Education Commons^™

A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominately White K–12 Environments, Torine S. Champion

Electronic Theses and Dissertations

The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, …

Retention Of Novice Teachers, Renna Varano

Culminating Experience Projects

The field of education is a constantly unsettled field with new pedagogical trends, new policies and immense attrition rates at every turn. Upon attempting to study the causes and effects of teacher attrition, it can be deduced that there is no one cause yet one major effect: student achievement. Schools that have lower rates of student achievement typically have difficulty maintaining a highly effective teaching staff. This issue affects any and all types of schools, some more than others. In order to guarantee students a right to an equitable education, school leaders must create supportive mentoring and induction programs for …

Perceptions Of Classroom Management Coaching At District A Independent School District, Ashley L. Brittain

Electronic Theses and Dissertations

This study addressed teacher retention and research-to-practice gaps in the literature related to classroom management coaching and what types of teacher support are the best and why. The purpose of this qualitative case study was to explore the perceptions of teachers, campus administrators, and campus intervention coaches regarding District A Independent School District’s campus intervention coach model. This study attempted to understand better the perceptions of how the campus intervention coach model influences teachers’ decisions to remain in the profession; how teachers, campus administrators, and campus intervention coaches perceive the campus intervention coach model’s effectiveness in reducing the percentage of …

Teacher Retention In High-Poverty, Urban Schools, Jill Love

Graduate Teacher Education

Abstract

Teaching has always been about the success of the students. Students who have effective, qualified teachers show the most success. Throughout the years, schools in urban areas have struggled to keep quality teachers within their buildings. Due to teacher turnover in the neediest schools, the students are greatly affected. The students in high-poverty urban schools are some of the lowest performing students across the country. When you pair low performance with significant teacher turnover, the outcome is grim. Research shows that districts and schools need to do more than just recruit qualified teachers, they must also retain them for …

Will They Stay Or Will They Go? Analysis Of The 2019 Doe Working Conditions Survey, Jonathan D. Becker, Valerie Robnolt, Kasey Dye, Erica Ross

MERC Publications

This report is part of the MERC Teacher Retention study. This study was designed to identify patterns of teacher retention in the MERC region and to determine the school and system-level factors driving them. The study also provides an overview of state and regional policies and programs relevant to teacher retention, and includes evaluations of existing policies and initiatives to determine efficacy and cost benefit. Teacher shortages continue to be a problem in the United States. While a range of policy solutions have attempted to stem the loss of teachers, at the base of many of these efforts is the …

The School Principal And Teacher Retention, Jonathan D. Becker, Lauren Grob

MERC Publications

This report comes from the MERC Teacher Retention study. This study was designed to identify patterns of teacher retention in the MERC region and to determine the school and system-level factors driving them. The study also provides an overview of state and regional policies and programs relevant to teacher retention, and includes evaluations of existing policies and initiatives to determine efficacy and cost benefit. This policy brief examines the role of leadership, and specifically the school principal, in retaining teachers. The brief includes a review of studies that used survey scales to measure leadership and then disaggregate and re-aggregate the …

Principals’ Perceived Influence Over New Teacher Retention, Meredith Coates

Doctoral Dissertations

ABSTRACT

Studies report that nearly a third of novice teachers leave the field before their third year of service (Ingersoll, 2002), and almost half of novice teachers leave the field before completing their fifth year of service (Ingersoll & Smith, 2003; Johnson, 2004). These rates of turnover have remained steady (NCES, 2011). Schools are workplaces where teachers face a multitude of factors that collectively contribute to job satisfaction/dissatisfaction. Generally, research has indicated that administrative support has a profound effect on the experiences of new teachers (Ingersoll & Kralik, 2004). The purpose of this phenomenological study is to examine 6 principals’ …

The Lived Experiences Of Veteran Elementary Urban School Teachers: Why And How They Stay, Cynthia A. Anthony

Dissertations

Longevity in teaching careers depends on many things, including job satisfaction, the work environment, career stages, and strategies to manage stress and avoid burnout. Teachers who have high levels of job satisfaction are more likely to stay in the profession. Job satisfaction is dependent on the motivators in a job: administrative support, collegiality, recognition, advancement, and growth. The work environment, job demands, career development, empowerment, and bureaucracy, plays an important role in retaining teachers.

The purpose of this phenomenological study was to examine factors that enabled and encouraged a sample of 12 veteran elementary school teachers in a small urban …