Date
8-2021
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
David Vacchi
Keywords
Teacher, Retention, Title I, High School
Disciplines
Education
Recommended Citation
Gilmore, Laronica Deniece, "A Collective Case Study of Teachers’ Perceptions of Factors that Impact Teacher Retention at a Title I High School in a Southern U.S. State" (2021). Doctoral Dissertations and Projects. 3154.
https://digitalcommons.liberty.edu/doctoral/3154
Abstract
The purpose of this collective case study was to understand secondary teachers’ perceptions of the factors that influenced teacher retention at a Title I high school in a southern U.S. state. Although researchers have investigated the problem of teacher retention, few have studied factors that have influenced teacher retention in Title 1 high schools. The theories that guided this study included job demands-resources theory which analyzes employee well-being. This collective case study captured the insights of 10–15 current and former teachers at a Title I high school in a southern U.S. state. Data were collected through interviews, focus groups, and administrative documents and records. The researcher completed an analysis by organizing and coding the data in order to identify emerging themes and patterns. Understanding secondary teachers’ perceptions of factors that impact teacher retention may help school leaders to plan and implement initiatives that reduce teacher attrition.
