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ERIC Number: ED526137
Record Type: Non-Journal
Publication Date: 2009
Pages: 267
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-7664-8
ISSN: N/A
Turnover in Focus: An Examination of the Variables That Teachers Consider When Making Decisions to Stay in or Leave Their Positions
Naman, Whitney Anne
ProQuest LLC, Ph.D. Dissertation, University of Virginia
This mixed-method study explores the variables that teachers consider when deciding to remain at or leave their schools, with a specific focus on how teachers consider an incentive program. Research has repeatedly demonstrated that schools serving high concentrations of low-performing, non-White, and low socioeconomically situated students have greater difficulty attracting and retaining teachers. The FOCUS (Finding Opportunities; Creating Unparalleled Success) program in Charlotte-Mecklenburg Schools is targeted at schools with low-performing and low socioeconomically situated student populations. The program has five stated benefits: reduced student-teacher ratios; increased access to instructional resources; monetary incentives in the form of signing bonuses and yearly bonuses for "master" teachers; and an educational incentive in the form of tuition reimbursement for a master's degree. An analysis of archival data on teacher satisfaction, teacher turnover, and additional school characteristics as well as 26 teacher interviews demonstrated that the reasons teachers decided to stay or leave their schools were varied. Correlation analysis of the quantitative data indicated teacher turnover was highly associated with student characteristics and teacher dissatisfaction. The qualitative data confirmed these findings and suggested more specifically that teachers were primarily influenced by support from administration, work with students, work with grade-level teams, and the master's degree tuition reimbursement program when making job choice decisions. Specifically, eight of the 19 teachers eligible for the master's degree tuition reimbursement decided to remain at or move to a FOCUS school in order to participate in the program. This finding supports the use of incentives as one of a number of strategies, including improving working conditions, to decrease teacher turnover in hard-to-staff schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina