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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Administration's Role in Teacher Turnover in Low-Performing Urban Schools./
Author:	Jett, Robin.
Description:	1 online resource (104 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355555066

Administration's Role in Teacher Turnover in Low-Performing Urban Schools.
Jett, Robin.

Administration's Role in Teacher Turnover in Low-Performing Urban Schools. - 1 online resource (104 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (D.B.A.)

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355555066Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Administration's Role in Teacher Turnover in Low-Performing Urban Schools.
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520 $a 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.
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