Johnson, Tricia (Cunningham Memorial library, Terre Haute,Indiana State University, 2017-12)
      Teacher retention and recruitment has been studied from many different perspectives, but there is limited research on the issue from the perspectives of current teachers. The purpose of this quantitative study was to gather data to fill a gap in the research concerning teacher recruiting behaviors by asking teachers if they were likely to encourage different categories of people (friend or relative, community member, current student, other students, recent high school graduate, and their own child) to enter the field of education as a profession. Analysis of the data from 2,083 current Indiana teachers found multiple statistically significant differences in the recruiting behaviors of those teachers with differing demographics, certification pathways, future plans, and job satisfaction levels. In addition, multiple variables (gender, age, years of experience, area of the school, future plans, and job satisfaction level) were found to be significant predictors of recruiting behaviors of teachers. Many teachers were not recruiting others into the profession even if they were satisfied with their jobs. Teachers noted low and stagnant salaries, increased workload and expectations, current legislation that has negatively impacted the profession, and a lack of respect from legislators and the community as reasons for not recruiting. Teacher recruiting levels were lowest for those groups closest to them—friend or relative and own child. The more experience teachers had, the less likely they were to recruit which could indicate mounting frustration with the changes to the professions. Younger teachers were most likely to recruit possibly due to their fresh perspective of the profession. Teachers certified through programs other than a traditional v 4-year degree program were more likely to recruit which could indicate that experience beyond the education field and different motivations could allow for a more positive perspective of the profession. Teachers were more satisfied with support and encouragement from administration and working conditions at the building level but frustrated by issues with the larger education structure including salary, increasing expectations, and lack of respect from those outside the field. Even through their frustrations, teachers were passionate about their profession and were willing to contribute to the conversation by not only completing the survey but articulating their views by answering optional open-ended questions as well. The data indicated that legislators, teacher preparation programs, and teacher organizations could benefit from exploring teacher recruiting behaviors and the factors that contribute to those behaviors. The study provided data to contribute to the research and illustrated that teacher recruiting behavior is a viable topic for further research.