Retention of public school teachers has been an issue of continuing concern to school administrators. Current research suggests that among those entering the teaching profession, 50% will leave within five years (Murnane, Singer, Willett, Kemple, & Olsen, 1991; Schlechty & Vance, 1981). In the middle grades, teacher shortages tend to be even more pronounced than at other certification levels (Thornton, 2004). Teacher attrition creates many problems. The annual recruitment and placement of teachers is not only time-consuming and labor intensive, it is a costly burden on public school administrators (Boe, Bobbitt, Cook, Whitener & Weber, 1997). Furthermore, teachers hired to replace the teachers who have left often do not have the teaching experience and qualifications of the teachers they are replacing (Rollefson, 1993), and the induction of replacement teachers disrupts instructional programs until the new teachers are assimilated to the culture, curriculum, and school community (Boe et al., 1997).

This study is a secondary data analysis of teacher exit surveys from 11 middle school campuses of a large suburban district over a five-year period. Three hundred sixty-one participants are included in the analysis. Reasons for leaving are summarized using descriptive statistics and open-ended comments were categorized by themes. Factor Mike. You have had faith in me from the beginning. Thank you for hiring me. Thank you for trusting me. Thank you for believing that I had something to offer. You have been more integral to my process than you will ever know. I love that you believe in me. I love that you gave me my dissertation idea. But more than anything I love that you are willing to stand by me. Your steady guidance has influenced me more than you can imagine.

Dr. MacNeil and Dr. Warner. Thank you for your guidance and support throughout this process. Your feedback and encouragement has been significant and valued.

Finally, my fellow doctoral students. My original cohort and the following cohorts have provided me with a fellowship and support system that made it possible for me to complete this degree. We shared the frustrations and pulled each other up when needed, and it is that support that is so valuable. Remember that the process is just as important as the outcome. Our discussions have enriched my experiences.