Tackling Teacher Turnover in Child Care: Understanding Causes and Consequences, Identifying Solutions

Childhood Education, Summer 2006 by Hale-Jinks, Claudia, Knopf, Herman, Kemple, Kristen

Matching caregivers to the teaching assignment they want is a predictor of lower turnover. In a study done by Eberhard et al. (2000), 228 participants were evaluated regarding their reasons for staying with a particular teaching position. This investigation determined that a main factor was attaining a position with a desired number and age group of children. Hamrick (2000) suggests predetermining qualifications for applicants and sticking to those limits. In addition, directors can ask about specific scenarios that the applicant encountered in previous experiences and what the applicant did in that situation, rather than giving a hypothetical situation. This will give a better understanding of the applicant's qualifications.

A director can support a new employee in many ways-for example, by providing literature and continuing education classes on current best practices. Directors can implement staff development programs and mentoring systems to support teachers' individual growth and overall professional development (Carter, 2001).

Directors can gauge how others view their support (Carter & Curtis, 1998) through staff meetings, at which new teachers can socialize with their colleagues. Staff rooms equipped with comfortable furniture and entertainment can be conducive to relaxed interaction. Bulletin board postings that feature the employee of the month and introduce new employees can be displayed in the office, to send a message of appreciation.

Increase Caregiver Compensation. Implementing a plan for increasing compensation can contribute to employee satisfaction and is an effective retention method. The National Association for the Education of Young Children (NAEYC) promotes "providing additional increments in salary based on performance and participation in professional development opportunities" (NAEYC, 2000, p. 58). This can mean providing such basic benefits as health insurance, retirement plans, and sick and vacation leave, and then increasing these benefits as a reward for demonstrating a commitment to working at the center.

Barnett (2003) discusses two categories of programs that directors and child caregivers can consider as they seek to raise wages and decrease turnover. The premise of these programs is that they will afford more training to caregivers and thus qualify them for increased wages. The first, which can be described as supply-side measures in the child care market, addresses increasing caregiver qualifications before caregivers enter the field. Many programs fall into this category, including loans, competitive grants, and apprenticeship programs. For example, the Childcare Provider Loan Forgiveness Demonstration Program allows graduating levels of loan forgiveness for people who earn A.A. and B.A. degrees in early childhood education. While child care personnel who are already in the field may not be able to take advantage of such programs, this measure could lower turnover rates among those new to the field. The second category, or the demand-side programs, include state-funded initiatives to increase caregivers' benefits and salaries. Such programs target practicing caregivers by offering bonuses, stipends, and benefits as participants earn more training and qualifications.