Leadership Practices Which Promote Teacher Retention at Title I Schools: A Narrative Inquiry

Autor/in	Taylor, Theresa
Titel	Leadership Practices Which Promote Teacher Retention at Title I Schools: A Narrative Inquiry
Quelle	(2022), (142 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-7280-5
Schlagwörter	Hochschulschrift; Dissertation; Leadership; Leadership Styles; Teacher Persistence; Educational Legislation; Elementary Secondary Education; Federal Legislation; Low Income Students; Experienced Teachers; Teacher Attitudes; Teacher Administrator Relationship; Principals; Teacher Morale; Teacher Motivation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Führung; Führungsposition; Führungsstil; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerverhalten; Principal; Schulleiter; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral
Abstract	The literature contained a gap related to a lack of studies of veteran teachers' perspectives on the leadership practices of their principals that promote teacher retention in Title I schools. The problem for investigation was the need to understand how veteran teachers of Title I campuses narrate their experiences with principal leadership practices. The purpose of this narrative inquiry study was to explore veteran teachers' narratives about principal leadership practices and campus conditions that promote teacher retention on a Title I campus. The researcher performed 11 semistructured interviews with veteran teachers at Title I campuses with 2 or more years of experience at the same school after receiving certification. The schools were located in two school districts. The participants' interviews occurred via Zoom video conferences. Trustworthiness occurred through the transcriptions of the semistructured interviews, the role of the researcher, and member checking. The four overarching themes identified were leadership practices that improve teacher morale, characteristics of leaders improve teacher morale, external factors that impact teacher retention, and demotivators for teachers. The results of the study support the need for principals to be reflective in their leadership practices that have a direct effect on teacher retention. These findings could be used to inform campus principals of teachers' experiences, perceptions, and input relating to leadership practices that increase teacher retention on a Title I campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01