Teacher Perceptions of Factors That Affect Teacher Retention in Low-Performing Schools

Autor/in	Travis, Furlinda
Titel	Teacher Perceptions of Factors That Affect Teacher Retention in Low-Performing Schools
Quelle	(2019), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delta State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-7538-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Teacher Persistence; School Effectiveness; Compensation (Remuneration); Influences; Leadership; Teacher Administrator Relationship; Anxiety; Student Behavior + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Schuleffizienz; Abfindung; Kompensation; Lohnausgleich; Influence; Einfluss; Einflussfaktor; Führung; Führungsposition; Angst; Student behaviour; Schülerverhalten
Abstract	Understanding how to retain the current teacher workforce, as well as how to recruit and retain new teachers in areas considered to be academically low-performing are important considerations for the American governing body. Each year more than 200,000 teachers leave the profession - nearly two-thirds for reasons other than retirement (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Greater emphasis must be placed on intrinsic factors to increase teacher job satisfaction to help retain effective teachers in the classroom. This correlational study examined schools and their year of experience along with teacher compensation in an attempt to identify the factors that cause teachers to leave or remain in low performing schools. The study observed the factors of monetary compensation, support, training, emotional support, and leadership as well as other factors that affect teacher retention in low-performing schools. Descriptive statistics and inferential statistics were used to respond to the research questions. The Spearman rho correlation analysis was used to examine the relationship between the variables. Understanding how to retain the current teacher workforce, as well as how to recruit and retain new teachers in areas considered to be academically lowperforming are important considerations. Teachers expressed the need for better and stronger leadership, more support from the administration, control of misbehaving students, and reduction or elimination of prevailing stress to keep teachers from leaving the classroom or transferring from their current school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01