Date
6-19-2024
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Rebecca Lunde
Keywords
Low-Income Schools, retention, self-efficacy, secondary education, motivation
Disciplines
Education | Educational Leadership
Recommended Citation
Segres, Kaila Morris, "A Phenomenological Study on the Experiences of Secondary Teachers and Teacher Retention in Low-Income Schools" (2024). Doctoral Dissertations and Projects. 5760.
https://digitalcommons.liberty.edu/doctoral/5760
Abstract
This qualitative, hermeneutic phenomenological study aimed to understand retention for secondary teachers at high-needs schools. Drawing upon Bandura's cognitive theory, this study examined how self-efficacy and motivation are crucial to secondary teacher retention. Through in-depth interviews with teachers, the research aimed to understand their perspectives and experiences regarding the factors influencing their decision to stay or leave. The study took place at Black River High School. It consisted of purposive sampling, which is a concise approach to generating suitable and practical information from specific kinds of people with minimal resources. The findings shed light on the dynamics between organizational and systemic factors affecting teacher retention rates in low-income schools through individual interviews, direct observations, and focus groups. After a thorough survey and review of the data, the following themes emerged: Positive School Climate, Meaning and Purpose, and Disadvantages of Working in Low-Income Schools. The research results revealed the importance of positive interpersonal relationships between stakeholders in low-income schools, a deep intrinsic desire to teach and motivate students, and effective school leadership for retaining teachers in high-need schools. By addressing these challenges, the research contributed perception into teachers' difficulties in low-income schools and provided practical recommendations for tackling this significant problem.
