hours, lesson
planning, grading, and dealing with administrative tasks and student behavior issues.
Overwork and stress can cause burnout in teachers, affecting their physical and mental
health. It may be difficult for teachers to feel supported by administrators and parents, or
they may lack access to adequate resources and opportunities for professional
development. It can be challenging for educators to thrive without support.
It can be stressful and detract from the joy of teaching when standardized testing
is emphasized and pressure is placed on students to improve. It may seem that teachers
are limited in their teaching methods and forced to "teach to the test."
It may be perceived that teacher evaluation systems are unfair or overly reliant on
student test scores, which may negatively affect job satisfaction and retention. Because of
strict mandates and policies, teachers may feel they have little control over their
classroom environment and curriculum, resulting in frustration and dissatisfaction.
The school population is constantly changing, with increasing diversity and
varying learning needs. Teachers may find it challenging to adapt to these changes and
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effectively meet all students' needs. It is possible that teachers will reconsider their career
choice if they perceive inadequate support from school administrations because of
concerns about school safety and violence.
Educators may be discouraged from staying in the classroom long-term due to the
lack of clear career paths. Since some teachers have transferrable skills and educational
backgrounds, they may consider other employment options that offer better
compensation, a better work-life balance, or a greater sense of job satisfaction.
Providing better support and incentives for teachers could help improve teacher
retention rates and create a more stable and fulfilling teaching workforce. A multifaceted
approach is required to effectively address the factors contributing to teachers leaving the
classroom, which can be complex and interrelated.
Two of the teachers who were interviewed for this research project indicated that
the overwhelming reason that they left the traditional classroom for other opportunities
was that they were young mothers and wanted the opportunity to raise their children and
not send them to daycare. They both indicated that they loved teaching and they may
come back in future years once their children are older. Another interviewed teacher left
the brick and mortar classroom to work in a cyber charter classroom environment. After
over 20 years in the classroom, he left for an increase in compensation and the freedom to
work at hours that fit his parental responsibilities. As part of the interviews for this
research project, it was alarming how many teachers locally were leaving the brick and
mortar classroom for a cyber charter environment.
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Research Question #3
The third research question of this study was, “What short-term and long-term
solutions can be provided to increase the number of available teacher candidates?” It is
crucial to address teacher shortages and ensure the quality of education in the long run by
increasing the number of available teacher candidates. The following are some short-term
and long-term solutions.
Some short-term solutions include incentives and scholarships. Financial
incentives, grants, and scholarships can be offered to encourage individuals to pursue
teaching as a career. Loan forgiveness programs, tuition assistance, and stipends during
teacher preparation programs can all be part of this.
Through targeted recruitment campaigns, you can promote the advantages and
rewards of being a teacher by showcasing their benefits and rewards. Social media as
well as educational fairs, community events, and other media can be used to contact
potential candidates for these campaigns.
There is a growing interest in alternative certification programs. Provide
alternative routes to teacher certification for individuals with degrees or relevant work
experience. This will make entering the teaching profession easier for former career
changers. By creating accelerated teacher preparation programs that provide intensive
training to candidates with solid content knowledge but lacking formal education
training, fast-track training programs can improve the problem. Schools can partner with
colleges and universities to identify potential teacher candidates and encourage them to
consider teaching as a career path. School presentations, workshops, and internships can
all be used to accomplish this goal.
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Long-term solutions include teacher pipeline programs. Collaborate with schools,
districts, and universities to develop comprehensive teacher pipeline programs. Through
mentorship, internships, and early exposure to the teaching profession, these programs
can nurture future teachers early.
Improved working conditions and salaries are essential. By improving working
conditions, offering competitive salaries, and providing opportunities for professional
advancement, we can enhance teacher retention and attraction. It is important to invest in
ongoing professional development for teachers to attract candidates who value
continuous learning and growth.
It is essential to cultivate a positive public perception. Highlighting the positive
impact teachers have on society through public awareness campaigns and promoting the
teaching profession as a rewarding career. Long-term solutions include encouraging and
supporting the recruitment of teachers from diverse backgrounds to better represent the
student population. In order to attract and prepare teacher candidates, collaborate with
non-profit organizations that focus on education and teacher development.
Long-term solutions to the teacher shortage can be found through research and
data-driven strategies. Utilize data to inform targeted strategies to increase the number of
teacher candidates by continuously monitoring and analyzing teacher workforce trends.
To create an environment that fosters professional growth, attracts high-quality
educators, and ultimately improves the quality of education they provide to their students,
schools can combine short-term strategies to address immediate staffing needs with longterm strategies to build a robust and contented pool of teachers. Teachers' well-being and
development is an integral part of a virtuous cycle, where improved education leads to
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greater opportunities for students and further enhances the school's appeal to prospective
teachers.
Action Plan and Recommendations
Based on the findings of the surveys and interviews, the researcher suggests the
following action plans. As a result of the suggested action plans, Richland School District
should be able to minimize the impact of teacher shortages. Components of the action
plans and corresponding recommendations include the following:
The Richland School District needs to improved recruitment strategies. This can
be accomplished by collaborating with universities and colleges to establish strong
partnerships for teacher preparation programs. The school district can offer incentives
such as signing bonuses, loan forgiveness, or housing assistance to attract prospective
teachers. To ensure representation and inclusivity in the school district, it would be
beneficial to recruit from a diverse pool of candidates.
The school district should focus on teacher development and retention. The school
district can provide professional development opportunities to enhance teachers' skills
and keep them engaged in their profession. The district can work with current teachers to
create mentorship programs where experienced teachers support and guide new
educators. For teachers who want to take on leadership roles, the school can implement
career advancement pathways, allowing teachers to take on leadership roles or
specialized positions.
The school district should remain competitive with compensation and benefits by
offering competitive salaries and benefits packages to attract and retain highly qualified
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teachers. The school district should consider performance-based pay increases to reward
teachers for exceptional work.
A supportive work environment is important for many school employees. The
school district must foster a positive and supportive school culture that values and
appreciates teachers' contributions. Building principals should address concerns about
excessive workload and provide resources to alleviate stress for teachers.
When possible, flexible scheduling can be implemented and workload reduced.
District administrators can explore options for flexible scheduling or part-time teaching
positions to accommodate teachers' personal needs and preferences.
The school district can implement and utilize educational technology to
streamline administrative tasks and reduce the burden on teachers. If technology is
incorporated, it is imperative to invest in professional development to ensure teachers are
proficient in using technology effectively.
The district should attempt to increase community engagement by collaborating
with the community to create partnerships that enhance the learning environment and
provide additional support for teachers.
The school district should invest and develop a "grow your own" initiative that
identifies and supports promising local students who have the potential to become future
teachers.
It is important that the school district launches an awareness campaign to
highlight the rewards and impact of teaching as a career.
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An Alternative certification program can be promoted within the district. One way
to achieve this is by implementing alternative certification programs to attract individuals
from diverse backgrounds who may not have followed traditional teaching pathways.
Addressing teacher attrition must be addressed. First and foremost, building
principals should conduct exit interviews and surveys to understand the reasons behind
teacher attrition and implement strategies to address them.
The school district leadership must advocate for education funding and policies.
All stakeholders (School Board, Superintendent, Administration, Teachers, Students,
Community, etc...) should encourage policymakers to invest in education and create
policies that support teacher recruitment and retention.
Addressing a teacher shortage is a long-term process, and these action plans
require collaboration between schools, districts, policymakers, and the community. By
combining these strategies, schools can reduce the impact of the teacher shortage and
ensure a stable and skilled teaching workforce in the future.
Fiscal Barriers
The financial implications of any organization are always a concern. In order for
school districts to allocate resources effectively, they must make sound financial
decisions. Most of the recommendations have a minimal impact or zero financial impact.
However, the recommendation of offering competitive salaries and benefits packages to
attract and retain highly qualified teachers can potentially be very costly. Richland
School District is currently competitive with the surrounding districts regarding
competitive salaries and benefits packages.
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Further Research/Planning
This study has provided several recommendations to reduce the impact of the
teacher shortage, but there are still many areas for future research. The following is a list
of areas for future consideration:
Teacher Preparation and Training: Determine the effectiveness of teacher preparation
programs and professional development initiatives. Teachers' ongoing support needs
should be examined, as well as how well these programs prepare them for success in
the classroom.
Recruitment Strategies: Conduct an analysis of the success of various teacher
recruitment strategies, such as scholarships, loan forgiveness programs, and
alternative ways to become a teacher. Identify the most effective recruitment
approaches for attracting and retaining high-quality educators.
Comparative Studies: Analyze teacher shortage strategies across regions, states, or
countries to identify successful ones. Educators and policymakers can gain valuable
insights from analyzing international best practices.
Technology and Education: Investigate the role that technology plays in alleviating
the teacher shortage. The integration of educational technology, such as online
teaching platforms or artificial intelligence-based tutoring, can support teachers and
expand educational opportunities.
Teacher Burnout and Well-being: Examine teacher burnout and the impact it has on
teacher shortages. Identify factors contributing to teacher burnout and explore
interventions that might promote well-being.
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As a result of conducting research in these areas, policymakers and education
stakeholders can gain valuable insights into the complex issue of teacher shortages and
develop evidence-based strategies to attract, retain, and support highly qualified teachers
in the future.
Summary
Chapter V addresses the critical issue of teacher shortages in the Richland School
District and surrounding regions. The chapter draws conclusions from the research
conducted on the factors contributing to the shortage of educators and provides actionable
recommendations to mitigate the shortage and improve teacher recruitment and retention.
There are significant challenges posed by teacher shortages in the current era, as
this chapter acknowledges. It highlights the decline in enrollment in teacher preparation
programs, particularly in the Pennsylvania region, and underscores the detrimental impact
of high attrition rates on school climate and student learning experiences.
The study examines the shortage of qualified educators from multiple
perspectives, including current teachers, school administrators, counselors, and former
teachers who left the profession. The chapter concludes that while the Richland School
District experiences a teacher shortage, it is relatively less severe compared to other
schools in the region, Pennsylvania, and nationally.
The research identifies several unique factors that discourage individuals from
pursuing K-12 teaching careers. These include relatively low pay, lack of respect and
recognition, standards-based testing pressure, limited opportunities for career
advancement, classroom management challenges, and emotional strain. The conclusions
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emphasize the need for systemic changes in education, better compensation, professional
development opportunities, and early support for prospective teachers.
The chapter also concludes that despite a statewide and national trend of declining
interest in teaching, Richland High School students continue to pursue education degrees,
suggesting a positive outlook for addressing the shortage.
The chapter identifies areas for future research, including the effectiveness of
teacher preparation programs, successful recruitment strategies, international best
practices, technology's role in addressing shortages, teacher burnout and well-being, and
interventions to promote well-being.
ANALYSIS OF THE TEACHER SHORTAGE
94
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ANALYSIS OF THE TEACHER SHORTAGE
APPENDICES
101
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Appendix A
Survey Questions for Non-Tenured and Veteran Teachers
1. How long have you been a full-time teacher?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Are you an elementary or secondary school teacher?
1. elementary school
2. secondary school
3. Are you a non-tenured or tenured teacher?
1. non-tenured
2. tenured
4. Gender
1. Male
2. Female
5. Generally speaking, how satisfied are you overall with your job?
1. very satisfied
2. fairly satisfied
3. somewhat satisfied
4. not that satisfied
102
ANALYSIS OF THE TEACHER SHORTAGE
103
6. How satisfied are you overall with the difficulties facing educators today?
1. very satisfied
2. fairly satisfied
3. somewhat satisfied
4. not that satisfied
7. Over the next three to five years, do you expect to:
1. Continue working in your current school/job
2. Work in education but a different school or district
3. Leave education for a different career
4. Retire
8. Thinking about the various challenges confronting educators today, how
concerned are you about each of the following where you work:
Extremely Concerned
Very Concerned
Somewhat Concerned
Not Concerned At All
a.
Shortages Of Teachers And Staff
b.
Student Behavioral Issues And Mental Health
c.
Teacher And Staff Pay And Benefits
d.
Verbal And Physical Attacks On Teachers
e.
Lack Of Public School Funding
9.
Thinking about the challenges facing educators today, how concerned are you
about each of the following where you work:
ANALYSIS OF THE TEACHER SHORTAGE
Extremely Concerned Very Concerned Somewhat Concerned Not
Concerned At All
a.
Overemphasis On Standardized Testing
b.
Class Sizes And Caseloads
c.
Gun Violence And School Safety
10.
d.
Lack Of Parental Involvement
e.
Impact Of Covid-19
Are you experiencing more vacancies in your building than usual for any of
the following positions (YES/NO)?
1. Substitute Teachers
2. Support Staff (i.e., Paraprofessionals, Bus Drivers, Custodians,
Secretaries, Cafeteria Staff, etc.)
3. Teachers
4. Counselors, Therapists, and Social Workers
5. Administrators
11.
Within the last year, have staffing shortages caused any of the following
problems in your building (check all that apply):
1. Teachers have lost preparation time to cover classes
2. Support staff have acted as substitute teachers
3. Teachers were forced to absorb students from other classrooms.
4. School transportation has been decreased or canceled
5. School administrators have been forced to cover classes
104
ANALYSIS OF THE TEACHER SHORTAGE
12.
105
Below are some recommendations to improve the retention of professional
educators. For you, mark how much difference each would make in keeping you from
leaving your position over the next 24 months?
I’m Not Interested In Leaving
None
Somewhat
A Great Deal
a.
Increasing salary and benefits
b.
A significant bonus for completing another school year
c.
Hiring more staff to reduce workloads
d.
Hiring more support staff to address the physical, social, and emotional needs
of students
e.
Loan reimbursement subsidy for educators with student loan debt
f.
Mentoring programs to support new teachers
13.
Regarding school safety, how concerned are you about the following where
you work?
Very concerned
Somewhat concerned
Not very concerned
Not at all concerned
a.
Verbal/Emotional Bullying Of Students
b.
Rumors And Threats Of Violence
c.
Physical Violence Without A Weapon
ANALYSIS OF THE TEACHER SHORTAGE
d.
Violence With A Weapon Other Than A Gun
e.
Violence With A Gun
14.
Are you interested in participating in a follow-up interview in the future?
1. yes
2. no
106
ANALYSIS OF THE TEACHER SHORTAGE
107
Appendix B
Interview Questions for High School Counselors
1. How long have you been a full-time school counselor?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Are you a non-tenured or tenured school counselor?
1. non-tenured
2. tenured
3. Gender
1. Male
2. Female
4. What is your role in the Act 339 process at your school?
5. Explain your role in supporting college and career readiness at your school.
6. What is your experience working with high school students in preparation for
choosing a college major? Can you elaborate on those conversations?
7. Have you talked with students about their desire to attend college for
education or their concerns about entering the education field? Can you
elaborate on those conversations?
8. Is there anything else you would like to discuss regarding the questions today?
ANALYSIS OF THE TEACHER SHORTAGE
Appendix C
Interview Questions for Teachers Who Have Left the Field of Teaching
1. How long did you work as a professional educator before leaving the field?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Were you an elementary or secondary teacher?
1. elementary school
2. secondary school
3. When leaving the education profession, were you a non-tenured or tenured
teacher?
1. non-tenured
2. tenured
4. Gender
1. Male
2. Female
5. What were your motivations for entering the teaching profession?
6. Talk to me a little bit about your experiences as a classroom teacher.
7. What factors led to your leaving the profession?
1. Lack of support staff
2. Work/Personal life imbalance
108
ANALYSIS OF THE TEACHER SHORTAGE
109
3. Lack of administrative support
4. Changing programs
5. Student behavior
6. Parents
7. Covid concerns
8. Healthcare costs
9. Quality of life
10. Stress
11. Other
8. Is there anything else you would like to discuss regarding the questions today?
ANALYSIS OF THE TEACHER SHORTAGE
110
Appendix D
Interview Questions for Superintendents or their administrative designee
1. How long have you been an educator, including time as a teacher and school
administrator?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 21-30 years
5. 31 years or more
2. Prior to your role as a Superintendent, were you an elementary or secondary
school administrator?
1. elementary school
2. secondary school
3. K-12
4. Other
3. Gender
1. Male
2. Female
4. What trends can you talk about regarding the teacher recruitment and hiring
process?
5. Do you have a teacher shortage in your school district? What are some of the
challenges that your district faces in regard to the teacher shortage?
ANALYSIS OF THE TEACHER SHORTAGE
111
6. If your district faces a teacher shortage, what steps will you take to remedy the
situation?
7. Have you noticed an increase in teachers leaving the district for jobs outside
the classroom? If so, what are the reasons for these departures?
8. Is the district facing difficulties in finding employees to fill support positions
such as paraprofessionals, bus drivers, secretaries, custodians, and cafeteria
workers? If so, how is the district responding to these issues?
9. Is there anything else you would like to discuss regarding the questions today?
ANALYSIS OF THE TEACHER SHORTAGE
Appendix E
Faculty Member Consent Form
112
ANALYSIS OF THE TEACHER SHORTAGE
113
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114
ANALYSIS OF THE TEACHER SHORTAGE
Appendix F
High School Counselor Consent Form
115
ANALYSIS OF THE TEACHER SHORTAGE
116
ANALYSIS OF THE TEACHER SHORTAGE
Appendix G
Faculty Member Consent Form
117
ANALYSIS OF THE TEACHER SHORTAGE
118
ANALYSIS OF THE TEACHER SHORTAGE
119
ANALYSIS OF THE TEACHER SHORTAGE
Appendix H
Superintendent or Designee Consent Form
120
ANALYSIS OF THE TEACHER SHORTAGE
121
ANALYSIS OF THE TEACHER SHORTAGE
Appendix I
IRB Approval
Institutional Review Board
250 University Avenue
California, PA 15419
instreviewboard@calu.edu
Melissa Sovak, Ph.D.
Dear Brandon,
Please consider this email as official notification that your proposal titled
“An Analysis of the Teacher Shortage From Multiple Perspectives: Why is it
Difficult to Recruit and Retain High-Quality Teaching Candidates”
(Proposal #PW22-074) has been approved by the Pennsylvania Western
University Institutional Review Board as submitted.
The effective date of approval is 03/01/2023 and the expiration date is
02/29/2024. These dates must appear on the consent form.
Please note that Federal Policy requires that you notify the IRB promptly
regarding any of the following:
(1) Any additions or changes in procedures you might wish for your study
(additions or changes must be approved by the IRB before they are
implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are
necessitated by any events reported in (2).
(4) To continue your research beyond the approval expiration date of
02/29/2024, you must file additional information to be considered for
continuing review. Please contact instreviewboard@calu.edu
Please notify the Board when data collection is complete.
Regards,
Melissa Sovak, PhD.
Chair, Institutional Review Board
122
AN ANALYSIS OF THE TEACHER SHORTAGE FROM MULTIPLE
PERSPECTIVES: WHY IS IT DIFFICULT TO RECRUIT AND RETAIN HIGHQUALITY TEACHING CANDIDATES?
A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education
In Partial Fulfillment of the
Requirements for the Degree of Doctor of Education
Brandon Bailey
Pennsylvania Western University
August 2023
ANALYSIS OF THE TEACHER SHORTAGE
@Copyright by
Brandon Bailey
All Rights Reserved
August 2023
ii
ANALYSIS OF THE TEACHER SHORTAGE
iv
Dedication
I dedicate this work to the ones who have supported me throughout this lengthy
and challenging journey. I was able to achieve this goal thanks to the love,
encouragement, and understanding they provided.
To my wife, Heather, who has been my constant source of strength and
inspiration. Your unwavering belief in me and your unyielding support has driven my
pursuit of knowledge. Your love and sacrifice have been the foundation upon which I
have built this academic achievement. Thank you for always being there, encouraging,
and cheering me on, even during the most demanding times.
To my three incredible children, Karsen, Morgan, and Koby, you are my greatest
pride and joy. Each of you has motivated me throughout this process and every day of my
life. I dedicate this work to you, hoping it will serve as a testament to the value of
perseverance and the importance of education.
To my parents, Don and Diane, I am forever indebted to you for the opportunities
you have provided me and the values you instilled in me from an early age. Your belief in
my abilities and sacrifices to ensure my success has been immeasurable. Your
encouragement and unconditional support have been imperative in shaping the person I
am today.
This work is a tribute to all of you, who have stood by me. Your love, support,
and understanding have been the key to my success; I am eternally grateful.
ANALYSIS OF THE TEACHER SHORTAGE
v
Acknowledgements
Various individuals and organizations have influenced me throughout my
academic and professional careers. Thanks to the Forest Hills School District, West
Virginia University, University of Connecticut, Robert Morris University, California
University of Pennsylvania, Saint Francis University, Indiana University of Pennsylvania,
Gannon University, Pennsylvania Western University, and the Richland School District.
Being surrounded by many inspiring family members and friends throughout my life has
been a blessing, all of which have contributed to my educational and leadership
development.
Although they are numerous, I would like to recognize and thank the following
people: Kevin Smay, Jean Celmer, Heil Fyock, Wayne Seese, Larry Celmer, T.J.
Kakabar, Rick Ruddek, Frank Krentz, Tom Locher, Sal Marro, Dr. Thomas Fleming,
James Serbin, Leonard Stevens, John Maier, Jerry Davitch, Don Irwin, Ed Moran, Mary
Beth Prociuk, Thomas Smith, Abby Rullo, Gregg Wilson, Tim Regan, Corina Long,
Arnold Nadonley, Dr. Jennifer Shuman, Dr. Kelly Lashinsky, Lydia DobrowolskyCasale, Mark Mosorjak, Alyson Kaminsky, Missy Stringent, Edwarda Pruchnic, Nicole
Crowell, Vicki Markiewicz, Lorna Kehl, Sharon Ambrose, Michelle Graham, Kait
Easler, Heather Facci, Emma Krestar, Dianne Kniss, Rex McQuaide, Michael Bodolosky,
and Ray McCombie. Finally, I would like to thank my two research committee chairs, Dr.
Todd Keruskin and Dr. Kelly Lashinsky, for their guidance and support throughout my
journey.
ANALYSIS OF THE TEACHER SHORTAGE
vi
List of Tables
Table 1.
Teacher Demographics
36
Table 2.
Challenges Confronting Educators
41
ANALYSIS OF THE TEACHER SHORTAGE
vii
List of Figures
Figure 1.
Are You an Elementary or Secondary School Teacher?
52
Figure 2.
How Long Have You Been a Full-Time Teacher?
53
Figure 3.
How Satisfied Are You Overall With Job?
54
Figure 4.
Over The Next Three to Five Years, Do You Expect to?
54
Figure 5.
Shortages of Teachers and Staff
55
Figure 6.
Student Behavioral Issues and Mental Health
55
Figure 7.
Teacher and Staff Pay and Benefits
56
Figure 8.
Verbal and Physical Attacks on Teachers
57
Figure 9.
Lack of Public School Funding
57
Figure 10.
Overemphasis on Standardized Testing
58
Figure 11.
Gun Violence and School Safety
58
Figure 12.
Lack of Parental Involvement
59
Figure 13.
Impact of COVID-19
59
Figure 14.
Substitute Teachers
60
Figure 15.
Support Staff
61
Figure 16.
Classroom Teachers
61
Figure 17.
Administrators
62
Figure 18.
Staffing Shortages
62
Figure 19.
Increasing Salary and Benefits
63
Figure 20.
School Year Bonus
64
Figure 21.
Hiring More Staff to Reduce Workload
64
Figure 22.
Hiring More Support Staff to Address SEL
65
ANALYSIS OF THE TEACHER SHORTAGE
viii
Figure 23.
Loan Reimbursement Subsidy
65
Figure 24.
Mentoring Programs to Support New Teachers
66
Figure 25.
Verbal/Emotional Bullying of Students
66
Figure 26.
Rumors and Threats of Violence
67
Figure 27.
Physical Violence Without a Weapon
67
Figure 28.
Violence With a Weapon Other Than a Gun
68
Figure 29.
Violence With a Gun
68
ANALYSIS OF THE TEACHER SHORTAGE
ix
Table Of Contents
Dedication
Acknowledgements
IV
V
List of Tables
VI
List of Figures
VII
Abstract
XII
CHAPTER I. Introduction
1
Research questions
3
CHAPTER II. Literature Review
5
The Issue of Teacher Shortages
5
History of the Teacher Shortage Problem
6
Why Do Teachers Enter and Leave the Classroom?
7
Teacher Preparation and Credentialing
8
Working Conditions
13
Retention of Teachers
18
Recruiting of Teachers
20
Difficult Subject Areas to Hire and Retain Teachers
22
Political Impact
25
Consequences of The Covid-19 Pandemic
26
Conclusion
29
Chapter III. Methodology
31
Purpose/Statement of Problem
33
ANALYSIS OF THE TEACHER SHORTAGE
x
Research Questions
34
Settings and Participants
35
Research Plan and Data Collection
37
Financial Impact
46
Validity
48
Triangulation
48
Chapter IV. Data Analysis and Results
51
Data Analysis
51
Triangulation of Data
52
Results
52
Richland School District Teacher Survey Results
53
Local Superintendent Interview Results
71
Local School Counselor Interview Results
75
Teachers Who Have Left The Traditional Classroom Interview Results
76
Summary
78
Chapter V. Conclusions and Recommendations
80
Conclusions
81
Research Question #1
81
Research Question #2
84
Research Question #3
86
Action Plan And Recommendations
88
Fiscal Barriers
90
Further Research/Planning
91
Summary
92
ANALYSIS OF THE TEACHER SHORTAGE
References
xi
94
APPENDIX A. Interview Questions for Faculty Members
102
APPENDIX B. Interview Questions for High School Counselors
107
APPENDIX C. Interview Questions for Teachers Who Have Left Teaching
108
APPENDIX D. Interview Questions for Superintendents or Their Designee
110
APPENDIX E. Faculty Member Consent Form
112
APPENDIX F. High School Counselor Consent Form
115
APPENDIX G. Faculty Member Consent Form
117
APPENDIX H. Superintendent or Designee Consent Form
120
APPENDIX I. IRB Approval Form
122
ANALYSIS OF THE TEACHER SHORTAGE
xii
Abstract
The severe shortage of teachers is a critical concern in education today. This project
investigates this complex issue by delving into its root causes from diverse angles. The
study explores the difficulties that hinder the recruitment and retention of competent
educators, impacting the overall educational landscape. Employing a mixed-methods
approach, this research employs qualitative and quantitative data to probe the teacher
shortage phenomenon. Through an extensive review and analysis of existing literature,
the study identifies and examines factors dissuading potential educators from joining the
profession and obstructing the continuity of experienced teachers. Factors like low
morale, excessive workloads, limited career advancement, inadequate compensation,
insufficient professional growth opportunities, and challenging work conditions are
thoroughly examined. Policies, institutional practices, and the teacher shortage are
examined in the study. By scrutinizing educational policies, licensing requirements, and
teacher training programs, the research underscores systemic issues unintentionally
deterring capable candidates from pursuing and staying in teaching roles. It also explores
effective strategies educational institutions and school districts use to attract and retain
quality educators, proposing potential remedies to alleviate the shortage. The study's
findings underscore the imperative for an inclusive, collaborative approach to tackle the
teacher shortage crisis. It emphasizes the necessity for reforms in recruitment,
compensation, professional development, and fostering supportive work environments. In
conclusion, this research provides insights into the teacher shortage by examining it
through diverse lenses.
ANALYSIS OF THE TEACHER SHORTAGE
1
Chapter I
A teacher shortage has intensified exponentially in Richland School District and
its surrounding schools in the past several years due to the lack of qualified teachers. My
experience as a school administrator has been that this shortage of quality employees has
impacted both the quality of education students receive in our schools and the school
system at large. Besides the shortage of qualified teaching candidates, schools have also
struggled to fill vacancies such as substitute teachers, paraprofessionals, secretaries,
custodians, and bus drivers, all of whom are in high demand. As a result of these
vacancies, many schools have faced major disruptions, and some have been forced to
take drastic measures, such as closing the school because there is a lack of staff members
to keep the school open for the students.
Several times in history, teacher shortages have affected different areas of the
United States. The Richland School District, as well as most of the schools in the westcentral region of Pennsylvania, have, up until now, been able to avoid this issue since it
has yet to occur in most of the region's schools. The recruitment and retention of highly
qualified teachers have become increasingly difficult as the years have passed. Richland
School District, for example, recently advertised an English Language Arts teacher
position in our high school, and only ten candidates applied for the position. In previous
years, compared with the current pool of candidates, we had over fifty potential
candidates.
When it comes to the retention of teachers, many young teachers have been lost to
other careers that are more flexible and allow for the possibility of working from home.
Many of our younger teachers who have taken time off for parental leave have never
ANALYSIS OF THE TEACHER SHORTAGE
2
returned to the classroom, choosing jobs in cyber schools and private industry instead.
Another factor has been a change in teachers' perceptions regarding the workload in
recent years. Peetz's (2022) research indicates, "Teachers’ job satisfaction is at its lowest
level in 50 years, with 42 percent of educators saying the stress of their job is worth it,
compared to 81 percent in the 1970s” (para 8).
The school district’s pool of substitute teachers has never been more depleted. In
prior school years, many certified teachers would substitute for a few years to gain
valuable experience. According to Peetz (2022), the number of new teachers entering the
field of education has declined by 33 percent over the past decade, with the number of
newly certified teachers declining from 320,000 in 2006 to 215,000 in 2020. Having
certified substitute instructors is no longer the norm, as most of our substitute teachers
work on emergency or alternative certifications. The school faces daily shortages of
substitute teachers if it were not for a population of retired teachers who fulfill this need.
As a result, retired teachers make up most of our substitute teachers certified in a specific
area of instruction.
We have undertaken this study to find solutions that can be applied to improve K12 teacher shortages and employee shortages in school districts currently suffering from
teacher shortages and K-12 employee shortages. As the director of educational services at
Richland School District, one of my responsibilities is to assist our building principals in
recruiting and retaining the best teachers in our district. This is a duty that the researcher
takes seriously and one of the most important duties assigned. The findings from this
research will enable me to support our principals and mitigate the labor shortage within
our school district. This research question has been developed as part of my effort to gain
ANALYSIS OF THE TEACHER SHORTAGE
3
a better understanding of the factors contributing to the teacher shortage and to find
solutions to the problem.
Research Questions
1. What are some of the unique factors that discourage prospective teachers from
considering K-12 teaching careers? Why are fewer high school students entering
teacher preparation programs in college?
2. Which factors contribute to the growing number of K-12 teachers leaving the
classroom before retirement age?
3. What short-term and long-term solutions can be provided to increase the number
of available teacher candidates?
As a result of this research, the researcher wants to understand better the unique
factors discouraging prospective teachers from entering the teaching profession. Also, the
researcher looks forward to learning more about the factors leading teachers to leave
education before retirement. As an outcome of this research, we hope to provide shortand long-term recommendations that can be used in our district to increase the number of
potential candidates for vacancies in the teaching and support staff departments.
The results of this study may have an impact on the school district financially as a
result of its findings. Based on the analysis of the data presented, increasing the starting
salaries of teachers, substitute teachers, bus drivers, and other support staff will create an
anticipated benefit to the school district and reduce labor shortages in these areas as a
result. A possible solution to this issue would be to find a sustainable funding source for
future years of salary increases and incentive programs. Financial incentives have been
an effective means of retaining and recruiting teachers. Although new teachers are often
ANALYSIS OF THE TEACHER SHORTAGE
4
attracted to the profession because of the other, less tangible rewards, inadequate pay
frequently keeps qualified candidates away and contributes to turnover and shortages.
This research study is focused on discovering solutions for the teacher and school
labor shortage problem within the Richland School District by exploring the factors
influencing the shortages. Upon completion, my research is likely to provide me with the
capacity to make recommendations to our school superintendent and board of directors to
alleviate the shortages within our school district. As the next chapter looks at the
literature and documented trends in this area, we understand the reasons for today's
teacher shortages.
ANALYSIS OF THE TEACHER SHORTAGE
5
CHAPTER II
Literature Review
School districts are facing unprecedented challenges in staffing schools with
highly qualified teachers. These challenges negatively impact students' educational
opportunities, especially populations of historically underserved students. Many teachers
feel their workload has increased in recent years, that they are spending more time
addressing students’ mental health, and that they have less planning time due to staff
shortages and other factors. This literature review examines teacher shortages and how it
has evolved in the United States.
The Issue of Teacher Shortages
In recent years, educational researchers and journalists who cover educationrelated topics have raised concerns about the shortage of teachers in the nation's K-12
schools. Garcia and Weiss (2019a) cite a variety of indicators for the shortage, including
state-by-state subject area vacancies, personal testimonials and data from state and school
district officials, and declining enrollment in teacher preparation programs. A shortage of
qualified teachers harms students, teachers, and the public education system. Students are
unable to learn due to a lack of qualified teachers, and staff instability reduces teachers'
effectiveness, while high teacher turnover consumes economic resources that could be
used elsewhere (Allegretto & Mishel, 2019). Garcia and Weiss (2019a) noted that “It is
important to acknowledge that the teacher shortage results from multiple and
interdependent drivers working simultaneously to cause the imbalance between the
number of new teachers demanded and the number of individuals available to be hired”
(p. 11).
ANALYSIS OF THE TEACHER SHORTAGE
6
A shortage of capable educators may result in bigger class sizes, the cancellation
of available classes, or the appointment of under-educated or out-of-field teachers
(Darling-Hammond et al., 2016). No single measurement of teacher shortages exists, so
we rely on multiple indicators of it. Some teacher shortage indicators are the number of
vacancies, number of applicants per vacancy, pupil-teacher ratios, number of emergency
certificates issued, number of preparation program enrollees, number of (new) teachers
certified, (total) number of teachers certified, number of teachers leaving the profession,
and the perceptions of shortages by district superintendents or human resource directors
(Behrstock-Sherratt, 2016).
Tanya Garcia, a deputy secretary at the Pennsylvania Department of Education,
said that the supply of new teachers had reached a “breaking point” because of the
plummeting numbers of young adults entering the field and the stresses of the COVID-19
pandemic. She informed legislators there had been a 66% decline in newly issued in-state
teaching credentials over 11 years. The number of undergraduate teaching majors in
Pennsylvania also decreased by 66% over the last decade (Turner, 2022).
History of the Teacher Shortage Problem
The shortage of highly qualified educators is common in the United States. Some
scholarly articles from the mid-1930s articulate the staffing difficulties after the Great
Depression (Sherratt, 2016). A significant increase in the student population occurred in
American schools after World War II. The impetus for this increase in student
population reflected a notable rise in the general population during and since World War
II (Martin, 1957). Before the beginning of the COVID-19 pandemic, educational leaders
increasingly were concerned about the shortage of competent, trained educators,
ANALYSIS OF THE TEACHER SHORTAGE
7
particularly in our lowest-income communities and hardest-to-staff roles (Rosenberg &
Anderson, 2021).
The COVID-19 pandemic has had a disproportionate impact on working women.
An analysis of the US Census Current Population Survey found that “women have
accounted for nearly 56 percent of workforce exits since the start of the pandemic,
despite making up just 48 percent of the workforce” and in February 2021, it was
reported that “the urgent need for childcare at home has pushed many working mothers to
withdraw from the workforce to take over childcare responsibilities.” (Rosenberg &
Anderson, 2021, p. 6)
Why Do Teachers Enter and Leave the Classroom?
A shrinking pool of applicants and disproportionate teacher attrition creates a
situation where it is difficult for schools to recruit and retain staff. With the total number
of students finishing teacher preparation programs declining dramatically and with
considerable rates of attrition and turnover in the profession, it should be surprising that
schools report difficulties while attempting to fill vacancies.
The difficulties are even more significant in high-poverty schools (Garcia &
Weiss, 2019a).
“The current national estimates of the teacher shortage likely understate the
magnitude of the problem because the estimates consider the new qualifications
that teachers need to meet new demand. However, not all current teachers meet
the education, experience, and certification requirements associated with being a
highly qualified teacher” (Garcia & Weiss, 2019a, p. 4).
ANALYSIS OF THE TEACHER SHORTAGE
8
Garcia and Weiss (2020) report that “teachers report being frustrated,
demoralized, and dissatisfied due to the combination of underfunding, challenging
working environments, disrespect for their profession, and generalized distrust between
teachers and administrators” (p. 8). Garcia and Weiss (2020a) also indicated that another
substantial reason teachers are leaving the profession and fewer people are interested in
becoming teachers is the substandard pay compared to other professions. Unfortunately,
inadequate teacher pay is compelling many teachers to accept second jobs on top of their
full-time jobs at school.
Teacher Preparation and Credentialing
Several factors have led to a decrease in the number of people entering teacher
preparation programs in the United States. Finances are a significant obstacle to entrance
into the teaching profession. Numerous school districts now offer grow-your-own
programs, allowing candidates to earn a paycheck while working to become teachers
(Will, 2022). K-12 schools have difficulty finding qualified teachers, especially in
specialty areas such as Mathematics, Science, and Special Education. Some university
teacher preparation programs are developing creative methods to lead students into these
specialty areas. “For example, the University of Maryland College of Education awards
in-state students who pursue education majors in critical shortage areas a two-year $2,000
scholarship” (Will, 2022, para. 27).
As educator discontent continues and teacher shortages amplify, universities are
sounding the alarm. “Enrollment has been steadily declining for the past decade, and the
pandemic has likely made things worse” (Will, 2022, para. 1). In the time period
ANALYSIS OF THE TEACHER SHORTAGE
9
“between the 2008-09 and the 2018-19 academic years, the number of people completing
a teacher-education program declined by almost a third” (Will, 2022, para. 3).
In addition to the decreased number of people entering colleges and universities,
teacher credentialing has significantly declined. According to the Pennsylvania
Department of Education’s (n.d.-a) report on Educator Preparation and Certification, the
number of issued teaching certificates has decreased from 25,728 in 2012-2013 to 7,695
in 2020-2021. In STEM areas such as 7-12 Mathematics, credentials issued decreased
from 554 in 2012-2013 to 147 in 2020-2021. A sharp increase in the allocation of
temporary permits, waivers, and intern credentials issued by the California Commission
on Teacher Credentialing indicates that more students are being taught by teachers who
have not completed, or sometimes even begun, their preparation for teaching (DarlingHammond et al., 2016). The process for teacher licensure and certification can be
cumbersome. According to the Pennsylvania Department of Education, Pennsylvania has
over 100 colleges, universities, and providers that deliver teacher education programs
authorized by the Pennsylvania Department of Education (nd-b). The Pennsylvania
Department of Education also states that students who secure the recommendation for
certification by the college or university must meet all the requirements of the approved
preparation program, achieve the qualifying scores on the mandatory examinations, and
complete any other requirements specified by Pennsylvania's State Board of Education.
There is a recommendation that the Pennsylvania Department of Education
“systematically identify and remove barriers in the certification process that are not
clearly correlated with educators’ future success” (Commonwealth of Pennsylvania,
2022). The report recommends that PDE review internal procedures and systems to
ANALYSIS OF THE TEACHER SHORTAGE
10
provide an efficient and customer-service-oriented experience for credential applicants
and ensure that the system is producing candidates to fulfill the workforce demands of
schools (Commonwealth of Pennsylvania, 2022).
Another change that has occurred is the meaning of the term “highly qualified
teacher.” In 2006, No Child Left Behind (NCLB) required all teachers teaching core
academic subjects to be highly qualified by the end of the 2005-2006 school year
(Commonwealth of Pennsylvania, 2006). In Pennsylvania’s Highly Qualified Teacher
Guidelines released in 2006, the NCLB core content areas include English,
Reading/Language Arts, Mathematics, Sciences, Foreign Languages, Music and Art, and
Social Studies (history, economics, geography, civics, and government).
To satisfy the definition of a Highly Qualified Teacher, teachers must:
1) Hold at least a bachelor’s degree; 2) Hold a valid Pennsylvania teaching
certificate (i.e., Instructional I, Instructional II, or Intern certificate but not an
emergency permit); and 3) Demonstrate subject matter competency for the core
content area they teach. (Pennsylvania Department of Education, n.d.-c)
The Every Student Succeeds Act (ESSA) eliminated the Highly Qualified Teacher
(HQT) provisions commencing with the 2016-17 school year. However, all educators in
commonwealth public schools must meet Pennsylvania's certification statutory and
regulatory (Pennsylvania Department of Education, n.d.-d). After this change, any
teacher who fulfills state certification requirements is deemed “highly qualified.” Under
ESSA, states have exclusive authority to determine all teacher certification requirements.
According to the Pennsylvania Department of Education (n.d.-c), various types of
certifications are available for future teachers. The Pennsylvania Department of
ANALYSIS OF THE TEACHER SHORTAGE
11
Education Division of Certification Services manages the educator certification process
statewide. In addition to awarding standard certifications, the Pennsylvania Department
of Education also manages an emergency certification process. A Pennsylvania public
school entity, also known as a Local Education Agency (LEA), can request an
Emergency Permit to fill a vacant teaching position when the LEA is unable to find a
“fully qualified and adequately certified educator holding a valid and active certificate”
(Pennsylvania Department of Education, n.d.-d). Except for career and technical
instructional areas, school nurse, and dental hygienist, a minimum of a bachelor's degree
is required before an emergency permit is granted (Pennsylvania Department of
Education, n.d.-d). The Pennsylvania teacher shortage impacts some districts and schools
more than others, some subject areas, and some demographic groups more than others. A
recent Pennsylvania Department of Education assessment indicates substantial teacher
shortages, requiring emergency permits for teachers in Philadelphia, Pittsburgh, Erie,
Harrisburg, and other urban areas (Keefe, 2018).
There are multiple credentialing pathways for potential teachers, both traditional
and non-traditional.
The traditional process to become a certified educator, intended to guarantee
elevated standards for educators first entering the profession, too often serves as a
cumbersome and inefficient barrier to entry to the profession while failing to
serve its intended purpose (Commonwealth of Pennsylvania, 2022).
The Foundation of Our Economy Report states, "Bureaucratic hurdles and
antiquated processes often divorced from reliable measures of educator quality too often
ANALYSIS OF THE TEACHER SHORTAGE
12
serve as unhelpful roadblocks that keep or drive good people out of the profession”
(Commonwealth of Pennsylvania, 2022, p. 6).
Another method universities use to credential teachers is the Intern Certification
method. The Tennessee Department of Education has created an apprenticeship program
with the U.S. Department of Labor to launch a Grow Your Own program. Tennessee is
the first state to support Teacher Occupation Apprenticeship programs between school
districts and Educator Preparation Programs (Duncan, 2022). Duncan noted that
“apprenticeship programs are high-quality, industry-driven, work-based learning
pathways that provide individuals with hands-on work experience while earning a wage
that increases during the progression of the program” (2022, p. 6). These programs are
making efforts to identify, support, and prepare teacher prospects to earn teaching
credentials in the communities in which they reside. These programs encourage students
to seek education as a career and identify adults such as paraeducators to assist them in
acquiring their education certification (Duncan, 2022).
According to Mezzacappa (2022) acting Pennsylvania Secretary of Education,
Eric Hagarty, stated that “a shortage of educators, especially those of color, is the most
urgent crisis facing our schools today” (para. 1). His comments were made at the opening
meeting of the newly formed state Committee on Educational Talent and Recruitment in
Philadelphia. This group met to assess the teacher shortage problem and focused on
ways to recruit and retain additional qualified teachers in Pennsylvania. At the same
meeting, Philadelphia School District Superintendent Tony Watlington communicated
that the school district would increase recruiting efforts (Mezzacappa, 2022).
ANALYSIS OF THE TEACHER SHORTAGE
13
Until recently, the most common path to becoming a public school teacher in the
United States was attending college or university. However, nearly 33 percent of new
teachers now earn credentials through alternative methods. Some are school-districtbased residency programs, online degrees, a for-profit certificate program, or a hybrid
option such as a charter school-based apprenticeship (Fraser & Lefty, 2018).
Pennsylvania provides alternative pathways to teacher certification for future teachers not
following the conventional path to a teaching credential. Currently, candidates in
Pennsylvania must possess a bachelor’s degree to pursue alternative teacher certification
in Pennsylvania. Alternative certification candidates must still successfully complete the
same exams as educators on a traditional pathway. Teacher prospects must also satisfy
the requirements of a teacher preparation program approved by the Pennsylvania
Department of Education (McPherson, 2023).
Working Conditions
Student behavior has changed over the course of time within the classroom and
school environment. In many schools, teachers are overwhelmed with a multitude of
responsibilities. Garcia and Weiss (2020) remarked that “they are asked to be first
responders, social workers, physicians, counselors, and nurses, especially when schools
offer insufficient numbers of these professionals” (p. 19). There are multiple
explanations for why learner behavior issues can lead to uneasy relationships and even
dangers to teachers’ physical and mental health. Students' inappropriate actions may be
due to trauma or harmful tensions initiated outside of school (Garcia & Weiss, 2020). For
teachers to operate effectively in the classroom, they need additional support and
investments in more counselors, nurses, librarians, and paraprofessionals. These
ANALYSIS OF THE TEACHER SHORTAGE
14
positions support students and make schools healthier, often reducing behavioral issues
(Garcia & Weiss, 2020).
Another working condition causing people not to enter education is the increase in
violent acts on school campuses. Garcia and Weiss (2020) found that “among the factors
that make school climates so challenging are widespread barriers to teaching and learning
and extensive threats to teachers’ emotional well-being and physical safety” (p. 17).
Garcia and Weiss (2019d) report that “more than one in five teachers report that they
have been threatened by a student at the school where they currently teach, and one in
eight reports that they were physically attacked by a student at their current school” (p.
7). These threats to teachers express the lack of safety in some school environments and
can contribute to shortages by making the profession less attractive.
A person’s working conditions significantly affect not only on job fulfillment, but
also on the ability to do the job well, and the desire to remain in the job and the
profession. Garcia and Weiss (2019d) write that “this is undoubtedly true for teachers,
who spend much of their time interacting with students, fellow teachers, and other school
staff, and thus, are immersed in their workplace climate to a high degree” (p. 4). Garcia
and Weiss (2019d) note that due to the challenging school climate for many teachers, “it
is little surprise that teachers’ satisfaction, motivation, and desire to stay in teaching is
low and has even dwindled slightly in the past few years” (p. 11).
Unionization or non-unionization is another factor that is influencing the teacher
shortage. Hahn (2022) found that:
Teachers’ unions are negatively associated with teacher stress: the stress index of
teachers in districts with collective bargaining agreements is .07 lower than that of
ANALYSIS OF THE TEACHER SHORTAGE
15
teachers in districts with no union agreement, a statistically significant difference
equal to about 14% of the standard deviation of the teacher stress index. Teachers
in districts with higher union density also report lower stress than those in districts
with lower union density, and union-member teachers show significantly lower
levels of stress relative to non-member teachers. (para. 5)
For many years, Pennsylvania had one of the highest defined benefit pension
systems in the United States. This was a major incentive for people to enter and remain
in the profession. Over the past several years, there have been reductions in benefits for
teachers entering the profession. Keefe (2018) reports that Pennsylvania teachers
participate in the Public School Employees Retirement System or PSERS. PSERS
administers a defined benefit pension plan for public school teachers and employees in
Pennsylvania. PSERS accumulates contributions from teachers and other plan members,
school districts, and the state. PSERS invests its assets to fund payments to teachers
during their retirement. However, pension legislation enacted in 2010 reduced PSERS
benefits for teachers hired in 2011 and later. A few years later, a 2017 law additionally
trimmed pension benefits for teachers employed in 2019 and beyond. Keefe (2018) also
reveals that Act 5 would mandate new teachers to participate in a pension plan that
greatly redirects funding from the state and school districts onto the teachers. The new
plan includes 401(k)-style investments, which also divert retirement income risk onto
teachers.
Duncan (2022) notes that states can implement loan forgiveness and service
scholarship programming that provides educators with the prospect of accumulating
wealth and eliminating the significant debt that disproportionally impacts students of
ANALYSIS OF THE TEACHER SHORTAGE
16
color. Duncan (2022) reports that the state of “Connecticut goes further by providing
mortgage assistance for teachers, including additional support for teachers of color who
enter the profession” (para. 17).
To create a more alluring and sustainable teaching profession, states must
continue measures to improve teacher pay and benefits. Duncan (2022) wrote:
Many state budgets have included proposals to increase pay across the board, but
states should look at ways to provide bonuses and raises for teachers serving highneeds schools. States can also provide incentives for teacher candidates to ensure
they are well-prepared and stay in the profession. (para. 19)
According to Allegretto and Mishel (2019) “…providing teachers with a decent
middle-class living commensurate with other professionals with similar education is not
simply a matter of fairness. Effective teachers are the most important school-based
determinant of student educational performance” (p. 1). To encourage student success,
schools must make efforts to recruit and retain certified teachers and guarantee that
teaching remains an attractive career option for college-bound students. Allegretto and
Mishel (2019) reaffirm that “pay is an important component of retention and recruitment”
(p. 1). In their report, Allegretto and Mishel (2019) wrote:
The mid-1990s marks the start of a period of sharply eroding weekly teacher
wages and an escalating teacher wage penalty. The average salary of public
school teachers (adjusted for inflation) decreased by $21 from 1996 to 2018, from
$1,216 to $1,195 (in 2018 dollars). In contrast, the weekly wages of other college
graduates rose by $323, from $1,454 to $1,777, over this period. (p. 3)
ANALYSIS OF THE TEACHER SHORTAGE
17
Some school districts have improved teacher compensation through merit pay.
Gius (2013) wrote that “although the effect of merit pay on overall job satisfaction was
insignificant, teachers in merit pay districts were less enthusiastic, did not think teaching
was important, and were more likely to leave for better pay” (p. 1). Nonetheless, the
researchers discovered that educators who obtained merit pay were more satisfied overall
than teachers who did not (Gius, 2013).
Garcia and Weiss (2020) suggest various reforms to increase compensation to
strengthen recruitment and retention—especially in high-poverty schools. The first
recommendation is to increase teacher base pay across the board. Garcia and Weiss
(2020) asserted that:
Strengthening base salaries by giving every teacher a flat increase would help
close the gap in pay between teachers and their peers in other professions, keep
more teachers in the school and in the profession, and strengthen the credentials
of the teaching workforce. (p. 11)
The second recommendation is to increase teacher base pay in high-poverty
schools. Garcia and Weiss (2020) also note that “These kinds of targeted raises could still
help strengthen collaboration and other aspects of the teacher workforce in a way that
merit pay increases and other incentives-based strategies do not” (p. 11). The third
recommendation is to fund adequately pension benefits and remove obstacles to
accessing them. Garcia and Weiss (2020) state “that pensions have been a critical factor
in both attracting teachers to the profession and retaining them as teachers and improving
their retirement security” (p. 12). The fourth recommendation from Garcia and Weiss
(2020) is to consider programs that reduce the major financial burdens that are barriers to
ANALYSIS OF THE TEACHER SHORTAGE
18
entering and staying in the teaching profession. With the increased expense of teacher
preparation programs, programs such as service scholarships and student loan forgiveness
programs can support recruitment. The fifth and final recommendation is to acknowledge
and take steps to address other financial burdens that arise when teachers in underresourced schools must take on safety net roles. Amazingly, “the nation’s K–12 public
school teachers personally spend, on average, $459 annually on school supplies for which
the overwhelming majority, more than nine out of ten, will not be reimbursed” (Garcia &
Weiss, 2020, p. 14).
Retention of Teachers
Although teachers are unable to climb the corporate ladder and will likely not
acquire six-figure bonus pay, there is a quality of life that most teachers acknowledge.
Rosenberg and Anderson (2021) write:
Districts and schools can build toward making teachers’ jobs more rewarding,
collaborative, and sustainable by investing in the kinds of structures and
conditions that matter most, such as competitive compensation with opportunities
to grow over time, supportive school leadership, sufficient time for collaboration,
and teaching loads that make it possible to build relationships with their students
and adjust approaches to meet their needs. (p. 2)
Teachers have become exhausted by the strains of the COVID pandemic. School
leaders have an opportunity to support educators and help them care for their own and
their families well-being through traditional and informal networks and to provide access
to physical, mental, and emotional health benefits (Rosenberg & Anderson, 2021).
ANALYSIS OF THE TEACHER SHORTAGE
19
Student loan repayment programs are one incentive that can keep young teachers
from leaving the profession. Over 40 states and the federal government offer loan
forgiveness and/or service scholarship programs to individuals wishing to become
teachers, according to Podolsky and Kini (2016). These programs aim to incentivize
people to teach in high-need areas and can have a direct effect on the recruitment and
retention of talented educators in those areas. While these programs are typically smaller
and less consistently available than those offered in the medical profession, research
indicates that well-designed programs can be successful in achieving the desired
outcomes.
These programs are typically aimed at those who are in their early career stages
and are looking for a way to alleviate the burden of student loan debt or to gain access to
other financial incentives. By providing these resources, states and the federal
government can encourage more people to pursue a teaching career and help keep them
in the profession for the long term. In many cases, loan forgiveness and service
scholarships can be combined with other incentives, such as tuition reimbursement or
continued professional development. This can help to make teaching a more attractive
career option and ensure that talented teachers remain in high-need areas.
According to Sutcher et al., "…well-designed mentoring programs improve
retention rates among new teachers, as well as their attitudes, feelings of efficacy, and
instruction skills" (2016, p. 28). Sutcher writes that the “keys to success include having a
mentor teacher in the same subject area, common planning time with teachers in the same
subject, and regularly scheduled collaboration with other teachers” (2016, p. 28).
ANALYSIS OF THE TEACHER SHORTAGE
20
Many young people leave the teaching profession due to professional burnout.
State and district governments should prioritize the improvement of working conditions
for teachers in order to ensure their success. This is especially critical for teachers who
work in high-needs schools, as well as teachers of color who are often subject to harsh
working conditions. In order to support the increased social, emotional, and mental health
needs of these teachers, state, and district governments should partner with the local
community to provide resources and assistance. Making sure that teachers are equipped
with the necessary resources to succeed both in and out of the classroom is one of the
most important tasks of state and district governments. This can be achieved by providing
teachers with access to mental health services, as well as creating partnerships with local
organizations and businesses to provide additional resources for teachers. Additionally,
state and district governments should strive to provide teachers with flexible working
conditions that allow them to balance their workload with their own personal needs
(Duncan, 2021).
Recruiting of Teachers
Like most other occupations, supply and demand are important factors in the
teacher labor market. The Commonwealth of Pennsylvania (2022) notes that
Pennsylvania is facing an educator workforce crisis. While the number of qualified
teachers entering the profession continues to decrease, educators are leaving at a higher
rate. Due to this issue, schools have more difficulty replenishing critical staff positions
than ever. Schools serving the most underserved students suffer the most from these staff
shortages (Commonwealth of Pennsylvania, 2022). In the Foundation of Our Economy
Report, the Commonwealth of Pennsylvania notes that to meet the educator staffing
ANALYSIS OF THE TEACHER SHORTAGE
21
needs of rural, suburban, and urban areas, “Pennsylvania must urgently attract more
educators into the profession and retain a higher percentage of existing excellent
educators to meet the staffing needs of early childhood providers, schools, and libraries in
our rural, suburban, and urban settings” (p. 8).
The problems with the teacher shortage are impacting both rural and urban
schools. The Commonwealth of Pennsylvania (2022) report that our state and public
school population continues to change and become more diverse racially, ethnically,
linguistically, and in other ways. Our educator workforce demographics have not kept
pace with our changing landscape. The proportion of students of color in Pennsylvania's
K-12 population is expected to increase by August 2025. Our entire educational system,
from early childhood to K-12 to postsecondary, has struggled to serve these student
groups. Without a significant increase in the diversity of our educator workforce, large
percentages of our students will go through most, if not all, of their educational careers
without seeing teachers, principals, and other school leaders who look like them or who
have first-hand knowledge of their cultural and linguistic traditions and assets.
Because urban school districts have proportionally higher numbers of teachers in
their first or second year of the profession, the Commonwealth of Pennsylvania (2022)
report recommends that the:
Pennsylvania Department of Education must make concerted efforts to ensure that
students have access to an educator workforce that represents the incredible
diversity and rich histories, traditions, and life experiences across the
commonwealth. PDE also must take steps to ensure that early childhood
ANALYSIS OF THE TEACHER SHORTAGE
22
providers, schools, and libraries are equipped to create the working conditions
necessary to retain great educators of color. (p. 12)
Duncan (2022) notes:
States and districts should provide targeted incentives to retain teachers and bring new
teachers into the profession to build staff capacity and provide consistent, high-quality inperson instruction. State and district leaders should direct funding and resources toward
incentives for teaching in schools that have had longstanding challenges with resource
inequities. (p. 2)
As an example, the state of Texas provides incentives to teachers to work in highneeds schools via the Texas Teacher Incentive Allotment, while Jefferson County,
Kentucky, uses the allotted ESSER dollars to provide teachers with $5,000 retention
bonuses (Duncan, 2022).
Difficult Subject Areas to Hire and Retain Teachers
Recruiting and retaining special education teachers has offered a particularly
aggravating challenge for California schools and districts. Reacting to yearly shortages,
the state changed the special education certification requirements in 1996, withdrawing
the conditions that special education training be added in addition to the preparation
needed to acquire a general education certificate. Darling-Hammond et al. (2016) write:
This change has both failed to solve California’s special education teacher supply
problem and has resulted in a less prepared cadre of special education teachers,
who lack knowledge of the range of learning approaches and repertoire of
teaching strategies that most teachers possess. (p. 11)
ANALYSIS OF THE TEACHER SHORTAGE
23
Additionally, there is a shortage of qualified teachers in these specialty areas in
New York. A study conducted by the Institute of Education Sciences examined
certification areas related to shortage areas in New York. Bilingual education, bilingual
special education, career and technical education, English language arts, health education,
library media specialists, literacy, mathematics, science, and special education were
identified as the ten specialized certification areas (Zweig et al., 2021).
Special education is a field with severe shortages of qualified teachers. In 2017–
18, 46 states and the District of Columbia determined special education as a shortage in
reporting to the U.S. Department of Education (U.S. Department of Education Office of
Postsecondary Education, 2017). Mathematics and science are right behind special
education, with insufficient qualified teachers. In 2017–18, 47 states and the District of
Columbia reported teacher shortages in mathematics, as did 43 states in science, an
increase from the previous year (U.S. Department of Education Office of Postsecondary
Education, 2017).
Teacher shortages have even impacted specialty areas such as music education.
Hash (2021) examined the music teacher shortage “in relation to K–12 public schools in
general, the demand for music teachers in specific states and regions, the declining
number of preservice candidates certified in music, and potential strategies for alleviating
music teacher shortages” (p. 2).
Shortages in Support Roles
Substitute teachers have become more difficult to recruit and retain, especially
after the pandemic in 2020. Duncan (2022) reports that:
ANALYSIS OF THE TEACHER SHORTAGE
24
State and district leaders should be creative and strategic when building the pool
of substitute teachers available to schools to ensure that students have access to
high-quality instruction and that full-time teachers can take breaks and utilize
their planning periods throughout the day. (p. 2)
In some districts, such as in Houston, Texas, community-based organizations are
partnering with school districts to identify and train community members to become
long-term substitute teachers, while in Oklahoma, newly retired teachers are coming back
to the classrooms in order to offer short-term assistance (Duncan, 2022).
While teacher shortages have a tremendous consequence on student achievement,
school support staff shortages also impact the different ways that schools benefit
students. According to Duncan (2022), “Some districts have been forced to return to
remote learning because they do not have the staff necessary to transport students to and
from school or prepare and serve food to students who need it the most” (p. 3). “School
bus driver shortages are having a ripple effect on schools, students, and families across
the country and have already forced schools in at least nine states to request assistance
from the National Guard” (CBS News, 2022, para. 1).
Unionville-Chadds Ford Superintendent John Sanville stated that “the need for
substitute teachers has greatly increased, and the competition for substitutes has become
fierce” (Turner, 2022). The shortage of substitute teachers increases stress on teachers
because all classrooms require a teacher or a substitute. When a shortage of substitute
teachers exists, teachers must fill in when called upon. To maintain a competitive
position in the labor market, the majority of schools have improved the compensation of
substitute teachers. Sanville says that it “…becomes a dog chasing its tail, because we
ANALYSIS OF THE TEACHER SHORTAGE
25
raise our rates; neighboring districts, neighboring counties, raise their rates; and it is all
just in an effort to recruit from an ever-diminishing substitute pool” (Turner 2022).
Sanville attested that you are seeing administrators across the commonwealth serving
lunches and driving buses. I have done both myself this year. It is a situation that is not
sustainable” (Turner 2022).
Political Impact
Since the 1960s, federal legislation has played an important role in American
education. The Elementary and Secondary Education Act, known as ESEA, was part of
President Lyndon B. Johnson’s Great Society program. After arriving in 1965, ESEA
established a role for the federal government in K-12 policy. It contributed more than $1
billion a year in Title I support to districts to cover the cost of educating economically
disadvantaged students. Since the initial legislation, the law has been amended and
updated numerous times, with each new version seeking to expand the federal role in
education (Klein, 2015).
The 1980s initiated a revolution of testing and accountability reforms that have
had a tremendous influence on public education (United States Department of Education,
1983). The No Child Left Behind Act, or NCLB, which passed Congress with
overwhelming bipartisan support in 2001 and was signed into law by President George
W. Bush on Jan. 8, 2002, is the name for the most recent update to the Elementary and
Secondary Education Act of 1965 (Klein, 2015). Since the NCLB law was passed in
response to concerns about the lack of international competitiveness of the American
education system, the federal government has greatly increased its ability to hold school
systems accountable for the academic progress of all students as a result.
ANALYSIS OF THE TEACHER SHORTAGE
26
Along with federal legislation, state legislation has been important throughout the
history of K-12 Pennsylvania public schools, with the Pennsylvania School Code being
written in 1911. In 1949, an education bill increased the state-mandated teacher salary,
re-codified school laws, and enacted a school safety law for school buses. In 2021, a new
state law was enacted to alleviate the growing substitute teacher shortage by providing
public schools more flexibility to employ suitable substitute teachers (PSEA, n.d.).
Andrew Spar, President of the Florida Education Association, states “…the
politically charged environment around K-12 education is one of several factors driving a
lot of teachers, especially experienced teachers, out of the profession" (Neuman, 2022,
para. 16). As a result of this teacher and staff shortage, it is not just a matter of people not
entering the profession, which is a problem, but in some cases, it is the result of a mass
exodus of people who have had, for instance, 10 to 15 years, 20 to 30 years of experience
in the profession (Neuman, 2022).
Consequences of the COVID-19 Pandemic
The COVID pandemic has impacted our society in a variety of ways. One impact
on schools is that many teachers retired early. Duncan (2022) writes:
Nearly half of U.S. schools are facing COVID-related staff shortages that threaten
these efforts and have caused school leaders to take drastic measures to provide
day-to-day instruction. These shortages, which are due to factors like early
retirement, burnout, and teachers exiting the profession in response to attacks on
honest teaching of history, are so severe in some districts that district leaders have
been forced to send staff from their central offices and even their superintendents
to fill in as substitute teachers, while other states are calling on members of their
ANALYSIS OF THE TEACHER SHORTAGE
27
business community to teach certain subjects or, sending the National Guard to
fill vacancies. (p. 1)
These pandemic-related educator shortages are worsening several longstanding
difficulties. A teacher shortage has likely existed in specific subject areas for the past
number of years, such as STEM, special ed, and English as a second language teachers,
and in specific locations, such as rural schools and schools with low incomes (Duncan,
2022).
Rosenberg and Anderson (2021) reported that “…being spread thin with
technology challenges and various modes of teaching, declining student engagement, fear
of contracting COVID, and balancing their own caretaking responsibilities have made
teaching this year even harder” (p. 1). Rosenberg and Anderson (2021) note that “84
percent of teachers and administrators say teacher morale is lower than it was before, and
one-third of teachers say working during the pandemic has made them more likely to
leave teaching or retire early” (p. 2).
Before the COVID pandemic, school leaders faced a number of challenges,
including a lack of talent and qualified teachers, particularly in low-income
neighborhoods and those with the most difficult-to-fill positions, the top challenges they
had to overcome. In the wake of the COVID pandemic, almost half of those public school
teachers who have quit their profession in the last half a year have cited the COVID
pandemic as the main reason for leaving (Rosenberg & Anderson, 2021).
Doonan and Kenneally (2022) write:
For the public sector education workforce, the pandemic has been extremely
challenging. Almost overnight, K-12 teachers and personnel were confronted with
ANALYSIS OF THE TEACHER SHORTAGE
28
the complex challenge of pivoting to virtual education in 2020. It was grueling
and frustrating for the K-12 workforce, for families, and for children. (p. 1)
Doonan and Kenneally (2022) also note that in a national survey conducted in
2021, 52 percent of K-12 educators are stressed and burned out, and more than one-third
of them say that due to the pandemic, they are considering leaving the field altogether.
Horace Mann conducted research in November 2020 with a nationally
representative survey of 1,240 U.S. educators, including public school K-12 teachers,
administrators, and support personnel. The research conducted by Horace Mann (2020)
demonstrated that the delivery of online and hybrid learning environments due to the
COVID pandemic has significantly increased teachers’ work during and after the school
day. In addition, 77% of educators surveyed indicated that they spent more time working
than they did in the previous year. In addition, more than 60% of educators surveyed
noted that they enjoyed their jobs less than in prior years, while 27% contemplated
temporarily leaving the field of education due to the COVID pandemic (p. 3).
The Horace Mann (2020) survey also indicates some negative financial
implications for educators during the COVID pandemic. According to survey results,
COVID has prompted 64% of educators to make fewer contributions to their general
savings accounts, 29% to decrease their retirement savings, and 14% to decrease their
contributions to health savings accounts because of COVID. Educators have lowered bill
payments too. Some of these examples include 39% of the population paying less on their
credit card balances, 35% of the population paying less on their student loans, and 12%
of the population paying less on their housing costs such as mortgages or rent.
ANALYSIS OF THE TEACHER SHORTAGE
29
Conclusion
Chapter II of the document focuses on the issue of teacher shortages in the United
States and provides a comprehensive literature review on this topic. The chapter
highlights the challenges faced by school districts in recruiting and retaining highly
qualified teachers, particularly in the context of increased workload, changing demands,
and the impact of the COVID-19 pandemic. It also delves into the historical context of
teacher shortages, dating back to the mid-1930s, and discusses how the problem has
evolved over time.
The chapter emphasizes the negative consequences of teacher shortages on
students, teachers, and the education system as a whole. It cites various indicators used to
measure teacher shortages, such as subject area vacancies, student-teacher ratios,
emergency certificates issued, and teacher preparation program enrollment. The authors
emphasize that teacher shortages are driven by multiple interdependent factors and are
particularly acute in low-income neighborhoods and high-poverty schools.
The literature review explores the reasons behind teachers entering and leaving
the profession. Factors such as low pay, challenging working environments, and lack of
respect for the profession contribute to teacher frustration and attrition. The decline in the
number of individuals entering teacher preparation programs is highlighted, with
financial barriers identified as a significant obstacle. The impact of the COVID-19
pandemic on working women, particularly working mothers, is discussed in relation to
teacher attrition.
The chapter also examines teacher preparation and credentialing processes. It
discusses various types of certifications available for future teachers and how changes in
ANALYSIS OF THE TEACHER SHORTAGE
30
legislation, such as the Every Student Succeeds Act (ESSA), have altered the definition
of a "highly qualified teacher." The chapter explores alternative pathways to teacher
certification, such as apprenticeship programs and non-traditional methods.
Throughout the chapter, the authors present data and insights from various
sources, including educational researchers, government reports, and educational leaders.
The chapter highlights the urgent need to address teacher shortages to ensure quality
education for all students and proposes recommendations for improving the teacher
certification process and recruitment efforts.
Overall, Chapter II provides a comprehensive overview of the teacher shortage
issue in the United States, examining its historical context, underlying causes, and
potential solutions.
ANALYSIS OF THE TEACHER SHORTAGE
31
CHAPTER III
Methodology
Pennsylvania is one of the largest and most populous states in the United States.
Pennsylvania is a state with an estimated population of over 12 million and has a large
and diverse education system serving thousands of students across its many public and
private schools. However, the state is facing a significant challenge regarding teacher
shortage. Over the past decade, there has been a substantial decline in the number of
teachers available to fill vacancies in schools throughout the state. Pennsylvania is not
the only state that suffers from this shortage. The problem is particularly acute in
Pennsylvania, and the state's policymakers, educators, and other stakeholders need
assistance in finding practical solutions to the problem.
A number of factors contribute to the shortage of teachers in Pennsylvania. One
of the most important factors is the aging of the teacher population. As many
experienced teachers approach retirement age, there is a dire need for more younger
teachers to take their places. The shortage is also exacerbated by many new teachers
leaving the profession after just a few years due to low salaries, high workloads, and lack
of support from administrators and policymakers.
Another contributing factor to the teacher shortage in Pennsylvania can be
attributed to the lack of diversity in the teaching workforce. Evidence suggests that
students perform better when they have teachers of the same ethnicity or racial
background as themselves in the classroom. However, the teacher workforce in
Pennsylvania needs to be more diverse, making it challenging to attract and retain
teachers of color. Additionally, many Pennsylvania teachers need to reflect on the
ANALYSIS OF THE TEACHER SHORTAGE
32
cultural and linguistic diversity of the students they serve. It can be a significant barrier to
effective teaching and learning if this problem is not addressed.
It is also important to note that the state's education funding system plays a part in
contributing to the teacher shortage in Pennsylvania. In Pennsylvania, public schools are
funded through a complex system of local property taxes, which is heavily reliant on
local property tax revenue. As a result, schools that are in low-income neighborhoods
often need greater funding and resources than those that are located in wealthier
neighborhoods, making it more challenging for them to attract and retain qualified
teachers. Additionally, there is a need for the state's funding system to provide more
support for teacher training and professional development activities. For this reason,
teachers are finding it difficult to keep up with the latest teaching methods and
technologies.
The teacher shortage in Pennsylvania has significant impacts on students,
teachers, and the education system as a whole. Among the most significant impacts is the
high teacher turnover rate, which can cause instability in the classroom and lead to
disruption of the continuity of education for the students as a result. The schools have to
invest time and resources in finding and training new teachers when they leave their
positions. A great deal of time and resources that are diverted from actual teaching and
learning as a result of this.
It is also important to note that the teacher shortage in Pennsylvania has a
significant impact on the quality of education that students receive. With fewer teachers
available to fill vacancies, schools may have to resort to hiring unqualified or
underqualified teachers, which can lead to a decline in the quality of instruction. Schools
ANALYSIS OF THE TEACHER SHORTAGE
33
may have to increase the number of students in their classes or eliminate certain courses
and programs, which can limit the opportunities that students have.
A comprehensive solution needs to be developed in order to address the teacher
shortage in Pennsylvania, which is a complex and multifaceted issue. Policymakers,
educators, and other stakeholders must work together to address the causes of the teacher
shortage and implement strategies to attract and retain qualified teachers in the state.
This may involve increasing teacher salaries, improving working conditions, providing
more support in the areas of professional development, and addressing the state's funding
system to ensure that all schools have access to the resources they need to provide a highquality education to their students. Ultimately, the success of these efforts will depend on
the commitment and collaboration of all those involved in Pennsylvania's education
system.
Purpose/Statement of Problem
The teacher shortage has become a more prominent issue at the national, state,
and local levels over the past few years. While other local schools have experienced
difficulty finding and retaining teachers over the years, the national teacher shortage has
significantly impacted Richland School District for the first time in recent memory.
There has been a dramatic decline in the number of qualified teachers applying to teach
in recent years, with most newly hired teachers leaving the profession within their first
few years of employment.
As a long-time administrator in the Richland School District, the researcher has
been involved in teachers' recruitment and hiring processes for over fifteen years. We
always have been able to choose from a wide range of highly qualified candidates during
ANALYSIS OF THE TEACHER SHORTAGE
34
this period. It has historically been the case that most teachers who join the Richland
School District will stay there for the rest of their careers. Throughout the last few years,
there has been a precipitous decline in the number of high-quality candidates applying for
full-time teaching positions. Substitute teachers and part-time jobs have become more
challenging to fill as a result of the shortage of candidates in these areas. As a result, the
district has been forced to hire temporary teachers through an emergency certification
process in order to meet the needs of the students. The number of long-term substitute
teachers who were employed on emergency certificates during the 2021-2022 school year
was over 50%. Additionally, a record number of teachers have left the district for other
employment in at-home education positions or have left the field of education altogether.
The quality of teachers selected for full-time positions is likely to diminish if this trend
continues, and student learning and achievement are likely to be adversely affected if this
trend continues.
Research Questions
The research questions that were developed to specifically address the shortage of
teachers in our school district are:
1. What are some of the unique factors that discourage prospective teachers from
considering K-12 teaching careers? Why are fewer high school students entering
teacher preparation programs in college?
2. Which factors contribute to the growing number of K-12 teachers leaving the
classroom before retirement age?
3. What short-term and long-term solutions can be provided to increase the number
of available teacher candidates?
ANALYSIS OF THE TEACHER SHORTAGE
35
Settings and Participants
The Richland School District serves students from Geistown Borough and
Richland Township in Southwestern Pennsylvania. The United States Census Bureau
reports that Geistown Borough has a population of 2,451 residents, while Richland
Township has a population of 11,965 residents (n-d). The Richland School District is in
Cambria County, Pennsylvania. Prior to the COVID-19 pandemic in 2020, Cambria
County was estimated to have a population of 130,000. According to the latest census
data, the county's population has decreased by 9% to 143,679 individuals between 2010
and 2020. A total of 94.4% of the county's population is White, 3.6% is Black, 1.7% is
Hispanic, while 1.3 % of the county's population is Asian. 14.7% of Cambria County's
population is identified as living in poverty, and 21.4% of the population ages 25 or older
have at least a bachelor's degree. According to the Future Ready PA Index , there are
approximately 1,500 students in grades K-12 in this district, which covers 21.46 square
miles. There is one high school in the district, that serves grades 7 to 12, as well as one
elementary school, that serves grades kindergarten through sixth grade. The district's
current student population is comprised of 30.2% of students from low-income families.
There was an exponential increase in this number over the years, tripling from 10% in
2007 to 30.2% currently. In the district, there are 89.3% of white students, 2.8% Asian
students, 2.3% black students, 2.3% Hispanic students, and 3.3% multi-racial students.
Richland School District has seen a steady increase in the number of English Language
Learners (ELL) receiving services, with families moving into the district with various
home languages. The district operates life skills, autistic support, and emotional support
classrooms to provide the best support and services. Less than one percent of the
ANALYSIS OF THE TEACHER SHORTAGE
36
students within the district are identified as English Language Learners, while 12.8% of
the learners are identified as special education students (n-d).
The school district employs 110 professional staff members. All certificated
professional employees were included in the study, including classroom teachers, school
counselors, school psychologists, school nurses, librarians, instructional coaches, and
specialists. Of the 110 staff members who were offered the opportunity, 45 members of
the staff participated. Table 1 provides the descriptive statistics for the 45 professional
staff members who participated in the study.
Table 1
Teacher Demographics - How long have you been a full-time teacher?
Years of
Number of Teachers
Percentage of Teachers
Experience
Responding
Responding
0-3 years
4
8.9
4-10 years
8
17.8
11-20 years
17
37.8
20-30 years
13
31.1
31 years or more
2
4.4
In addition to the administrative staff, paraprofessionals, secretaries, and other
support staff, the school district also employs outsourced paraprofessionals. As part of its
subcontracting arrangements with outside agencies, the school district subcontracts food
services, transportation services, as well as some paraprofessional positions. Every
ANALYSIS OF THE TEACHER SHORTAGE
37
aspect of hiring and retaining staff has become more complex and challenging than it has
ever been in the modern era.
It is also important to note that our region has never experienced any labor
shortages in the field of education in prior history. The Richland School District has been
fortunate to have many factors that have mitigated any threat of a teacher shortage in
prior years, including the presence of multiple colleges and universities that specialize in
teacher preparation programs that are located within an hour of the school district. In this
region, you will find a number of higher education institutions, including such schools as
the University of Pittsburgh at Johnstown, Saint Francis University, Mount Aloysius
College, and the Indiana University of Pennsylvania, among many others.
All participants of the study are volunteers, and they have the right to withdraw
from the study at any time if they do not wish to continue to participate in it. It was
explained to the employees that their refusal to participate in the study had no adverse
effect on the performance of their jobs or their evaluations because they refused to
participate. The Institutional Review Board (IRB) approved the study (Appendix I), and
Research Study Consent forms (Appendices E, F, G, H) were provided for each
participant to review, sign, and return.
Research Plan and Data Collection
The capstone will include an action research component that consists of surveys,
interviews, and the collection of data from public sources of information as part of the
action research. Qualitative data will be collected through surveys and interviews from
non-tenured teachers, tenured teachers, high school counselors, superintendents, and
ANALYSIS OF THE TEACHER SHORTAGE
38
teachers who have left the field of education. Quantitative data will be collected from the
publicly accessible Pennsylvania Department of Education (PDE) website.
For this research project, a single survey was distributed to all full-time teachers
within the Richland School District to gain their perceptions of the teacher shortage.
Surveys were distributed to staff via email with a link to complete the survey through
Google Forms.
The survey questions utilized in the study were reviewed and approved by the
Pennsylvania Western University Institutional Review Board (Appendix I). The school
district's professional staff were permitted to participate in the study. A link to the survey
was included in the email request. The survey was emailed on Tuesday, May 2, 2023,
and participants were asked to respond by 11:59 pm on Friday, May 9, 2023 (Appendix
A). In total, 45 requests were completed out of 110 sent. As part of the survey process,
all questionnaires were completed electronically. Participants were asked questions
about their perceptions of the shortage of teachers in school districts and how it affects
them. Questions included:
How long have you been a full-time teacher?
Are you an elementary or secondary school teacher?
Are you a non-tenured or tenured teacher?
Gender
How satisfied are you overall with your job?
How satisfied are you overall with the difficulties facing educators today?
Thinking about the various challenges confronting educators today, how
concerned are you about each of the following where you work:
ANALYSIS OF THE TEACHER SHORTAGE
39
o Shortages of Teachers and Staff
o Student Behavioral Issues and Mental Health
o Teacher and Staff Pay and Benefits
o Verbal and Physical Attacks on Teachers
o Lack of Public School Funding
Thinking about the challenges facing educators today, how concerned are you
about each of the following where you work:
o Overemphasis on Standardized Testing
o Class Sizes and Caseloads
o Gun Violence and School Safety
o Lack of Parental Involvement
o Impact of Covid-19
Are you experiencing more vacancies in your building than usual for any of the
following positions (YES/NO)?
o Substitute Teachers
o Support Staff (i.e., Paraprofessionals, Bus Drivers, Custodians,
Secretaries, Cafeteria Staff, etc.)
o Teachers
o Counselors, Therapists, and Social Workers
o Administrators
Within the last year, have staffing shortages caused any of the following problems
in your building (check all that apply):
o Teachers have lost preparation time to cover classes.
ANALYSIS OF THE TEACHER SHORTAGE
40
o Support staff have acted as substitute teachers.
o Teachers were forced to absorb students from other classrooms.
o School transportation has been decreased or canceled.
o School administrators have been forced to cover classes.
Below are some recommendations to improve the retention of professional
educators. For you, mark how much difference each would make in keeping you
from leaving your position over the next 24 months.
o Increasing salary and benefits
o A significant bonus for completing another school year.
o Hiring more staff to reduce workloads.
o Hiring more support staff to address the physical, social, and emotional
needs of students.
o Loan reimbursement subsidy for educators with student loan debt
o Mentoring programs to support new teachers.
The teachers responded to the challenges that are confronting educators. Table 2
provides valuable information regarding teachers' levels of concern, with 100 percent of
the respondents indicating they have some level of concern regarding the shortage of
teachers and staff in schools.
ANALYSIS OF THE TEACHER SHORTAGE
41
Table 2
Challenges Confronting Educators
Shortages of Teachers
Number of Teachers
Percentage of Teachers
and Staff
Responding
Responding
Extremely Concerned
12
26.7
Very Concerned
18
40
Somewhat Concerned
15
33.3
Not Concerned at All
0
0
As part of the interview process, three separate groups will be interviewed. As
part of my study, the researcher will interview high school counselors about their
interactions with students regarding their career exploration activities during high school.
During the interview process, the researcher will look for teachers who have been hired
full-time but have since left the classroom for other jobs or responsibilities. The
interviewing of school leaders, including superintendents and assistant superintendents,
will also be a part of my research.
The researcher will interview high school counselors regarding their perceptions
of the teacher shortage, specifically, why high school seniors electing to major in
education or teaching-related majors in college. The interview questions in Appendix B
utilized in the study were reviewed and approved by the Pennsylvania Western
University Institutional Review Board (Appendix I).
ANALYSIS OF THE TEACHER SHORTAGE
Questions included:
1. How long have you been a full-time school counselor?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Are you a non-tenured or tenured school counselor?
1. non-tenured
2. tenured
3. Gender
1. Male
2. Female
4. What is your role in the Act 339 process at your school?
5. Explain your role in supporting college and career readiness at your school.
6. What is your experience working with high school students in preparation for
choosing a college major? Can you elaborate on those conversations?
7. Have you talked with students about their desire to attend college for education or
their concerns about entering the education field? Can you elaborate on those
conversations?
8. Is there anything else you would like to discuss regarding the questions today?
The researcher will be interviewing Teachers Who Have Left the Field of Teaching
regarding their perceptions of the teacher shortage, specifically, what led them to leave
42
ANALYSIS OF THE TEACHER SHORTAGE
the field prematurely. The interview questions in Appendix C utilized in the study were
reviewed and approved by the Pennsylvania Western University Institutional Review
Board (Appendix I). Questions included:
1. How long did you work as a professional educator before leaving the field?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Were you an elementary or secondary teacher?
1. elementary school
2. secondary school
3. When leaving the education profession, were you a non-tenured or tenured teacher?
1. non-tenured
2. tenured
4. Gender
1. Male
2. Female
5. What were your motivations for entering the teaching profession?
6. Talk to me a little bit about your experiences as a classroom teacher.
7. What factors led to your leaving the profession?
1. Lack of support staff
2. Work/Personal life imbalance
43
ANALYSIS OF THE TEACHER SHORTAGE
3. Lack of administrative support
4. Changing programs
5. Student behavior
6. Parents
7. Covid concerns
8. Healthcare costs
9. Quality of life
10. Stress
11. Other
8. Is there anything else you would like to discuss regarding the questions today?
The researcher will be interviewing Superintendents or their school designees
regarding their perceptions of the teacher shortage, specifically, how it impacts their
school district. The interview questions in Appendix D utilized in the study were
reviewed and approved by the Pennsylvania Western University Institutional Review
Board (Appendix I). Questions included:
1. How long have you been an educator, including time as a teacher and school
administrator?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 21-30 years
5. 31 years or more
44
ANALYSIS OF THE TEACHER SHORTAGE
45
2. Prior to your role as a Superintendent, were you an elementary or secondary
school administrator?
1. elementary school
2. secondary school
3. K-12
4. Other
3. Gender
1. Male
2. Female
4. What trends can you talk about regarding the teacher recruitment and hiring
process?
5. Do you have a teacher shortage in your school district? What are some of the
challenges that your district faces in regard to the teacher shortage?
6. If your district faces a teacher shortage, what steps will you take to remedy the
situation?
7. Have you noticed an increase in teachers leaving the district for jobs outside the
classroom? If so, what are the reasons for these departures?
8. Is the district facing difficulties in finding employees to fill support positions such
as paraprofessionals, bus drivers, secretaries, custodians, and cafeteria workers? If
so, how is the district responding to these issues?
9. Is there anything else you would like to discuss regarding the questions today?
ANALYSIS OF THE TEACHER SHORTAGE
46
Financial Impact
There are several financial implications associated with this research project, even
though most of them can be considered indirect effects. Participants’ responses were
collected using two cost-free platforms: Google Forms and Richland School District
Gmail. There is a minimal cost associated with the time participants must spend
completing the survey and the researcher’s time to manage the study. Schools will
continue to face several long-term financial consequences if they cannot reverse the
teacher shortage.
Increased recruitment costs: When schools face a shortage of teachers, they often
need to invest more resources into recruiting and hiring qualified educators. The
recruitment process may include advertising job openings, attending job fairs, and
conducting extensive outreach. All of these activities can negatively impact
school budgets.
Higher substitute teacher expenses: Schools often rely heavily on substitute
teachers to fill the gaps left by teacher shortages. Hiring substitute teachers can
be more expensive than employing full-time teachers, as they are typically paid
daily or hourly. With an ongoing teacher shortage, the need for substitutes
increases, resulting in higher substitute teacher expenses for schools.
Professional development and training costs: To address the teacher shortage,
schools may need to invest in professional development programs and training
initiatives to attract and retain teachers. These programs could include mentoring,
specialized training for teachers in high-demand subjects or underserved areas, or
support for new teachers entering the profession. Providing such programs can be
ANALYSIS OF THE TEACHER SHORTAGE
47
financially burdensome for schools, particularly if they need external trainers or
invest resources to facilitate the training.
Decreased productivity and student outcomes: Teacher shortages can lead to
larger class sizes and increased workload for the existing teachers. These
working conditions can negatively impact teacher productivity, as they may have
less time to provide individual attention to students and effectively deliver
instruction. Consequently, student outcomes and academic performance may
suffer, potentially leading to additional costs regarding remedial programs or
interventions to help students close gaps created by the lack of effective
instruction.
Staffing and administrative adjustments: Schools may need staffing adjustments
to manage the teacher shortage, which could involve reallocating existing staff
members to teaching positions. A realignment of existing staff members may
result in disruptions to their traditional roles and responsibilities. Alternatively,
schools might need to hire additional administrative staff or support personnel to
assist with managing the increased workload and administrative tasks associated
with a shortage of teachers. These adjustments can incur other financial costs for
schools.
Impact on school reputation: Teacher shortages can affect the overall quality of
education and, consequently, the importance of schools. Parents and students
may choose alternative educational options, such as private or charter schools,
which can have financial implications for public schools that experience declining
enrollment.
ANALYSIS OF THE TEACHER SHORTAGE
48
Validity
An essential aspect of a research dissertation is the validity of the findings, as it provides
the basis for reliable and trustworthy conclusions, enables accurate inferences and
conclusions, enhances research quality, and enhances one’s academic and professional
reputation. As a part of this research study, each participant was reminded verbally and
in writing that their answers would remain anonymous throughout the process.
Triangulation
Hendricks (2017) notes, “Credibility, dependability, and confirmability can be
established through triangulation, a process in which multiple forms of data are collected
and analyzed” (p. 71). The study examined data collected from interviews and surveys
with four stakeholder groups. The themes expanded upon in the study were found in
each of the four stakeholder groups’ survey results. Following information collection and
careful review, triangulation allowed the researcher to identify themes that converged
across the various data collection methods (Bickman & Rog, 2009). As a result of this
information, the researcher identified common themes and determined what was needed
to improve teacher recruitment and retention.
Summary
This chapter examines the methodology used to study the teacher shortage issue
in the Richland School District in Johnstown, Pennsylvania. An overview of the research
context, research questions, participants, methodology, financial impact, validity, and
triangulation strategies is provided in the chapter.
ANALYSIS OF THE TEACHER SHORTAGE
49
There is a significant teacher shortage problem in Pennsylvania, attributed to
factors such as an aging teacher population, a lack of diversity in the teaching workforce,
funding challenges, and low job satisfaction among educators. A comprehensive solution
involving policymakers, educators, and stakeholders is emphasized in the chapter to
address the teacher shortage issue.
Studying the causes and impacts of the teacher shortage in the Richland School
District, as well as exploring potential short-term and long-term solutions to increase the
number of available candidates, is the purpose of this study. It aims to determine why
prospective teachers are discouraged, why fewer students are enrolled in teacher
preparation programs, why teachers leave the classroom prematurely, and possible
solutions to address the shortage.
The study's participants include professional staff members of the Richland
School District, such as classroom teachers, counselors, psychologists, nurses, librarians,
instructional coaches, and specialists. The study covers both tenured and non-tenured
teachers across different experience levels. Data is collected through surveys and
interviews, with survey questions targeting perceptions of teacher shortage challenges
and potential solutions. Interviews are conducted with high school counselors, teachers
who left the education field, and school superintendents or their designees to gain insights
from various perspectives.
The financial impact of the teacher shortage is discussed, highlighting potential
costs related to increased recruitment efforts, higher substitute teacher expenses,
professional development and training, decreased productivity and student outcomes,
staffing adjustments, and potential effects on school reputation.
ANALYSIS OF THE TEACHER SHORTAGE
50
Validity and triangulation strategies are emphasized to ensure the reliability and
credibility of the research findings. To establish credibility, dependability, and
confirmability of research conclusions, triangulation involves gathering, analyzing, and
comparing data from multiple sources.
This chapter provides a comprehensive overview of the methodology used in the
study to address the teacher shortage issue in Richland School District, as well as its
causes and impacts.
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51
CHAPTER IV
Data Analysis and Results
The purpose of this chapter is to present the analysis of the data and the results as
they relate to the three research questions identified in previous chapters. These results
include quantitative and qualitative data from 45 Richland School District teachers, three
local school counselors, three area school superintendents, and three teachers who left
their brick-and-mortar classrooms to pursue other opportunities outside the classroom.
To answer these three research questions, data were collected and analyzed through
interviews and survey responses to determine these individuals’ perceptions regarding the
difficulty of retaining teachers and other personnel in schools.
As a result of this research project, Richland School District will gain valuable
data to support new Richland teachers as they start their careers in the district and retain
high-quality teachers within the school community. The results of the survey and the
trends in the feedback are outlined in the rest of this chapter. This chapter is organized
into four sections: Data Analysis, Results, Discussion, and Summary.
Data Analysis
Surveys were conducted and administered to collect qualitative and quantitative
data from current teachers in the Richland School District. A detailed analysis of the
demographic data collected from the teachers was conducted to classify and understand
the participants’ responses further. A Google Form was used to collect survey responses,
and the charts and graphs that were generated based on the data are shown in the section
below-entitled Results.
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52
Among the information included in this survey were demographic data and
responses to open-ended questions to provide a better understanding of how teachers
perceive the teacher shortage in the Richland School District as a whole. A statistical
analysis of each of the questions was performed to assess the significance of the results.
This analysis will be used in the future to support changes to school district policies that
will ensure that high-quality teachers can be recruited and retained. The responses to the
questions were reviewed to find similar themes and keywords among the various
participants in order to determine similar trends in their responses. In addition to
highlighting trends between individual survey participants and between groups of
participants, patterns emerged between groups of participants in the survey.
Triangulation of Data
The information in this convergent parallel mixed methods design is used to
support the validity of the data. The data is also used to triangulate the quantitative and
qualitative information collected from multiple responses from different perspectives. A
variety of perspectives are presented, including those of current Richland School District
teachers, superintendents of local high schools, high school counselors, and former
teachers of the region.
Results
The survey questions were developed with the purpose of answering the research
questions that were posed during this study. During this section of the study, the survey
results will be used to support the research methodologies that were used as part of the
data collection process.
ANALYSIS OF THE TEACHER SHORTAGE
53
Richland School District Teacher Survey Results
The teacher survey was sent to 110 classroom teachers who are currently working
in the Richland School District. Of the 110 teachers who were invited to take part in the
survey, 45 of them completed it between the dates of May 1, 2023, and May 31, 2023.
Figure 1 identifies how many teachers completed the survey. In addition, 42% of the
respondents were teachers from kindergarten through grade 6 teaching in elementary
school, and 58% of the respondents were from grades 7 through 12 teaching in high
school. Participants in the survey completed the survey using Google Forms, a free
service offered by Google.
Figure 1
The results of the RSD teacher survey will be used to address the following research
questions:
1. What are some of the unique factors that discourage prospective teachers from
considering K-12 teaching careers? Why are fewer high school students entering
teacher preparation programs in college?
ANALYSIS OF THE TEACHER SHORTAGE
54
2. Which factors contribute to the growing number of K-12 teachers leaving the
classroom before retirement age?
3. What short-term and long-term solutions can be provided to increase the number
of available teacher candidates?
Each survey participant was asked to share demographic data. Figure 2 shows results
for how long teachers have been employed as a full time teacher. Teachers with a variety
of teaching experiences were represented in the survey results, but not evenly. Most
respondents (37.8%) have been teaching for 11 to 20 years, while only 6.9% of the
respondents have been teaching for 0 to 3 years. The median number was the teachers
who worked for 20-30 years (31.1%), 4-10 years (17.8%), and only 4.4% of the
respondents have taught for 31 years or more.
Figure 2
When asked about their overall job satisfaction at Richland School District, most
teachers indicated that they were satisfied with teaching in the Richland School District.
Figure 3 showed that most respondents, 60% (27 respondents), were very satisfied with
their teaching job, while 33% (15 respondents) indicated that they were fairly satisfied
with their teaching job. Only 6% (3 respondents) indicated that they were only somewhat
ANALYSIS OF THE TEACHER SHORTAGE
satisfied with teaching. Zero teachers (0 respondents) indicated that they were not that
satisfied with teaching.
Figure 3
Figure 4 shows that the vast majority of respondents plan on continuing to work
in their current school/job or retiring in the next three to five years. 77% (35
respondents) indicated that they planned to continue working in their current job, while
20% (9 respondents) planned on retiring from teaching. Only 2% (1 respondent)
indicated that they planned on leaving education for a different career. There were no
responses for people who planned on working in education but at a different school
district.
Figure 4
55
ANALYSIS OF THE TEACHER SHORTAGE
56
In Figure 5, the shortages of teachers and staff are addressed. When asked about
the shortages of teachers and staff, 26% (12 respondents) were extremely concerned
about the shortages of teachers and staff, while 40% (18 respondents) were very
concerned. 33% (15 respondents) indicated that they were somewhat concerned, while
zero respondents indicated that they were not concerned at all.
Figure 5
Figure 6 shows how teachers perceived student behavioral issues and mental
health, 40% (18 respondents) indicated that they were extremely concerned, while 46%
(21 respondents) were very concerned. In total, 13% (6 respondents) indicated that they
were somewhat concerned, and 0 respondents stated that they were not at all concerned.
ANALYSIS OF THE TEACHER SHORTAGE
57
Figure 6
Figure 7 addresses teacher and staff pay and benefits. When asked about their
perceptions of teacher and staff pay and benefits, 28% (13 respondents) were extremely
concerned, while 46% (21 respondents) showed they were very concerned. Only 33%
(15 respondents) were somewhat concerned; there were 0 respondents not at all
concerned.
Figure 7
Teacher perception of verbal and physical attacks on teachers is addressed in
Figure 8. The use of social media has shown an increase in verbal and physical attacks on
teachers at all levels, from local to statewide to national. There were 13% (6
ANALYSIS OF THE TEACHER SHORTAGE
respondents) who were extremely concerned, and 20% (9 respondents) who were very
concerned. The surveyed teachers indicated that 48% (22 respondents) were somewhat
concerned, and 17% (8 respondents) were not concerned.
Figure 8
Figure 9 shows that 15% (7 respondents) were extremely concerned about the lack of
funding for public schools, while 22% (10 respondents) were very concerned. The
majority of respondents, 53% (24 respondents), indicated that they were somewhat
concerned, while 8% (4 respondents) were not concerned at all.
Figure 9
58
ANALYSIS OF THE TEACHER SHORTAGE
59
Figure 10 addresses the overemphasis on standardized testing. When asked about
their perceptions of the overemphasis on mandatory testing, 28% (13 respondents)
indicated that they were extremely concerned, and 42% (19 respondents) were very
concerned. 24% (11 respondents) noted that they were somewhat concerned, and only
4% (2 respondents) were not concerned at all.
Figure 10
Teachers' perceptions of school safety and gun violence are depicted in Figure 11.
In this survey, 31% (14 respondents) indicated they were extremely concerned, while
24% (11 respondents) were very concerned. 37% (17 respondents) checked that they
were somewhat concerned, and 6% (3 respondents) were not concerned at all.
ANALYSIS OF THE TEACHER SHORTAGE
60
Figure 11
Figure 12 gathered information regarding teachers’ perceptions of the lack of
parental involvement. 20% (9 respondents) were extremely concerned, while 53% (24
respondents) indicated they were very concerned. There were 26 percent (12
respondents) who were somewhat concerned and zero percent (0 respondents) who were
not concerned at all.
Figure 12
The impact of the COVID-19 pandemic is addressed in Figure 13. When asked
about the impact of COVID-19 as a teaching challenge, 8% (4 respondents) believed it to
be extremely concerning, while 36% (12 respondents) indicated they were very
ANALYSIS OF THE TEACHER SHORTAGE
61
concerned. 42% (19 respondents) were somewhat concerned, and 22% (10 respondents)
were not concerned at all.
Figure 13
Figure 14 addresses the shortage of substitute teachers. Respondents were asked if
they were experiencing more vacancies in their school than in prior years for any of the
following positions, substitute teachers, support staff, classroom teachers, counselors, and
administrators. Respondents were provided with three choices, yes, no, or I don’t know.
When asked if there was an increase in substitute teacher vacancies in their building, 91%
(41 respondents) indicated yes, while only 8% (4 respondents) said they did not know.
The number of responses selecting no was zero.
ANALYSIS OF THE TEACHER SHORTAGE
62
Figure 14
Figure 15 displays information about unfilled support staff positions. When asked
if there was an increase in vacancies in the following support staff positions
(Paraprofessionals, Bus Drivers, Custodians, Secretaries, Cafeteria Staff, etc.), the vast
majority of teachers, or 80% (36 respondents) indicated. Only one respondent, or 2%,
selected no, while 17% (8 respondents) were unsure.
Figure 15
In Figure 16, survey respondents were asked if they thought there was an increase
in classroom teacher vacancies, and only 20% (9 respondents) indicated yes. Conversely,
55% (25 respondents) felt that there was not an increase in classroom teacher vacancies.
The percentage of respondents who were unsure (11 respondents) was 24%.
ANALYSIS OF THE TEACHER SHORTAGE
63
Figure 16
In Figure 17, current teachers had a similar perception when asked about a
shortage of administrators in their schools. 6% (3 respondents) felt that there was a
shortage of administrators, while 68% (31 respondents) answered that there was not a
shortage of administrators. 24% (11 respondents) answered that they did not know.
Figure 17
In Figure 18, teachers were asked if the staffing shortages had caused issues
within the building. 34% (12 respondents) felt that teachers had lost preparation time to
cover classes, while 42% (15 respondents) witnessed support staff acting as substitute
teachers. 37% (13 respondents) answered that teachers were forced to absorb students
from other classrooms. Only 14% (5 respondents) mentioned that school transportation
ANALYSIS OF THE TEACHER SHORTAGE
64
was either decreased or canceled. 34% (12 respondents) noted that school administration
had been forced to cover classes in their buildings.
Figure 18
Teachers were asked if they thought increasing salary and benefits would help
with the retention of educators in Figure 19. 46% (21 respondents) indicated that they
were not interested in leaving teaching. There were zero teachers (0 respondents) who
didn’t think this would be helpful. 24% (11 respondents) thought this would be
somewhat helpful, and 28% (13 respondents) thought it would help a great deal.
Figure 19
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65
In Figure 20, teachers were asked if they thought adding a significant bonus for
completing another school year would help with the retention of teachers. 28% (13
respondents) indicated that they were not interested in leaving. Only one respondent
indicated that they did not think this would help with teacher retention. 37% (17
respondents) thought it would help somewhat, and 28% (13 respondents) thought it
would help a great deal.
Figure 20
Figure 21 addresses the perceptions of staff regarding hiring more staff to reduce
workload. When teachers were asked if hiring more staff to reduce workloads would help
with the retention of teachers, 26% (12 respondents) answered that they were not
interested in leaving teaching. 20% (9 respondents) felt that this would not be helpful.
The majority of respondents, 33% (15 respondents), felt that hiring more staff would be
somewhat helpful, while 20% (9 respondents) thought it would help a great deal.
ANALYSIS OF THE TEACHER SHORTAGE
66
Figure 21
Figure 22 shows results of teachers’ perceptions of hiring more staff to address
the physical, social, and emotional needs of students. When asked about hiring more
support staff to address the physical, social, and emotional needs of the students, 25% (11
respondents) indicated that they were not interested in leaving the teaching field. 11% (5
respondents) felt that this would not have an impact. 22% (11 respondents) noted that it
would have some impact, while 40% (18 respondents) thought that the hiring of more
support staff would help a great deal with the retention of teachers.
Figure 22
Figure 23 addresses loan reimbursement for educators with student loan debt.
When asked if loan reimbursement subsidy for educators with student loan debt would be
beneficial in the effort to retain teachers, 28% (13 respondents) answered that they were
ANALYSIS OF THE TEACHER SHORTAGE
67
not interested in leaving the teaching profession. 40% (18 respondents) did not feel that
this would have any impact on teacher retention. 15% (7 respondents) indicated that they
believed there would be some impact, while an equal number of respondents (15%, seven
respondents) believed this would help a great deal.
Figure 23
The perceptions of mentoring program for newly hired teachers is featured in
Figure 24. When posed with the question of whether mentoring programs to support new
teachers would be helpful in the retention of educators, 28% (13 respondents) indicated
that they were not interested in leaving the teaching field. 31% (14 respondents)
answered that they believed these programs would have no effect on teacher retention.
28% (13 respondents) thought there would be some impact, while 11% (5 respondents)
noted that this would help a great deal.
ANALYSIS OF THE TEACHER SHORTAGE
68
Figure 24
Figure 25 focuses on school safety being a factor in teacher recruitment and
retention. Several questions were asked to current teachers at Richland School District
about their level of concern regarding school safety. 20% (9 respondents) indicated that
they are very concerned about verbal/emotional bullying of students. 54% (24
respondents) are somewhat concerned about this issue. 20% (9 respondents) were not
very concerned, while 4% (2 respondents) were not concerned at all.
Figure 25
In Figure 26, most teachers who responded have some level of concern about
rumors and threats of violence in schools. 11% (5 respondents) noted that they were very
concerned, while 46% (21 respondents) indicated they were somewhat concerned. 28%
ANALYSIS OF THE TEACHER SHORTAGE
69
(13 respondents) answered that they were not very concerned, while 13% (6 respondents)
were not at all concerned.
Figure 26
Figure 27 addresses physical violence without a weapon. Only a small percentage
of respondents were very concerned about physical violence without a weapon in
schools. Two percent (1 respondent) were very concerned, while 31% (14 respondents)
were somewhat concerned. 48% (22 respondents) were not very concerned, while 17%
(8 respondents) were not at all concerned.
Figure 27
In Figure 28, a relatively similar number of teachers were concerned when asked
about violence with a weapon other than a gun. 6% (3 respondents) indicated that they
were very concerned, while 28% (13 respondents) showed they were somewhat
ANALYSIS OF THE TEACHER SHORTAGE
70
concerned. The majority, 51% (23 respondents), were not very concerned, while 13% (6
respondents) were not at all concerned.
Figure 28
In Figure 29, about half of the teachers who responded indicated that they were
concerned about violence with a gun at school. 15% (7 respondents) were very
concerned, while 35% (16 respondents) were somewhat concerned. 37% (17
respondents) were not very concerned, while 11% (5 respondents) noted that they were
not at all concerned.
Figure 29
Of the 45 respondents who completed the survey, only 21 participants responded to
the open-ended question, “Is there anything else you would like to add regarding the
survey?”. Some of the themes that emerged from the responses were:
ANALYSIS OF THE TEACHER SHORTAGE
Administrative support for teachers is very important.
The hiring of support staff in the district is needed to ensure quality aides and
71
support staff are available, particularly in special education.
A lot of these things mentioned in this survey are HUGE issues outside of my
district, but we are a little sheltered from some of the great difficulties some
teachers are facing around the country. Compared to other schools in our area, we
have many resources, and most of our students have support at home.
There has been a shift in the amount of parental support. I think many students
require more emotional support now than ever.
Our students are facing more issues than ever in their personal lives, and I feel
like they really struggle to handle these issues that arise. I think that a large
majority of them aren't receiving that support from home.
Local Superintendent Interview Results
Data were gathered from three local superintendents regarding their perceptions
of the teacher shortage. These superintendents each had over 20 years of experience in
education and have worked in multiple school districts during their careers. When asked
about what trends can you talk about regarding the teacher recruitment and hiring
process, the participants responded:
“There is clearly an issue regarding the number of potential teaching candidates.
Over the years, I have seen a drastic decline in the number of applications
received for all positions. Additionally, there is also a certification issue
regarding Elementary and Special Education. Finding the correctly certified
candidate can be cumbersome. Additionally, looking at teachers acquiring a
ANALYSIS OF THE TEACHER SHORTAGE
72
traditional master's degree can also be an issue when looking through the lens of
Dual Enrollment. The local colleges and universities with teaching programs
have seen fewer numbers. Recent trends show some growth, but nowhere near
the earlier numbers of enrolled teacher candidates” (Superintendent 1, personal
communication, April 11, 2023).
“We certainly are having a more challenging time getting people to apply for jobs.
My experience, as you mentioned, is unique because I came from a district where
teacher salaries were not where they needed to be. So, we were not having people
apply for the available jobs” (Superintendent 2, personal communication, April
19, 2023).
When asked, “Do you have a teacher shortage in your school district? What are some
of the challenges that your district faces regarding the teacher shortage?”, responses
included:
“We have been fortunate to be able to navigate these issues. Some certs
(secondary Math, Chemistry, Tech Ed, etc. are really tough to fill right now. We
have had to wait to hire and have spent a considerable amount of time looking for
candidates. Several local peer schools have lower pay scales, and these
candidates are eager to go to bigger districts. As far as finding long-term
substitutes or substitutes at any level. This is an increasingly challenging task”
(Superintendent 1, personal communication, April 11, 2023).
"I think that depends on the curricular area. I am not certain about the specific
sciences yet because we have not had any of those positions, but we are having
ANALYSIS OF THE TEACHER SHORTAGE
73
really no trouble with math, English, science, social studies, and elementary”
(Superintendent 2, personal communication, April 19, 2023).
When the Superintendents were asked, “If your district faces a teacher shortage, what
steps will you take to remedy the situation?”, responses included:
“I have actively spoken to upcoming graduates at three local universities. We
advertise in several mediums outside of the local newspaper. Ultimately,
restructuring staff and/or altering programming may become an issue. Actively
looking at creative or alternative solutions. We are looking at improving the
mentorship program, customer service/school climate, and other comfort-related
ideas” (Superintendent 1, personal communication, April 11, 2023).
“We've expanded where we're advertising. We are using online resources such as
social media, Penn Link, and Linked In” (Superintendent 2, personal
communication, April 19, 2023).
When asked, “Have you noticed an increase in teachers leaving the district for jobs
outside the classroom? If so, what are the reasons for these departures?”, responses
included:
“Yes, a more flexible work schedule, working from home, and increased pay
schedules appear to be trigger points. Recruitment from companies looking for
educators to help recruit and train staff. The labor market in other sectors has
increased the desire of outside companies” (Superintendent 1, personal
communication, April 11, 2023).
“We lost two teachers to the Commonwealth Charter Academy that opened up in
Johnstown, and the reason the teacher explained to me was the ability to be home
ANALYSIS OF THE TEACHER SHORTAGE
74
with her children, young children. Additionally, it was about a significant pay
raise (Superintendent 2, personal communication, April 19, 2023).
When Superintendents were asked, “Is the district facing difficulties finding
employees to fill support positions such as paraprofessionals, bus drivers, secretaries,
custodians, and cafeteria workers? If so, how is the district responding to these issues?”
responses included:
“We have been fortunate in this area as well. However, we are constantly
advertising, hiring, and managing this employment sector as well. We take a
similar approach to the teachers. This is an area where flexible schedules and
workdays can come into play” (Superintendent 1, personal communication, April
11, 2023).
“Yeah, this is the one that is really destroying us. We have several open
positions. This current contract that was signed and is good through 2026
includes all our cafeteria paraprofessionals, custodians, cleaners, and secretaries
that are all in one contract” (Superintendent 2, personal communication, April 19,
2023).
When Superintendents were asked, “Is there anything else you'd like to discuss
regarding the questions today?”, responses included:
“This has been an ongoing issue for the past several years. Many of the concerns
will focus on using available resources to rectify these issues. Yes, the financials
of the issue need to be addressed, yet schools are pressed to be more efficient with
their operational budgets. Some of the issues, such as the work from home and
flexible schedule requests, are problematic when looking at the traditional school
ANALYSIS OF THE TEACHER SHORTAGE
75
day and school need” (Superintendent 1, personal communication, April 11,
2023).
Local School Counselor Interview Results
The data was collected from three school counselors at local high schools about
their conversations with high school seniors entering college to become teachers. It is
important to note that each of these counselors has a minimum of 15 years of experience
in the field of education. Participants were asked about their conversations with students
regarding their desire to attend college for education or concerns about entering the
education field. Respondents answered with the following:
“The number of students who have decided to enter the education field has varied
yearly in our district. Still, the district usually averages around 2-4 students per
year who decide to pursue a degree in education after high school. Students who
connect with the decision tend to share that they love a subject area because a
teacher, teaching style, or family member has inspired them to teach Other
students have community experiences (working at a daycare, lifeguarding at the
pool, or teaching Sunday school at church) and within their homes that encourage
the spark. Usually, students light up when they talk about it; for many, it has been
what they wanted to do for years. During those conversations, we discuss
shadowing, especially in different grades, to pinpoint and confirm their interest
area. We discuss marketability and creating platforms where they are dualcertified. We also talk about, as I do with all my students, in any career, the
wonderful aspects of the career as well as the challenging aspects. As a
counselor, it is not my job to share my personal thoughts on any profession, as
ANALYSIS OF THE TEACHER SHORTAGE
76
that is not purposeful or appropriate in my discussion with the student. My job is
to help the student identify his/her strengths and help connect him/her with every
opportunity to solidify their choice. We need great teachers, and I am hopeful
some will come from our district someday” (Counselor 1, personal
communication, June 26, 2023).
“So, I have, specifically this year, some students who are on the fence between
being educators or doing something else. And so those sorts of things have come
up in student interviews this year. Students say they are worried about supporting
a family if they do not have a husband. They are worried about college debt
coming out and trying to balance it all. Those questions come up when students
are trying to figure out if they want to go into the teaching field (Counselor 2,
personal communication, April 13, 2023).
"We've had a lot of students that have gone back into teaching. And you know
what? The athletes go back to being teachers because they've had that positive
mentor in their lives, and they want to be that positive influence on others”
(Counselor 3, personal communication, April 21, 2023).
Teachers Who Have Left the Traditional Classroom Interview Results
Interviews were conducted with three teachers who have left the traditional
classroom for other opportunities. The participants' experiences varied as some were
teachers for less than five years while others were in the classroom for over 20 years.
There were male and female participants and teachers from the elementary and secondary
teaching environments. Participants were asked multiple questions about their unique
circumstances of leaving the classroom.
ANALYSIS OF THE TEACHER SHORTAGE
77
When asked what their motivations were for entering the teaching profession,
respondents answered:
“As one of the older siblings in a large family, I was always asked to help my
younger siblings with homework and studying. This was something that came
naturally to me, and I enjoyed helping others” (Former Classroom Teacher 1,
personal communication, June 26, 2023).
“I enjoy kids. I enjoy working with them, helping them. I like seeing their
progress over time. Just overall kid enjoyment” (Former Classroom Teacher 2,
personal communication, May 26, 2023).
“As a young child, I always wanted to be two things, a teacher and a mom”
(Former Classroom Teacher 3, personal communication, July 17, 2023).
When asked to talk to me a little bit about their experiences as a classroom
teacher, respondents answered:
“I really enjoyed the classroom environment. I taught in the traditional classroom
for over 20 years and really enjoyed most aspects of the job, including
extracurricular activities such as coaching” (Former Classroom Teacher 1,
personal communication, June 26, 2023).
“Up until the pandemic, I really enjoyed my time in the classroom” (Former
Classroom Teacher 3, personal communication, July 17, 2023).
When asked what factors led to their leaving the profession, respondents
answered:
“Unfortunately, teaching in the traditional classroom did not provide some of the
job flexibility that some other opportunities present. As a teacher in a cyber
ANALYSIS OF THE TEACHER SHORTAGE
78
charter school, I now have the flexibility to spend time with my family, with the
bonus of receiving a pay raise”.
“100% Family. My son being with my son more raising him So being able to
focus more on family” (Former Classroom Teacher 2, personal communication,
May 26, 2023).
“There were multiple factors that led to my departure. Some of it was the
difficulty of teaching during the height of the pandemic. I also was starting a
family and wanted more flexibility with my schedule. Finally, other opportunities
offer more financial rewards” (Former Classroom Teacher 3, personal
communication, July 17, 2023).
Summary
Chapter IV of the research project focuses on presenting the analysis of data and
results related to the identified research questions. The data includes responses from 45
Richland School District teachers, three local school counselors, three area school
superintendents, and three former teachers who left the classroom. The goal is to address
the challenges of teacher retention and gather insights for potential solutions. The chapter
is divided into four main sections: Data Analysis, Results, Discussion, and Summary.
Data was collected through surveys administered to current teachers in the
Richland School District. Demographic information was analyzed to understand
participant responses better. Open-ended questions provided insights into teachers'
perceptions of the teacher shortage. Statistical analysis was performed on survey
responses to assess significance.
ANALYSIS OF THE TEACHER SHORTAGE
79
The results of the Richland School District teacher survey are detailed.
Demographic breakdowns show teaching experience distribution. Job satisfaction rates
are presented, indicating high levels of satisfaction. Future plans of teachers regarding
their careers are highlighted. Concerns about teacher shortages, student behavioral issues,
pay and benefits, safety, and more are discussed. Superintendent interviews reveal
concerns about candidate numbers, certification issues, and recruitment strategies.
Counselor interviews explore students' aspirations to become teachers and concerns about
the education field. Former teachers' interviews provide insights into motivations for
entering teaching and reasons for leaving.
The chapter concludes with a summary of the data analysis and results. The
presented information provides valuable insights into teacher perceptions and challenges.
This data can be used to support initiatives for retaining high-quality teachers within the
Richland School District. The research project aims to address key issues affecting
teacher recruitment and retention.
Chapter IV offers a comprehensive analysis of data collected from various
sources, shedding light on the perceptions, concerns, and potential solutions related to
teacher retention and recruitment challenges in the education system.
ANALYSIS OF THE TEACHER SHORTAGE
80
Chapter V
Conclusions and Recommendations
In the current era of teacher shortages, one of the biggest challenges our schools
face is a shortage of educators. In the United States, throughout Pennsylvania and the
region surrounding the Richland School District, there has been a dramatic decline in the
number of individuals enrolling in teacher preparation programs. According to the
Pennsylvania Department of Education, Emergency Permits, for the first time ever in
Pennsylvania, outnumber Newly Certified Teachers (n.d.-a). In the time period “between
the 2008-09 and the 2018-19 academic years, the number of people completing a teachereducation program declined by almost a third” (Will, 2022, para. 3).
There is an abundance of reasons for the shortage of highly qualified educators.
Financially, young people face rising costs while educator compensation have been
stagnant. It has been difficult to recruit and retain educators due to declining interest and
the status of the teaching profession. The working conditions for teachers have become
increasingly stressful with limited opportunities for advancement and career progression.
Teachers often need ongoing support and professional development opportunities to stay
motivated and effective in the classroom. Teachers may struggle to deal with changing
education policies, test requirements, and other administrative burdens.
A high attrition rate of classroom staff harms the school climate, the quality of the
classroom environment, and student learning experiences, all of which adversely affect
students' future success. This study aimed to develop and implement research-based
strategies to improve employee retention within Richland School District and other
surrounding school districts in the region.
ANALYSIS OF THE TEACHER SHORTAGE
81
The research conducted throughout this study gathered perceptions of the teacher
shortage from multiple perspectives, which included current teachers, high school
counselors, school superintendents, and teachers who have left the classroom. It provided
them with the opportunity to share their experiences and suggestions for improvement
through this research study. A key goal of this project was to ensure that the Richland
School District had the best possible chance of recruiting and retaining quality teachers.
Conclusions
After analyzing the quantitative and qualitative data collected during this research
study, it can be concluded that Richland School District is facing a lesser shortage than
other regional schools, schools throughout Pennsylvania, and nationally. During surveys
and interviews, a common theme was that Richland School District was experiencing an
increase in teacher shortage, but it was not as impactful as other schools. Below are
conclusions for each of the three research questions.
Research Question #1
The first research question was, “What are some of the unique factors that
discourage prospective teachers from considering K-12 teaching careers? Why are fewer
high school students entering teacher preparation programs in college?” The analysis of
the data collected from the surveys and interviews showed that several unique factors
discourage prospective teachers from considering K-12 teaching careers. This
information was derived from the surveys administered to teachers and interviews. These
factors have contributed to the decline in high school students entering teacher
preparation programs in college.
ANALYSIS OF THE TEACHER SHORTAGE
82
One of the most significant deterrents is the relatively low pay for teachers
compared to other professions that require similar levels of education. A lack of
competitive salaries and financial challenges discourage many prospective teachers from
entering the teaching profession. It is common for teachers to work long hours, both in
and outside the classroom, grading papers, preparing lesson plans, and attending
meetings. It is possible for some individuals to feel overwhelmed by the workload,
causing them to consider careers with a better work-life balance.
Even though they play a vital role in shaping future generations, they may not
always receive the level of respect and recognition they deserve. Potential teachers may
be discouraged from pursuing a career in education due to negative perceptions of the
profession. Standards-based testing can lead to an emphasis on test preparation rather
than creative and effective teaching methods in many educational systems. Those who
are passionate about teaching but feel constrained by rigid testing requirements may be
discouraged by this shift in priorities.
The opportunities for career advancement and professional growth can be limited
in some education systems. It may discourage ambitious individuals from entering the
teaching profession due to the lack of clear pathways for advancement and recognition.
It can be challenging to manage a classroom full of students with varying needs
and behaviors. Teachers may feel unprepared to handle disciplinary issues and maintain
control in the classroom. The lack of administrative support and inadequate resources,
such as teaching materials and technology, can make teaching more challenging and less
attractive to prospective educators. When students are facing personal and academic
challenges, teaching can be emotionally challenging. Some prospective teachers may be
ANALYSIS OF THE TEACHER SHORTAGE
83
deterred from teaching due to the emotional strain of supporting and connecting with
students.
Compared to other professions, teaching can appear less stable due to concerns
about job security, especially during budget cuts. Teachers who feel bogged down by
paperwork and administrative tasks, detracting from their classroom time, may become
frustrated with the bureaucracy of some education systems.
These factors require systemic changes in the education system, including better
compensation and professional development opportunities for teachers, and a greater
emphasis on the value of the teaching profession. Encourage and support young students
who are interested in teaching at an early age can also increase the number of people who
enter teacher preparation programs in college.
Through analysis of the research, it was found that students in Richland High
School have been continuing to enter college to study education and earn teaching
degrees. Many members of the Class of 2018 and 2019 have recently completed their
degrees and have applied for teaching positions, both locally and nationally. Furthermore,
a number of students from the Classes of 2022 and 2023 indicate they will major in
education in college. Despite the trend being down statewide and nationally, recent
graduates of Richland School District seem not to be affected by it.
ANALYSIS OF THE TEACHER SHORTAGE
84
Research Question #2
The second research question of this study was, “Which factors contribute to the
growing number of K-12 teachers leaving the classroom before retirement age?” The
research showed that several factors contributed to the growing number of K-12 teachers
leaving the classroom before reaching retirement age.
Teachers often earn relatively low salaries and receive limited benefits compared
to other professions requiring similar levels of education and experience. Some educators
may seek higher-paying jobs outside teaching due to this financial strain.
The teaching profession can be challenging, requiring long hours, lesson
planning, grading, and dealing with administrative tasks and student behavior issues.
Overwork and stress can cause burnout in teachers, affecting their physical and mental
health. It may be difficult for teachers to feel supported by administrators and parents, or
they may lack access to adequate resources and opportunities for professional
development. It can be challenging for educators to thrive without support.
It can be stressful and detract from the joy of teaching when standardized testing
is emphasized and pressure is placed on students to improve. It may seem that teachers
are limited in their teaching methods and forced to "teach to the test."
It may be perceived that teacher evaluation systems are unfair or overly reliant on
student test scores, which may negatively affect job satisfaction and retention. Because of
strict mandates and policies, teachers may feel they have little control over their
classroom environment and curriculum, resulting in frustration and dissatisfaction.
The school population is constantly changing, with increasing diversity and
varying learning needs. Teachers may find it challenging to adapt to these changes and
ANALYSIS OF THE TEACHER SHORTAGE
85
effectively meet all students' needs. It is possible that teachers will reconsider their career
choice if they perceive inadequate support from school administrations because of
concerns about school safety and violence.
Educators may be discouraged from staying in the classroom long-term due to the
lack of clear career paths. Since some teachers have transferrable skills and educational
backgrounds, they may consider other employment options that offer better
compensation, a better work-life balance, or a greater sense of job satisfaction.
Providing better support and incentives for teachers could help improve teacher
retention rates and create a more stable and fulfilling teaching workforce. A multifaceted
approach is required to effectively address the factors contributing to teachers leaving the
classroom, which can be complex and interrelated.
Two of the teachers who were interviewed for this research project indicated that
the overwhelming reason that they left the traditional classroom for other opportunities
was that they were young mothers and wanted the opportunity to raise their children and
not send them to daycare. They both indicated that they loved teaching and they may
come back in future years once their children are older. Another interviewed teacher left
the brick and mortar classroom to work in a cyber charter classroom environment. After
over 20 years in the classroom, he left for an increase in compensation and the freedom to
work at hours that fit his parental responsibilities. As part of the interviews for this
research project, it was alarming how many teachers locally were leaving the brick and
mortar classroom for a cyber charter environment.
ANALYSIS OF THE TEACHER SHORTAGE
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Research Question #3
The third research question of this study was, “What short-term and long-term
solutions can be provided to increase the number of available teacher candidates?” It is
crucial to address teacher shortages and ensure the quality of education in the long run by
increasing the number of available teacher candidates. The following are some short-term
and long-term solutions.
Some short-term solutions include incentives and scholarships. Financial
incentives, grants, and scholarships can be offered to encourage individuals to pursue
teaching as a career. Loan forgiveness programs, tuition assistance, and stipends during
teacher preparation programs can all be part of this.
Through targeted recruitment campaigns, you can promote the advantages and
rewards of being a teacher by showcasing their benefits and rewards. Social media as
well as educational fairs, community events, and other media can be used to contact
potential candidates for these campaigns.
There is a growing interest in alternative certification programs. Provide
alternative routes to teacher certification for individuals with degrees or relevant work
experience. This will make entering the teaching profession easier for former career
changers. By creating accelerated teacher preparation programs that provide intensive
training to candidates with solid content knowledge but lacking formal education
training, fast-track training programs can improve the problem. Schools can partner with
colleges and universities to identify potential teacher candidates and encourage them to
consider teaching as a career path. School presentations, workshops, and internships can
all be used to accomplish this goal.
ANALYSIS OF THE TEACHER SHORTAGE
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Long-term solutions include teacher pipeline programs. Collaborate with schools,
districts, and universities to develop comprehensive teacher pipeline programs. Through
mentorship, internships, and early exposure to the teaching profession, these programs
can nurture future teachers early.
Improved working conditions and salaries are essential. By improving working
conditions, offering competitive salaries, and providing opportunities for professional
advancement, we can enhance teacher retention and attraction. It is important to invest in
ongoing professional development for teachers to attract candidates who value
continuous learning and growth.
It is essential to cultivate a positive public perception. Highlighting the positive
impact teachers have on society through public awareness campaigns and promoting the
teaching profession as a rewarding career. Long-term solutions include encouraging and
supporting the recruitment of teachers from diverse backgrounds to better represent the
student population. In order to attract and prepare teacher candidates, collaborate with
non-profit organizations that focus on education and teacher development.
Long-term solutions to the teacher shortage can be found through research and
data-driven strategies. Utilize data to inform targeted strategies to increase the number of
teacher candidates by continuously monitoring and analyzing teacher workforce trends.
To create an environment that fosters professional growth, attracts high-quality
educators, and ultimately improves the quality of education they provide to their students,
schools can combine short-term strategies to address immediate staffing needs with longterm strategies to build a robust and contented pool of teachers. Teachers' well-being and
development is an integral part of a virtuous cycle, where improved education leads to
ANALYSIS OF THE TEACHER SHORTAGE
88
greater opportunities for students and further enhances the school's appeal to prospective
teachers.
Action Plan and Recommendations
Based on the findings of the surveys and interviews, the researcher suggests the
following action plans. As a result of the suggested action plans, Richland School District
should be able to minimize the impact of teacher shortages. Components of the action
plans and corresponding recommendations include the following:
The Richland School District needs to improved recruitment strategies. This can
be accomplished by collaborating with universities and colleges to establish strong
partnerships for teacher preparation programs. The school district can offer incentives
such as signing bonuses, loan forgiveness, or housing assistance to attract prospective
teachers. To ensure representation and inclusivity in the school district, it would be
beneficial to recruit from a diverse pool of candidates.
The school district should focus on teacher development and retention. The school
district can provide professional development opportunities to enhance teachers' skills
and keep them engaged in their profession. The district can work with current teachers to
create mentorship programs where experienced teachers support and guide new
educators. For teachers who want to take on leadership roles, the school can implement
career advancement pathways, allowing teachers to take on leadership roles or
specialized positions.
The school district should remain competitive with compensation and benefits by
offering competitive salaries and benefits packages to attract and retain highly qualified
ANALYSIS OF THE TEACHER SHORTAGE
89
teachers. The school district should consider performance-based pay increases to reward
teachers for exceptional work.
A supportive work environment is important for many school employees. The
school district must foster a positive and supportive school culture that values and
appreciates teachers' contributions. Building principals should address concerns about
excessive workload and provide resources to alleviate stress for teachers.
When possible, flexible scheduling can be implemented and workload reduced.
District administrators can explore options for flexible scheduling or part-time teaching
positions to accommodate teachers' personal needs and preferences.
The school district can implement and utilize educational technology to
streamline administrative tasks and reduce the burden on teachers. If technology is
incorporated, it is imperative to invest in professional development to ensure teachers are
proficient in using technology effectively.
The district should attempt to increase community engagement by collaborating
with the community to create partnerships that enhance the learning environment and
provide additional support for teachers.
The school district should invest and develop a "grow your own" initiative that
identifies and supports promising local students who have the potential to become future
teachers.
It is important that the school district launches an awareness campaign to
highlight the rewards and impact of teaching as a career.
ANALYSIS OF THE TEACHER SHORTAGE
90
An Alternative certification program can be promoted within the district. One way
to achieve this is by implementing alternative certification programs to attract individuals
from diverse backgrounds who may not have followed traditional teaching pathways.
Addressing teacher attrition must be addressed. First and foremost, building
principals should conduct exit interviews and surveys to understand the reasons behind
teacher attrition and implement strategies to address them.
The school district leadership must advocate for education funding and policies.
All stakeholders (School Board, Superintendent, Administration, Teachers, Students,
Community, etc...) should encourage policymakers to invest in education and create
policies that support teacher recruitment and retention.
Addressing a teacher shortage is a long-term process, and these action plans
require collaboration between schools, districts, policymakers, and the community. By
combining these strategies, schools can reduce the impact of the teacher shortage and
ensure a stable and skilled teaching workforce in the future.
Fiscal Barriers
The financial implications of any organization are always a concern. In order for
school districts to allocate resources effectively, they must make sound financial
decisions. Most of the recommendations have a minimal impact or zero financial impact.
However, the recommendation of offering competitive salaries and benefits packages to
attract and retain highly qualified teachers can potentially be very costly. Richland
School District is currently competitive with the surrounding districts regarding
competitive salaries and benefits packages.
ANALYSIS OF THE TEACHER SHORTAGE
91
Further Research/Planning
This study has provided several recommendations to reduce the impact of the
teacher shortage, but there are still many areas for future research. The following is a list
of areas for future consideration:
Teacher Preparation and Training: Determine the effectiveness of teacher preparation
programs and professional development initiatives. Teachers' ongoing support needs
should be examined, as well as how well these programs prepare them for success in
the classroom.
Recruitment Strategies: Conduct an analysis of the success of various teacher
recruitment strategies, such as scholarships, loan forgiveness programs, and
alternative ways to become a teacher. Identify the most effective recruitment
approaches for attracting and retaining high-quality educators.
Comparative Studies: Analyze teacher shortage strategies across regions, states, or
countries to identify successful ones. Educators and policymakers can gain valuable
insights from analyzing international best practices.
Technology and Education: Investigate the role that technology plays in alleviating
the teacher shortage. The integration of educational technology, such as online
teaching platforms or artificial intelligence-based tutoring, can support teachers and
expand educational opportunities.
Teacher Burnout and Well-being: Examine teacher burnout and the impact it has on
teacher shortages. Identify factors contributing to teacher burnout and explore
interventions that might promote well-being.
ANALYSIS OF THE TEACHER SHORTAGE
92
As a result of conducting research in these areas, policymakers and education
stakeholders can gain valuable insights into the complex issue of teacher shortages and
develop evidence-based strategies to attract, retain, and support highly qualified teachers
in the future.
Summary
Chapter V addresses the critical issue of teacher shortages in the Richland School
District and surrounding regions. The chapter draws conclusions from the research
conducted on the factors contributing to the shortage of educators and provides actionable
recommendations to mitigate the shortage and improve teacher recruitment and retention.
There are significant challenges posed by teacher shortages in the current era, as
this chapter acknowledges. It highlights the decline in enrollment in teacher preparation
programs, particularly in the Pennsylvania region, and underscores the detrimental impact
of high attrition rates on school climate and student learning experiences.
The study examines the shortage of qualified educators from multiple
perspectives, including current teachers, school administrators, counselors, and former
teachers who left the profession. The chapter concludes that while the Richland School
District experiences a teacher shortage, it is relatively less severe compared to other
schools in the region, Pennsylvania, and nationally.
The research identifies several unique factors that discourage individuals from
pursuing K-12 teaching careers. These include relatively low pay, lack of respect and
recognition, standards-based testing pressure, limited opportunities for career
advancement, classroom management challenges, and emotional strain. The conclusions
ANALYSIS OF THE TEACHER SHORTAGE
93
emphasize the need for systemic changes in education, better compensation, professional
development opportunities, and early support for prospective teachers.
The chapter also concludes that despite a statewide and national trend of declining
interest in teaching, Richland High School students continue to pursue education degrees,
suggesting a positive outlook for addressing the shortage.
The chapter identifies areas for future research, including the effectiveness of
teacher preparation programs, successful recruitment strategies, international best
practices, technology's role in addressing shortages, teacher burnout and well-being, and
interventions to promote well-being.
ANALYSIS OF THE TEACHER SHORTAGE
94
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ANALYSIS OF THE TEACHER SHORTAGE
APPENDICES
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Appendix A
Survey Questions for Non-Tenured and Veteran Teachers
1. How long have you been a full-time teacher?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Are you an elementary or secondary school teacher?
1. elementary school
2. secondary school
3. Are you a non-tenured or tenured teacher?
1. non-tenured
2. tenured
4. Gender
1. Male
2. Female
5. Generally speaking, how satisfied are you overall with your job?
1. very satisfied
2. fairly satisfied
3. somewhat satisfied
4. not that satisfied
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103
6. How satisfied are you overall with the difficulties facing educators today?
1. very satisfied
2. fairly satisfied
3. somewhat satisfied
4. not that satisfied
7. Over the next three to five years, do you expect to:
1. Continue working in your current school/job
2. Work in education but a different school or district
3. Leave education for a different career
4. Retire
8. Thinking about the various challenges confronting educators today, how
concerned are you about each of the following where you work:
Extremely Concerned
Very Concerned
Somewhat Concerned
Not Concerned At All
a.
Shortages Of Teachers And Staff
b.
Student Behavioral Issues And Mental Health
c.
Teacher And Staff Pay And Benefits
d.
Verbal And Physical Attacks On Teachers
e.
Lack Of Public School Funding
9.
Thinking about the challenges facing educators today, how concerned are you
about each of the following where you work:
ANALYSIS OF THE TEACHER SHORTAGE
Extremely Concerned Very Concerned Somewhat Concerned Not
Concerned At All
a.
Overemphasis On Standardized Testing
b.
Class Sizes And Caseloads
c.
Gun Violence And School Safety
10.
d.
Lack Of Parental Involvement
e.
Impact Of Covid-19
Are you experiencing more vacancies in your building than usual for any of
the following positions (YES/NO)?
1. Substitute Teachers
2. Support Staff (i.e., Paraprofessionals, Bus Drivers, Custodians,
Secretaries, Cafeteria Staff, etc.)
3. Teachers
4. Counselors, Therapists, and Social Workers
5. Administrators
11.
Within the last year, have staffing shortages caused any of the following
problems in your building (check all that apply):
1. Teachers have lost preparation time to cover classes
2. Support staff have acted as substitute teachers
3. Teachers were forced to absorb students from other classrooms.
4. School transportation has been decreased or canceled
5. School administrators have been forced to cover classes
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ANALYSIS OF THE TEACHER SHORTAGE
12.
105
Below are some recommendations to improve the retention of professional
educators. For you, mark how much difference each would make in keeping you from
leaving your position over the next 24 months?
I’m Not Interested In Leaving
None
Somewhat
A Great Deal
a.
Increasing salary and benefits
b.
A significant bonus for completing another school year
c.
Hiring more staff to reduce workloads
d.
Hiring more support staff to address the physical, social, and emotional needs
of students
e.
Loan reimbursement subsidy for educators with student loan debt
f.
Mentoring programs to support new teachers
13.
Regarding school safety, how concerned are you about the following where
you work?
Very concerned
Somewhat concerned
Not very concerned
Not at all concerned
a.
Verbal/Emotional Bullying Of Students
b.
Rumors And Threats Of Violence
c.
Physical Violence Without A Weapon
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d.
Violence With A Weapon Other Than A Gun
e.
Violence With A Gun
14.
Are you interested in participating in a follow-up interview in the future?
1. yes
2. no
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Appendix B
Interview Questions for High School Counselors
1. How long have you been a full-time school counselor?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Are you a non-tenured or tenured school counselor?
1. non-tenured
2. tenured
3. Gender
1. Male
2. Female
4. What is your role in the Act 339 process at your school?
5. Explain your role in supporting college and career readiness at your school.
6. What is your experience working with high school students in preparation for
choosing a college major? Can you elaborate on those conversations?
7. Have you talked with students about their desire to attend college for
education or their concerns about entering the education field? Can you
elaborate on those conversations?
8. Is there anything else you would like to discuss regarding the questions today?
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Appendix C
Interview Questions for Teachers Who Have Left the Field of Teaching
1. How long did you work as a professional educator before leaving the field?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 20-30 years
5. 31 years or more
2. Were you an elementary or secondary teacher?
1. elementary school
2. secondary school
3. When leaving the education profession, were you a non-tenured or tenured
teacher?
1. non-tenured
2. tenured
4. Gender
1. Male
2. Female
5. What were your motivations for entering the teaching profession?
6. Talk to me a little bit about your experiences as a classroom teacher.
7. What factors led to your leaving the profession?
1. Lack of support staff
2. Work/Personal life imbalance
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109
3. Lack of administrative support
4. Changing programs
5. Student behavior
6. Parents
7. Covid concerns
8. Healthcare costs
9. Quality of life
10. Stress
11. Other
8. Is there anything else you would like to discuss regarding the questions today?
ANALYSIS OF THE TEACHER SHORTAGE
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Appendix D
Interview Questions for Superintendents or their administrative designee
1. How long have you been an educator, including time as a teacher and school
administrator?
1. 0-3 years
2. 4-10 years
3. 11-20 years
4. 21-30 years
5. 31 years or more
2. Prior to your role as a Superintendent, were you an elementary or secondary
school administrator?
1. elementary school
2. secondary school
3. K-12
4. Other
3. Gender
1. Male
2. Female
4. What trends can you talk about regarding the teacher recruitment and hiring
process?
5. Do you have a teacher shortage in your school district? What are some of the
challenges that your district faces in regard to the teacher shortage?
ANALYSIS OF THE TEACHER SHORTAGE
111
6. If your district faces a teacher shortage, what steps will you take to remedy the
situation?
7. Have you noticed an increase in teachers leaving the district for jobs outside
the classroom? If so, what are the reasons for these departures?
8. Is the district facing difficulties in finding employees to fill support positions
such as paraprofessionals, bus drivers, secretaries, custodians, and cafeteria
workers? If so, how is the district responding to these issues?
9. Is there anything else you would like to discuss regarding the questions today?
ANALYSIS OF THE TEACHER SHORTAGE
Appendix E
Faculty Member Consent Form
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Appendix F
High School Counselor Consent Form
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Appendix G
Faculty Member Consent Form
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Appendix H
Superintendent or Designee Consent Form
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Appendix I
IRB Approval
Institutional Review Board
250 University Avenue
California, PA 15419
instreviewboard@calu.edu
Melissa Sovak, Ph.D.
Dear Brandon,
Please consider this email as official notification that your proposal titled
“An Analysis of the Teacher Shortage From Multiple Perspectives: Why is it
Difficult to Recruit and Retain High-Quality Teaching Candidates”
(Proposal #PW22-074) has been approved by the Pennsylvania Western
University Institutional Review Board as submitted.
The effective date of approval is 03/01/2023 and the expiration date is
02/29/2024. These dates must appear on the consent form.
Please note that Federal Policy requires that you notify the IRB promptly
regarding any of the following:
(1) Any additions or changes in procedures you might wish for your study
(additions or changes must be approved by the IRB before they are
implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are
necessitated by any events reported in (2).
(4) To continue your research beyond the approval expiration date of
02/29/2024, you must file additional information to be considered for
continuing review. Please contact instreviewboard@calu.edu
Please notify the Board when data collection is complete.
Regards,
Melissa Sovak, PhD.
Chair, Institutional Review Board
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