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Determinants That Lead to Teacher Retention in K-6 Schools in South Suburban Chicago, Illinois : = A Qualitative Descriptive Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Determinants That Lead to Teacher Retention in K-6 Schools in South Suburban Chicago, Illinois :/
Reminder of title:	A Qualitative Descriptive Case Study.
Author:	Wagner, Amy Beth.
Description:	1 online resource (103 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382316680

Determinants That Lead to Teacher Retention in K-6 Schools in South Suburban Chicago, Illinois : = A Qualitative Descriptive Case Study.
Wagner, Amy Beth.

Determinants That Lead to Teacher Retention in K-6 Schools in South Suburban Chicago, Illinois :A Qualitative Descriptive Case Study. - 1 online resource (103 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (Ed.D.)--National University, 2024.

Includes bibliographical references

The problem addressed in this study was the high attrition rates of teachers in elementary school districts and the unknown role of human, social, structural, and psychological capital determinants needed to retain teachers. The purpose of this qualitative descriptive case study was to describe the experiences of veteran K-6 teachers in the South Cook Region of suburban Chicago, Illinois, regarding the role of these capitals as they relate to teacher retention. This study was conducted using a descriptive case study. To qualify, teachers must have taught for 11 years or more in their school district in the South Cook region in a K-6 setting. Potential participants were screened using a Qualtrics survey, and eight were chosen using purposeful sampling. Data was collected through a questionnaire and Zoom interview. Otter.ai was used to transcribe interviews. Findings were provided narratively after being coded inductively and deductively. The study elicited several findings. Teachers do not feel as though they have a choice in what professional development they are given. Teachers feel overworked and that they do not have enough time to do the work required of them by their district. Teachers feel that they have little to no autonomy to choose their own curriculum. It is unclear whether teachers feel job satisfaction in the field. The implications for practice indicate teachers want choice in their professional development and in their classroom. Teachers also need support for student behaviors. Teachers feel overworked and would like their workload to be revisited and tasks that are no longer relevant or beneficial to the school to be reduced.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382316680Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

Teacher retentionIndex Terms--Genre/Form:

554714
Electronic books.

Determinants That Lead to Teacher Retention in K-6 Schools in South Suburban Chicago, Illinois : = A Qualitative Descriptive Case Study.
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