Do you want to keep them? : a multiple case study exploring teacher retention strategies and Maslow’s hierarchy of needs at a charter school system in South Texas.
| dc.contributor.advisor | Foster, Marquita D. | |
| dc.creator | Molina, Abigail, 1983- | |
| dc.date.accessioned | 2024-07-30T12:45:03Z | |
| dc.date.available | 2024-07-30T12:45:03Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:45:04Z | |
| dc.description.abstract | This study addresses the high teacher turnover rates within public charter schools in the United States. This qualitative multiple case study explores teacher retention practices that reduce turnover within Title I public charter schools in South Texas. This study consisted of four schoolteachers at two campuses within Affirm Public Schools. Moreover, the study’s two sites were all high-achieving schools with 90% or higher teacher retention rates during the 2021–2022 school year. Purposeful sampling allowed the researcher to explore the phenomenon within the region through specific participant characteristics (Creswell & Poth, 2018; Gay et al., 2009; Saldaña, 2021; Yin, 2018). A case study design provides multiple data sources, as Creswell and Poth (2018) recommend. The participant selection focuses on inclusion criteria limiting the dataset for this qualitative multiple case study. Purposeful sampling identified factors impacting participants’ decision to stay at their campus using only Maslow’s (1943) hierarchy of needs framework. During the first phase of this study, the researcher utilized state accountability data and campus demographic data to identify teacher demographics and school characteristics from this data. The second qualitative phase collected data from four schoolteachers using two questionnaires and two interviews. Common themes were evident during data analysis were job satisfaction, motivation, self-efficacy, trust, engagement, organizational climate, and relationship with managers/co-workers impacted educators’ decision to remain in the classroom. A manager is an assistant principal of instruction who is the performance manager for a teacher on a campus. Performance managers are tasked with developing and rating their teacher each year with the goal being educators become a master teacher. The practical implications of this study benefit charter school organizations in decreasing teacher turnover within schools. Recommendations for public charter schools to invest in teacher recognition programs, organizational retention policies, and best-fit matching during the hiring process. The implications of this study provide an overview of ways that public charter schools could focus on retaining and supporting teachers during their first three years of teaching. This study found that managers’ support during the first three years of a teacher’s experience is crucial. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12894 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Do you want to keep them? : a multiple case study exploring teacher retention strategies and Maslow’s hierarchy of needs at a charter school system in South Texas. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-12-01 | |
| local.embargo.terms | 2025-12-01 | |
| 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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