Administration's Role in Teacher Turnover in Low-Performing Urban Schools

Autor/in	Jett, Robin
Titel	Administration's Role in Teacher Turnover in Low-Performing Urban Schools
Quelle	(2017), (104 Seiten) PDF als Volltext Verfügbarkeit D.B.A. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-5506-6
Schlagwörter	Hochschulschrift; Dissertation; School Administration; Administrator Role; Faculty Mobility; Low Achievement; Urban Schools; Teacher Persistence; Human Capital; Semi Structured Interviews; Experienced Teachers; Elementary Secondary Education; Coding; School Demography; School Location; Motivation Techniques; Incentives + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterdurchschnittliche Leistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Humankapital; Codierung; Programmierung; Schulbesuchsrate; Schulgelände; Motivationsförderung; Anreiz
Abstract	Teacher turnover and retention has been a challenge within schools for many years. However, schools in low-performing urban settings experience teacher turnover at a much higher rate than schools in higher socioeconomic statuses. Therefore, the purpose of this descriptive qualitative study was to determine the reasons why effective teachers at low-performing urban schools elect to remain in their profession for a period greater than 5 years as well as ways to improve teacher retention beyond 5 years. Human capital theory was used as a framework for this study to show what school administration and policy makers can do to further motivate other teachers to place their time and effort (i.e., human capital) into students. Semi-formal, one-on-one interviews were conducted with 15 veteran teachers representing elementary, middle, and high schools that were low-performing urban institutions. Each participant had been teaching a minimum of 5 years within the school. The results were coded and analyzed using a three-stage process which included initial manual coding, axial coding, followed by transference of the final concepts and categories into a data table. The primary theme identified regarding reasons for staying in an urban, low-performing school was the demographics of the student population. Secondary themes were location, loyalty, and family. The themes related to the second research question with respect to how administration and policy makers could better address teacher retention issues were the need for administrative support and the inclusion of external motivation, such as stipends. The results indicated intrinsic motivation was the basis and that extrinsic motivators such as improved administrative support and increased financial consideration would be appreciated and effective. Future studies should include schools from multiple school districts in order for the results to be generalizable to other areas and or conduction of a longitudinal study involving new, experienced (3 to 5 years), and veteran (more than 5 years) teachers to compare and identify motivational factors and the impact on career decisions. [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