Title

Identifiable Factors That Influence Teacher Retention in Four Title I Middle Schools: A Multiple-Case Study

Author

Adair Blanton McKay, Gardner-Webb University

Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Bruce Boyles

Abstract

Student success has suffered a great deal and continues to suffer in the Title I middle school setting. Staffing problems in these schools account for part of the cause. This study examined four Title I middle schools that experience difficulty retaining teachers. According to the National Center for Education Statistics (2016), between 2011-2012 and 2012-2013, approximately 8% of teachers moved, another 8% of teachers left the profession, and approximately 84% of teachers stayed at the same school. The percentage of movers from high-poverty schools is double that of movers from low-poverty schools. The goal of this study was to serve as a capacity-building tool for district leaders and school-based administrators. Quantitative and qualitative methods were employed to collect data from teachers at the targeted middle schools in the form of a Job Satisfaction Survey and a focus group. Data were analyzed to draw comparisons between responses to the survey and themes that emerged in the focus group discussion. Findings include the importance of self-efficacy, support of colleagues, and support of administration. The primary finding is that administrative support is the overarching factor influencing teacher retention in these Title I middle schools.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Citation Information

McKay, Adair Blanton, "Identifiable Factors That Influence Teacher Retention in Four Title I Middle Schools: A Multiple-Case Study" (2019). Education Dissertations and Projects. 339.
https://digitalcommons.gardner-webb.edu/education_etd/339