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ERIC Number: ED569541
Record Type: Non-Journal
Publication Date: 2014
Pages: 114
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-2113-1
ISSN: N/A
Teacher Perceptions of Professional Learning Communities Related to Teacher Retention
Troutt, Amy
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
Teacher retention continues to be of concern for schools across the United States. High teacher turnover results in a loss of teacher quality, loss of commitment, and a loss of funding to school districts. Research suggests that increased teacher retention is affected by induction, mentoring/coaching, engaging in action research, professional development, principal contact, and collaboration with colleagues. This study suggests that the implementation of Professional Learning Communities may assist in the retention of teachers as PLCs build teacher efficacy, provide professional development, increase job satisfaction, increase teacher morale and enthusiasm, decrease feelings of isolation, and provide shared responsibility for the education of all students. This quantitative survey research study aimed to isolate two schools--one with high teacher retention and one with low teacher retention. Teachers in both schools were surveyed regarding their job satisfaction, collaboration, support levels, and teacher retention. The questionnaires gathered data for each school site, which were analyzed for statistical significance for the difference between each school regarding each topic. Conclusions were made based on the data that was deemed significant. Following survey data collection, the author analyzed the findings. Statistical significance was not found for teacher job satisfaction or levels of collaboration between the two schools. On the contrary, levels of support and teacher retention were found to be statistically significant between the high retention school (HRS) and the low retention school (LRS). Interestingly, the LRS was found to have the more positive responses. Due to this fact, something significant is occurring at the LRS, but the scope of this study does not provide enough evidence to explain why this is happening. Speculations and additional research recommendations are offered to pursue this phenomenon in order to strive for excellence in American 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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States