Exploratory Case Study on Veteran Teachers and Their Intent to Stay

Autor/in	O'Neal, Elizabeth Ann Willits
Titel	Exploratory Case Study on Veteran Teachers and Their Intent to Stay
Quelle	(2023), (126 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1630-7
Schlagwörter	Hochschulschrift; Dissertation; Experienced Teachers; Teacher Effectiveness; Teacher Persistence; Labor Turnover; Low Income Students; At Risk Students; Public School Teachers; Influences; Mentors; Beginning Teachers; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Influence; Einfluss; Einflussfaktor; Junior teacher; Junglehrer
Abstract	Teachers with less than 5 years of teaching experience in low socioeconomic status schools are more likely to leave education than those who have taught in a higher socioeconomic school, often leaving schools in low socioeconomic areas struggling to fill vacancies and to keep a full teaching staff. Many students are high-risk if they attend a school with a low socioeconomic status. There is an indirect correlation between low socioeconomic schools with high-risk students, teacher attrition, and student achievement. This qualitative exploratory case study examined the professional influences and dispositions of eight teachers whose service to education ranged from 10 to 40 years. Retaining these teachers and others like them is essential to understanding why teachers remain in education teaching at low socioeconomic schools with high-risk students. Huberman's life cycle of teachers was the theoretical framework for this study. The participants in this study were past the initial survival and discovery stage, normally associated with less than 5 years of teaching experience. Participants were recruited via an initial email and asked to complete a questionnaire. The TIS-6 questionnaire was used to measure participants likelihood of leaving their job within 9 months. Teachers highlighted their professional influences and dispositions and provided personal artifacts in the semi-structured interviews. Using thematic analysis and descriptive statistics, the findings of this study provided details on why these eight teachers in a Tennessee public school district remained in education and were teaching in a low socioeconomic school with high-risk students, Five themes became apparent after thematic analysis and from review of the descriptive statistics. The results confirmed that professional influences and dispositions are essential to retaining teachers. Mentoring novice and early career teachers significantly affect these teachers' retention. The potential implications from this exploratory case study can help fill the gap of why teachers wish to remain in a low socioeconomic school. The recommendation for future research and practice for the school district is to include a mentorship piece in the district. [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