Committee Chair

Rausch, David W.

Committee Member

Pratt, Allen C.; Crawford, Elizabeth K.; Rutledge, Valerie C.

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

This mixed methods study was designed to analyze and interpret teacher experiences in the Hamilton County School District to understand why teachers stay in the profession or consider leaving. Teacher attrition rates across all schools in Hamilton County over a three-year period were analyzed. Interviews were conducted with teachers from schools with both high and low attrition rates across different school settings and grade levels, and common themes were identified from the interview analysis. Quantitative analysis addressed the research question: Which schools are most effective in retaining teachers in Hamilton County? It examined differences in teacher retention and attrition rates based on school setting (urban, rural, magnet, other) and grade level taught (elementary, middle, middle/high, other). Findings indicated higher attrition rates in urban schools compared to rural, magnet, or other settings, with no significant variation based on grade level. Qualitative research explored five questions: What is the perception of teachers as to why they stay in certain schools? What are the perceived common factors of schools who retain teachers? What motivates teachers to remain in the education profession? What perceived factors cause teachers to consider leaving the teaching profession? What is the most common motivation for teachers to remain in the teaching profession? The analysis identified themes such as support from stakeholders, ongoing professional growth, impact on students' lives, communication challenges, and professionalism issues affecting teacher retention and attrition. Based on study findings and existing literature, recommendations for improving teacher retention include the following for urban schools: enhancing support systems, ensuring adequate planning time in schedules, providing professional development opportunities within job contexts, revising feedback mechanisms for teachers, and reviewing communication protocols among stakeholders. The qualitative data analysis provided themes for schools to consider in order to retain teachers in any school setting. The themes included increased planning time, job embedded professional learning, purposeful feedback to educators, and improved communication between stakeholders. Overall, this study provides insights into the complex factors influencing the perceived motivations for teacher retention and suggests practical strategies for school districts to foster a supportive environment that encourages teachers to remain in the profession.

Acknowledgments

I would like to acknowledge Dr. David Rausch for his feedback, support, and advice as my dissertation chair. I would also like to acknowledge Dr. Elizabeth Crawford for her continued commitment to helping me achieve my goals and for pushing me to strive for more. She has not only been a mentor and committee member, but an inspiration to me. I would also like to thank all of the staff and faculty members at the University of Tennessee at Chattanooga for their contributions to my educational journey.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

12-2024

Subject

Teacher turnover; Teachers--Job satisfaction--Tennessee--Chattanooga

Keyword

Teacher Retention; Teacher Attrition; Hamilton County; Perceived Motivations of Teacher Retention and Attrition; Mixed Methods

Discipline

Educational Leadership

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xiii, 88 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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