An Exploration of the Teacher Retention Crisis in High-Poverty Schools in Pennsylvania: A Qualitative Study

Autor/in	Hill-Hennie, Amanda
Titel	An Exploration of the Teacher Retention Crisis in High-Poverty Schools in Pennsylvania: A Qualitative Study
Quelle	(2021), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Point Park University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-5000-3
Schlagwörter	Hochschulschrift; Dissertation; Poverty; Disadvantaged Schools; Teacher Persistence; Teacher Shortage; Administrators; Influences; Teacher Education Programs; Work Environment; Leadership Styles; Principals; Personality; Teachers; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Armut; Lehrermangel; Influence; Einfluss; Einflussfaktor; Arbeitsmilieu; Führungsstil; Principal; Schulleiter; Personalität; Lehrer; Lehrerin; Lehrende
Abstract	According to Garcia and Weiss (2019), students in high-poverty and high-minority schools typically feel the largest impact of teacher shortages. The aim and objective of this qualitative phenomenological study was to examine the factors that contribute to the teacher shortage in high-poverty schools and analyze how these factors are being addressed by various education administrators. This study focused on four factors that impact teacher retention: teacher preparation programs, workplace conditions, principal leadership styles, and teacher disposition. Principals, university coordinators, and district-level administrators across the state of Pennsylvania, with experience levels ranging from one to 24 years, participated in this study. The data emphasized the importance of university coordinators incorporating coursework that is more relevant to the challenges in high-poverty schools and finding more opportunities for clinical experiences outside of student teaching. The data also emphasized the importance of building principals hiring individuals who have the appropriate disposition for teaching in a high-poverty school and for building principals to be intentional and strategic in how teachers are supported. Furthermore, the data revealed the need for district-level administrators to establish and maintain partnerships with universities to support retention efforts. The implications for leadership are for stakeholders in universities, districts, and schools to collaborate on teacher preparation curriculum, innovative recruitment strategies, and professional development for building principals. [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