Workplace Factors That Contribute to Teacher Intent to Leave the Profession

Autor/in	Gibbons, Teresa Blount
Titel	Workplace Factors That Contribute to Teacher Intent to Leave the Profession
Quelle	(2023), (144 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Coastal Carolina University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3991-0
Schlagwörter	Hochschulschrift; Dissertation; Elementary Secondary Education; Public School Teachers; Intention; Labor Turnover; Teacher Persistence; Teacher Attitudes; Faculty Workload; Stress Variables; Teaching Conditions; COVID-19; Pandemics; Student Motivation; Student Behavior; Teacher Morale; Learner Engagement; Leadership Responsibility; Teacher Burnout; Teacher Retirement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Schulische Motivation; Student behaviour; Schülerverhalten; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Burnout-syndrom; Burnout; Burnout-Syndrom
Abstract	There is a nationwide shortage of qualified teachers, with 90% of all teacher shortages caused by teacher attrition (Carver-Thomas & Darling-Hammond, 2019). This study surveyed public school K-12 teachers in South Carolina to gain an understanding of workplace factors that contribute to teacher intentions to quit/ teacher attrition. The current design measures teacher stress perceptions of workplace factors as the relational theoretical lens to determine teacher intention to leave or likelihood of attrition. The results of a study suggest that student stressors and workload are the most important factors in teacher attrition. A qualitative analysis of student stressors found that student behavior was closely tied to administrator support, student motivation, and technology. COVID-19 has had a significant influence on student motivation, leading to behavioral and academic concerns. 84% of teachers and administrators reported lower morale levels than prior to COVID-19, in large part due to decreased student engagement, adding that they are more likely to leave teaching or retire early since working during the pandemic (Rosenberg & Anderson, 2021). Inconsistency of administrative discipline policies can also lead to increased teacher stress. Excessive workload is leading to emotional exhaustion and desire to leave the profession (Toropova et al., 2020). This study found workload is the second most stressful daily challenge often leading to mental exhaustion and anxiety. School leaders must recognize the importance of teachers' professional and personal wellbeing on job satisfaction to prevent burnout, resignations, and early retirement (Van der Vyver et al., 2020). [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01