Digital Commons Network^™

Understanding The Circumstances That Contribute To Teacher Retention And Attrition In An Urban School District And The Impacts Of Financial Incentives On Teacher Retention, Meshelley Sams

Theses and Dissertations

This study is aimed at understanding the circumstances that contribute to teacher retention and attrition in urban schools in the Southwestern United States. Harris et al. (2019) reported that at the national level, 16% of all teachers attrit yearly. Attrition contributes to the increasing teacher shortage problem that many districts face. The purpose of the study, guided by Chris Argyris’ organizational theory, examined the circumstances that contribute to the attrition of highly qualified teachers and the extent financial incentives are linked to the retention of highly qualified teachers. This qualitative phenomenological study involved 9 teachers, interviewed with a researcher designed …

Understanding Effective Orientation Practices From Orientation Professionals At Public Hbcus, Ronnie Mack Jr

Theses and Dissertations

This applied dissertation focused on understanding the perceptions of orientation professionals of the impact of orientation programming at public historically Black colleges and universities (HBCUs). This study illustrates the effective practices of orientation programming and their impact on the retention of first – year African American students.

The theoretical framework that supported this study focused on challenge & support, retention, involvement, transition, belonging, and Black identity theory. The research study looked to understand orientation professionals’ perceptions of the impact of orientation programming at a public HBCU on the successful transition and retention of first-year students.

The qualitative multiple case study …

A Phenomenological Study Of Faculty Perceptions: Non-Native Speakers Of English (L2s) In Bachelor Degree Programs, Leisha Cali

Theses and Dissertations

This applied dissertation was designed to explore the experiences of faculty teaching L2s in bachelor degree courses at a private university in South Florida and to identify potential approaches and teaching methods that influence L2s’ learning and success. L2s comprise 10% of the nation’s college enrollment and are four times less likely to graduate with a bachelor degree than their socioeconomic peers who speak English as a first language.

The researcher examined the meaning of bachelor degree completion for L2s, perceived characteristics of successful L2s, and teaching methods influencing L2s’ success to understand how L2s succeed in bachelor degree courses. …