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ERIC Number: ED568055
Record Type: Non-Journal
Publication Date: 2015
Pages: 229
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-3089-5
Teacher Retention: Why Do They Stay?
Kurtz, Michael
ProQuest LLC, Ed.D. Dissertation, Edgewood College
This study addressed teacher retention at the school level. The research question that guided this study follows: How do teacher characteristics and organizational characteristics relate to teachers' decisions to remain at their current schools? This study used a purposive sample of PK-12 teachers from four Wisconsin school districts of similar size. A quantitative survey was completed by 425 practicing teachers during April 2015. Perception data were gathered from 319 teachers who planned to continue teaching at their current school. The findings from the study indicated that the teacher turnover rate as reported by the future plans of practicing teachers was higher than national averages. The findings from analysis of the teacher perception scale indicated teacher characteristics associated with intrinsic motivation and school organizational characteristics based on school climate had the most influence on teachers' decisions to remain. Reasons teachers provided for remaining were influenced by gender, age, current school teaching experience, and grade level. The study provided recommendations for administrators designing or evaluating teacher retention plans. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin