Influencing new teacher retention : a qualitative single case study on K–12 teachers’ experiences in their first five years of teaching.
| dc.contributor.advisor | Davis, Brenda K., 1971- | |
| dc.creator | Girard, Fawn E., 1993- | |
| dc.date.accessioned | 2024-07-30T12:46:16Z | |
| dc.date.available | 2024-07-30T12:46:16Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:46:16Z | |
| dc.description.abstract | The purpose of this qualitative single case study was to explore the perceived personal, school, and external correlates that influence new teacher retention among K–12 teachers who have remained in their current position throughout their first five years of teaching. The problem this study addressed was the high attrition rates among early-career teachers, which have detrimental effects on the stability and quality of the education system. Understanding the perceived influences contributing to teacher retention is essential for developing effective strategies to support and retain teachers. Following a qualitative approach, I collected saturated details of the experiences of new teachers using a questionnaire and semi-structured interviews. Nguyen’s (2018) Teacher Attrition and Retention framework guided the alignment of the problem, purpose, and data collection protocols and procedures. By utilizing this framework, I explored personal correlates, such as teachers’ backgrounds and job satisfaction; school correlates, including school leadership, and a supportive environment; external correlates, such as the impact of the COVID-19 pandemic. The sample included four teachers who shared their experiences and perspectives on teacher retention. The findings revealed several important insights. First, teachers’ educational backgrounds and qualifications significantly impacted their job satisfaction and commitment to teaching. Then, a supportive school environment and positive relationships with colleagues and administrators influenced teacher retention, including collaboration among teachers and fostering positive student relationships. Last, external correlates such as the impact of the COVID-19 pandemic, curriculum expectations, and union membership also influenced teacher retention. These findings have important implications for teachers, school administrators, and policymakers. Ongoing professional development opportunities and recognition of their contributions are essential in supporting teachers. School administrators should focus on fostering a supportive and collaborative environment, valuing, and appreciating teachers’ work. Policymakers should consider the impact of external influences on teacher retention while supporting teacher unions and addressing workload expectations. By addressing these correlates, educational systems can create an environment that supports and retains highly skilled and committed teachers. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12925 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | Influencing new teacher retention : a qualitative single case study on K–12 teachers’ experiences in their first five years of teaching. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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