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ERIC Number: ED536728
Record Type: Non-Journal
Publication Date: 2011
Pages: 161
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-9557-2
Why Are They Leaving: A Collective Case Study of Teacher Attrition during the First Five Career Years
Johnson, Donna G.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to examine the factors that impact teachers' decisions to leave the profession during their first five years. A qualitative method was suitable based on the identified problem and goals of the study. Data was collected using the qualitative case study research design, which included responses to interview questions. These case studies focused on individuals, which resulted in the collection of detailed and in-depth data. The interview instrument was created by the researcher. The following research questions guided this study: R1 How do teachers perceive administrators' retention efforts of teachers in the classroom beyond their first five years? R2 How do teachers perceive administrators' support for new teachers in the classroom within their first five years? R3 How do teachers perceive the vision of administrators and the school's academic goals, and its impact on the teachers' decision to leave the teaching profession in the first five years? R4 What perceptions do teachers have of administrators' leadership styles and its impact on their decision to remain in or leave the teaching profession? The population of interest for this study was former teachers who taught in a public elementary school, in a school district within the U.S. A sample of three former public school teachers, selected from among other teachers formerly employed in the study school districts participated in the case studies. Five themes emerged in this study. The themes are labeled (a) Compensation, (b) Working Conditions, (c) Teacher Support, (d) Professional Development and (e) Decision Making. In response to the research questions, the findings of this study show that while administrator retention efforts, administrator support efforts, and leadership styles do have an impact on teachers' decisions to leave the teaching profession within their first five years, the vision of administrators and the school's academic goals do not. The implications of this study are the factors that administrators should consider as they strive to develop effective teacher retention programs and the future of the role that state, local board, county and school level administrators must play in retaining highly qualified teacher. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A