Elementary School Teachers' Reasons for Staying in Their Current Schools: A Comparison Study

Autor/in	Adrianzen, Luzmila B.
Titel	Elementary School Teachers' Reasons for Staying in Their Current Schools: A Comparison Study
Quelle	(2012), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-9846-5
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Teacher Persistence; Comparative Analysis; Low Income Groups; School Districts; Socioeconomic Status; Literature Reviews; Labor Turnover; Teacher Motivation; Qualitative Research; Statistical Analysis; Teacher Surveys; Focus Groups; Work Environment; Recognition (Achievement); Teacher Promotion; Decision Making; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School district; Schulbezirk; Socio-economic status; Sozioökonomischer Status; Qualitative Forschung; Statistische Analyse; Arbeitsmilieu; Soziale Anerkennung; Decision-making; Entscheidungsfindung; Sozioökonomischer Faktor
Abstract	This study examines elementary school teachers' reasons for staying in their current schools, specifically, comparing two schools, one from a low-income district and one from a high-income district. The researcher assesses similarities and differences among teacher's perceptions of these factors in these two schools. The researcher reviews literature on factors that explain teacher turnover and retention. Furthermore, literature on theories of motivation, such as Herzberg's two-factor theory and Vroom's expectancy theory to motivation was reviewed and also used as a methodological approach to analyze the data. To examine elementary school teachers' reasons for staying in their current schools a quantitative and qualitative design is conducted. A self-administered survey is used to gather data from 20 teachers per school. Additionally, participants volunteered to participate in focus groups. The findings suggest that most teachers are motivated to stay in their school by the "work itself". Additionally, although important, satisfiers such as "recognition" and "advancement" are not a motivation for teachers in the high-income school to their decision to stay in their school contrary to the low-income teachers. [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	2017/4/10