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Honoring Teacher Voice, Thoughts, and Opinions : = The Impact of Transformational Leadership on Teacher Retention.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Honoring Teacher Voice, Thoughts, and Opinions :/
Reminder of title:	The Impact of Transformational Leadership on Teacher Retention.
Author:	Marino, Megan T.
Description:	1 online resource (120 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798381701456

Honoring Teacher Voice, Thoughts, and Opinions : = The Impact of Transformational Leadership on Teacher Retention.
Marino, Megan T.

Honoring Teacher Voice, Thoughts, and Opinions :The Impact of Transformational Leadership on Teacher Retention. - 1 online resource (120 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--Youngstown State University, 2024.

Includes bibliographical references

Public school education faces a critical challenge as a growing number of teachers are choosing to leave the profession every year, leaving school districts struggling to recruit and retain qualified teachers. Existing literature reveals that negative school culture is a significant contributor to teachers' job dissatisfaction, which is among the primary reasons behind teachers' decisions to leave and dissuades others from joining the profession. The role of principals in shaping and maintaining a healthy school culture is explored, with transformational leadership identified as a key factor in their effectiveness. This study aims to contribute to a deeper understanding of the factors influencing teacher attrition. Using a mixed-methods design through Q-methodology, the researcher examined the perspectives of 22 former K-12 public school teachers on their reasons for leaving the teaching profession. The participants had taught in K-12 public schools located in rural, suburban, and urban school districts. Data was collected using Q-Method Software. Results indicate that despite having positive relationships with colleagues and reasonable organizational arrangements and opportunities for learning, most participants had negative perceptions of their leadership, citing a lack of positive interactions, feeling undervalued, and a perceived absence of support from their principals. For school districts looking to foster a stable and resilient education system, the results of this research hold the potential to inform policy decisions and educational practices aimed at creating a more conducive and supportive environment for teachers.

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

Mode of access: World Wide Web

ISBN: 9798381701456Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Teacher attritionIndex Terms--Genre/Form:

554714
Electronic books.

Honoring Teacher Voice, Thoughts, and Opinions : = The Impact of Transformational Leadership on Teacher Retention.
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500 $a Advisor: Larwin, Karen.
502 $a Thesis (Ed.D.)--Youngstown State University, 2024.
504 $a Includes bibliographical references
520 $a Public school education faces a critical challenge as a growing number of teachers are choosing to leave the profession every year, leaving school districts struggling to recruit and retain qualified teachers. Existing literature reveals that negative school culture is a significant contributor to teachers' job dissatisfaction, which is among the primary reasons behind teachers' decisions to leave and dissuades others from joining the profession. The role of principals in shaping and maintaining a healthy school culture is explored, with transformational leadership identified as a key factor in their effectiveness. This study aims to contribute to a deeper understanding of the factors influencing teacher attrition. Using a mixed-methods design through Q-methodology, the researcher examined the perspectives of 22 former K-12 public school teachers on their reasons for leaving the teaching profession. The participants had taught in K-12 public schools located in rural, suburban, and urban school districts. Data was collected using Q-Method Software. Results indicate that despite having positive relationships with colleagues and reasonable organizational arrangements and opportunities for learning, most participants had negative perceptions of their leadership, citing a lack of positive interactions, feeling undervalued, and a perceived absence of support from their principals. For school districts looking to foster a stable and resilient education system, the results of this research hold the potential to inform policy decisions and educational practices aimed at creating a more conducive and supportive environment for teachers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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653 $a Job satisfaction
653 $a Transformational leadership
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710 2 $a Youngstown State University. $b Department of Teacher Education and Leadership Studies. $3 1469827
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