English as a Second Language (ESL) Pre-Service Teachers’ Thoughts about Recruitment and Retention of Quality Teachers of Culturally and Linguistically Diverse Learners

Abstract

This study identified important factors that need to be considered concerning the recruitment, retention, and job satisfaction of ESL teachers from the pre-service teacher perspective. The ESL Pre-Service Teacher Questionnaire (EPTQ) was developed and administered to eighty eight undergraduate students pursuing Elementary (Early Childhood-6th grade) Texas Teacher Certification with an English as a second language (ESL) endorsement at a large university in central Texas.  Students rated the importance of the following areas on the EPTQ:  (1) appropriate resources and materials for the classroom; (2) teacher compensation/salary; (3) effective professional development provided by the district; (4) support from administration, parents, and co-workers.  The aforementioned factors are commonly cited in the literature for recruitment and retention of teachers. Results indicated that support from administration, parents, and co-workers was rated as most important for the recruitment, retention and job satisfaction of educators teaching English as a second language. Compensation/salary was identified as least important.