Date

4-26-2024

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

David Nelson

Keywords

teacher attrition, Southeast Texas, Teachers' Survey, Administrators' Interviews, teacher Focus Group

Disciplines

Education | Educational Leadership

Abstract

Nationally, teacher shortages reached all-time highs, leaving schools needing qualified teachers where vacancies were made by teachers leaving the profession, particularly during the post-COVID-19 era. Although a growing national problem, specifically, the area of Southeast Texas remains particularly affected by this mass exodus. The purpose of this applied study was to solve the teacher retention problem for urban public schools in Southeast Texas and to design educator training and intervention methods to address the issue. The theory guiding this study was human capital theory, as it addresses education and how it could foster social change and be the primary tool for development according to those who seek education as an engine for change. The analysis consists of multimethod design research with qualitative and quantitative approaches. Participants include campus administrators and teachers. The study used a multimethod research design, which included qualitative personal interviews, a focus group, and quantitative surveys to collect data. The data were then analyzed using both qualitative ethnography and quantitative experimental study to uncover the causes of teacher attrition in urban public schools in Southeast Texas. This approach allowed for a comprehensive understanding of the issue and provided a more holistic solution to the problem of teacher retention. The remaining teachers were affected due to the lack of appreciative support that develops from a closer, professional bond with other teachers and administrators. Finally, recommendations were made to continue researching the growing problem of teacher attrition and educator shortage in Southeast Texas.

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