Date
8-29-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Lisa Stone
Keywords
Classroom Management, Teacher Attrition, Teacher Retention, Self-Efficacy, Teacher Self-Efficacy, Burnout
Disciplines
Education
Recommended Citation
Hofmann, Trisha, "A Qualitative Phenomenological Study of the Perceptions of Teachers' Lived Experiences of the Connection Between Classroom Management and Teacher Attrition" (2024). Doctoral Dissertations and Projects. 5972.
https://digitalcommons.liberty.edu/doctoral/5972
Abstract
The purpose of this phenomenological study was to understand what meaning teachers ascribe to classroom management and teacher attrition in the lived experiences of teachers with less than 10 years teaching experience in U.S. public schools. Classroom management was defined as the process teachers use to ensure a safe learning environment for all students. The theory that guided this study was Albert Bandura’s social cognitive theory, which posits that self-efficacy is the foundation of human motivation and well-being. The central research question for this study was: What meaning do teachers with less than 10 years of teaching experience ascribe to classroom management and teacher attrition? Data was collected through written letters, semi-structured individual interviews, and focus group discussions. Moustakas’ modification of the Stevick-Colaizzi-Keen method was used for data analysis. Through manual and electronic coding, five themes emerged from the findings: classroom management strategies, building relationships, self-efficacy, classroom management preparation, and being human.
