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A COLLECTIVE CASE STUDY OF TEACHERS’ PERCEPTIONS OF FACTORS THAT
IMPACT TEACHER RETENTION AT A TITLE I HIGH SCHOOL IN A SOUTHERN U.S.
STATE
by
Laronica Gilmore
Liberty University
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education
Liberty University
2021
ii
A CASE STUDY OF TEACHERS’ PERCEPTIONS OF FACTORS THAT IMPACT
TEACHER RETENTION AT A TITLE I HIGH SCHOOL IN A SOUTHERN U.S. STATE
by Laronica Gilmore
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education
Liberty University, Lynchburg, VA
2021
APPROVED BY:
David Vacchi, PhD, Committee Chair
Rebecca Bowman, EdD, Committee Member
iii
ABSTRACT
The purpose of this collective case study was to understand secondary teachers’ perceptions of
the factors that influenced teacher retention at a Title I high school in a southern U.S. state.
Although researchers have investigated the problem of teacher retention, few have studied
factors that have influenced teacher retention in Title 1 high schools. The theories that guided
this study included job demands-resources theory which analyzes employee well-being. This
collective case study captured the insights of 10–15 current and former teachers at a Title I high
school in a southern U.S. state. Data were collected through interviews, focus groups, and
administrative documents and records. The researcher completed an analysis by organizing and
coding the data in order to identify emerging themes and patterns. Understanding secondary
teachers’ perceptions of factors that impact teacher retention may help school leaders to plan and
implement initiatives that reduce teacher attrition.
Keywords: teacher retention, educational organizations, secondary teachers, teacher attrition,
principal/administrators, Title I school.
iv
Dedication
I dedicate this study to my family and friends, especially my fiancé, who has always been
supportive and helpful throughout my journey to complete this study and my degree. My
children have also been a blessing in the process of completing this work, which took many
endless nights and consumed a lot of family time. Without the love and support of my family, I
would not have been able to reach my goal. I thank God for my family; I love them so much! I
also want to dedicate this dissertation to my God, with hope that all those that read this work will
find some encouragement in your presence and power.
v
Acknowledgments
I would like first to acknowledge my Lord and Savior, Jesus Christ. It is by his will and
through his will that all things have been accomplished. I want to acknowledge my finance,
Robert, my daughters Tylecia and Ja’Niya and my granddaughter Harmonie. Thanks for your
patience, your longsuffering, your grace, and many times over your mercy. I know this has been
a lot but I think God for blessing me with such a supportive family!
I want to thank and acknowledge my chair Dr. Rebecca Bowman. I appreciate how you
have guided me through this process. Finally, to Dr. David Vacchi, my spiritual advisor and
mentor, when I was frustrated or just plain confused, you were always there for me. You always
knew exactly what to say and do to produce results. Thanks for all the words of wisdom and
extra push.
vi
Table of Contents
ABSTRACT ................................................................................................................................... iii
Dedication …………………………………………………………………………………….… iv
Acknowledgement ………………………………………………………………………………. v
Table of Contents …………………………………………………………………….…………. vi
List of Tables ……………………………………………………………………….………...…. x
List of Abbreviations ………………………………………………………………….……..…. xi
CHAPTER ONE: INTRODUCTION ..............................................................................................1
Overview ..............................................................................................................................1
Background ..........................................................................................................................1
Historical Perspective ..............................................................................................1
Social Perspective ....................................................................................................2
Theoretical Perspective ............................................................................................3
Situation to Self....................................................................................................................5
Problem Statement ...............................................................................................................6
Purpose Statement ................................................................................................................8
Significance of the Study .....................................................................................................8
Research Questions ..............................................................................................................9
Central Research Question .......................................................................................9
Sub-question 1 .........................................................................................................9
Sub-question 2 .......................................................................................................10
Sub-question 3 .......................................................................................................10
Definitions..........................................................................................................................10
vii
Summary ............................................................................................................................11
CHAPTER TWO: LITERATURE REVIEW ................................................................................13
Overview ............................................................................................................................13
Theoretical Framework ......................................................................................................13
Related Literature...............................................................................................................17
Unstable Teacher Rosters ......................................................................................21
Teacher Retention ..................................................................................................25
Teacher Attrition ………………………………………………………….......... 23
Teacher Responsibilities ……………………………………………….………. 25
Support from School and District Administrators .................................................26
Working Conditions of Teachers ...........................................................................28
The Influence of Working Conditions on Teacher Attrition .................................30
Teacher Preparation ...............................................................................................31
Teacher Salary .......................................................................................................33
Personal Factors .....................................................................................................35
Strategies to Enhance Teacher Retention ..............................................................40
Summary ............................................................................................................................43
CHAPTER THREE: METHODS ..................................................................................................45
Overview ............................................................................................................................45
Design ................................................................................................................................45
Research Questions ............................................................................................................49
Central Research Question .....................................................................................49
Sub-question 1 .......................................................................................................49
viii
Sub-question 2 .......................................................................................................49
Sub-question 3 .......................................................................................................49
Setting ................................................................................................................................49
Participants .........................................................................................................................50
Procedures ..........................................................................................................................52
The Researcher’s Role .......................................................................................................54
Data Collection ..................................................................................................................56
Interviews ...............................................................................................................56
Focus Group ...........................................................................................................60
Document Analysis ................................................................................................62
Data Analysis .....................................................................................................................63
Trustworthiness ..................................................................................................................66
Credibility ..............................................................................................................66
Dependability .........................................................................................................66
Confirmability ........................................................................................................67
Transferability ........................................................................................................67
Ethical Considerations .......................................................................................................67
Summary ............................................................................................................................68
CHAPTER FOUR: FINDINGS .....................................................................................................70
Overview ............................................................................................................................70
Participants .........................................................................................................................70
Theme Development ..........................................................................................................71
Synthesis of Meaning .............................................................................................72
ix
Theme Development ..............................................................................................73
Document Review ……………………………………………………………… 88
Research Question Responses............................................................................................89
Central Question ....................................................................................................90
Sub-Research Question 1 .......................................................................................91
Sub-Research Question 2 .......................................................................................91
Sub-Research Question 3 .......................................................................................92
Summary ............................................................................................................................92
CHAPTER FIVE: CONCLUSION................................................................................................95
Overview ............................................................................................................................95
Summary of Findings .........................................................................................................95
Discussion ..........................................................................................................................96
Sub-Research Question One …………………………………………………… 96
Sub-Research Question Two …………………………………………………... 97
Sub -Research Question Three ………………………………………………… 99
Theoretical Discussion ………………………………………………………… 99
Implications......................................................................................................................101
Theoretical Implications ……….………………………………...…………… 101
Empirical Implications ………………………………………………………... 102
Practical Implications …………………………………………………………. 103
Delimitations and Limitations ..........................................................................................103
Recommendations for Future Research ...........................................................................105
Summary ..........................................................................................................................106
x
REFERENCES ............................................................................................................................107
APPENDIX A: IRB APPROVAL LETTER ...............................................................................138
APPENDIX B: PERMISSION REQUEST LETTER .................................................................139
APPENDIX C: RECRUITMENT EMAIL ..................................................................................140
APPENDIX D: CONSENT ………………………………………………...………………… 141
APPENDIX E: INTERVIEW QUESTIONS/GUIDE .................................................................144
APPENDIX F: FOCUS GROUP QUESTIONS ..........................................................................146
APPENDIX G: OTHER DATA COLLECTION PROCEDURES .............................................148
xi
List of Tables
Table 1. Teacher Participants ........................................................................................................ 71
Table 2. Administrative Support: Theme 1................................................................................... 74
Table 3. Theme 1 Sub-Themes: Administrative Support ............................................................. 74
Table 4. Administrative Support: Theme 1................................................................................... 75
Table 5. Theme 1 Sub-Themes: Administrative Support ............................................................. 76
Table 6. Culture and Environment: Theme 2................................................................................ 77
Table 7. Theme 2 Sub-Themes: Culture and Environment .......................................................... 77
Table 8. Professional Development Opportunities: Theme 3 ....................................................... 79
Table 9. Theme 3 Sub-Themes: Professional Development Opportunities .................................. 79
Table 10. Professional Development Opportunities: Theme 3 ..................................................... 81
Table 11. Theme 2: Sub-Themes: Lack of Professional Development Opportunities ................. 81
Table 12. Lack of Administrative Support: Theme 4 ................................................................... 83
Table 13. Theme 4 Sub-Themes: Lack of Administrative Support .............................................. 83
Table 14. High Workload and Stress: Theme 5 ............................................................................ 84
Table 15. Theme 5 Sub-Themes: High Workload and Stress ....................................................... 84
Table 16. Increasing Communication, Relationships, and Support: Theme 6 .............................. 85
Table 17. Theme 6 Sub-Themes: Increasing Communication, Relationships, and Support ........ 86
Table 18. Virtual Environments: Theme 7 ................................................................................... 87
Table 19. Theme 7 Sub-Themes: Virtual Environments .............................................................. 87
xii
List of Abbreviations
Job demands–resources (JD–R)
National Center for Education Statistics (NCES)
Institutional Review Board (IRB)
1
CHAPTER ONE: INTRODUCTION
Overview
Teacher turnover has been an increasing problem across the nation, particularly among
Title I high schools (Ingersoll et al., 2018). This chapter initiated a brief background on teacher
retention and turnover in the United States and the many connections this growing issue had on
the educational system. The historical, social, and theoretical perspectives described the earlier
phase and evolution of teacher retention and emphasized the influences of attitudes, behaviors,
and life changes. The problem statement discussed the issue the nation is experiencing in
retaining teachers in Title I high schools, and the purpose proposed an exploration of this issue.
The significance of the study described how this research may empirically and theoretically
contribute to the existing body of knowledge encompassing teacher retention and job
satisfaction. This chapter also contained research questions that formed the foundation of the
research and definitions that were pertinent to the study.
Background
Historical Perspective
The problem of teacher retention has a long history. According to Elfers et al. (2006), the
enrollment of baby boomers in schools in the 1960s and 1970s created a high demand for
teachers. The need for teachers continued to rise as a result of several factors: (1) the senior
teacher qualification standards stipulated by the No Child Left Behind Act of 2001; (2) the rise in
student enrollment due to high birth and immigration rates; (3) policies regarding class size; (4) a
lack of graduates entering the profession; and (5) teacher attrition (Carver-Thomas, 2016;
Podolsky et al., 2016). School improvement developments aimed to increase teacher buy-in
while developing incentives for teachers to stay at their schools (Nguyen & Hunter, 2018).
2
Nonetheless, the fluctuation in demand for teachers had influenced teacher attrition in the United
States (Baker, 2018). According to Perryman et al. (2019), teacher retention had become one of
the biggest issues in education. Teachers had left the teaching profession in large numbers for a
variety of reasons, including that of low pay, inadequate administrative support, and burnout
(Walker, 2019). In many U.S. school districts, teacher attrition had been a growing problem
(National Center for Education Statistics [NCES], 2018). Teachers who struggled or experienced
burnout out were highly likely to leave the profession (Skaalvik & Skaalvik, 2015, 2017; Xia et
al., 2015). Fuller et al. (2016) reported that each year 500,000 U.S. teachers left their schools,
with half of those leaving the teaching profession altogether. Many districts and schools across
the nation had struggled to replace teachers; for this reason, teacher retention had become an
important issue in education (Goldhaber & Cowan, 2014).
Social Perspective
Frequent turnover of teachers in a school negatively impacts the achievement of all
students in the school, not just those in the classrooms of new teachers (Darling-Hammond et al.,
2017). Many teachers working in schools with high proportions of low-performing students, low-
income students, and students belonging to ethnic minorities—which have tended to be Title I
schools—have chosen to leave when presented with the opportunity to do so. The resulting high
teacher attrition rates at Title I schools have perpetuated the disruption of the education of
underserved students. Few researchers had investigated the specific factors that contributed to
teacher attrition rates at high-poverty schools (Lynch, 2012). If administrators addressed
teachers’ needs better while acknowledging their efforts, teachers may be more likely to continue
teaching. I proposed to use a case study approach to focus on Title I high school teachers’
perceptions of factors that impacted teacher retention.
3
There are academic and economic repercussions when teachers leave the profession for
reasons other than retirement. In 2009, the new teacher attrition rate was 9% in high poverty
areas; as of 2014, that rate had doubled (Balu et al., 2010; Papay & Kraft, 2015). Through a
variety of direct and indirect channels, researchers on organizational theory had reported that
school context affected student achievement (Kraft et al., 2015). Teachers’ career decisions and
interactions with students are the paths through which the organization influences attrition
(Fryer, 2014). Simon and Johnson (2015) found consistent teacher turnover in schools that
experienced poor context and a lack of support. Researchers have gathered data from teachers,
students, and parents to quantify schools’ organizational contexts and examine the relationship
between teacher turnover and student achievement (Boyd et al., 2011; Johnson et al., 2012;
Marinell & Cocoa, 2013). They found that when schools incorporated organizational contexts,
which were both teachers’ working conditions and student’s learning environment, they reduced
teacher turnover and increased student achievement (Johnson et al., 2012). Although there was a
general acknowledgment that teacher shortages were a concern, these shortages were not equal in
all areas. For example, shortages tended to be felt more profoundly in nonmetropolitan areas
(Brown, 2012).
Theoretical Perspective
I conducted a case study to fill the gap in the literature on the experiences of Title I high
school teachers and their perceptions of factors that impacted teacher retention (Moustakes,
1994). Using Maslow’s (1970) motivational theory as a theoretical framework to explore the
factors that contributed to teacher job satisfaction, assisted in determining specific factors that
influenced teachers to leave the profession, and by extension, offer areas in which to focus
improve teacher retention. Additionally, this theory assisted administrators in leading their
4
teachers to self-actualization. An organization’s culture should reflect the importance of the
employees’ physiological and security needs, which in turn will result in improved performance
of the organization (Maslow, 1970). According to Herzberg (1964), there were notable
differences in the impact of both extrinsic and intrinsic rewards on employees’ attitudes toward
their jobs. According to the author, extrinsic rewards included salary, health insurance,
retirement, and tenure. In contrast, intrinsic rewards included intangible aspects such as having
pride in contributions made to the job and opportunities for personal growth (Herzberg, 1964).
Herzberg noted that people found intrinsic rewards to be both motivating and satisfying factors.
The Job Demand Resource Theory (JD-R) explained how job demands and resources
have unique and many effects on job stress and motivation. It proposed contracting causal effects
such as burned-out employees creating more jobs over time, and workers mobilizing their own
job resources to stay engaged (Bakker et al., 2014). The JD-R Model was used to predict
employee burnout, engagement, and performance within the organization. The model assumed
that every occupation had its undertaking of employee well-being, and this could be classified
into two categories: (1) job demands; and (2) job resources. The research also provided for two
simultaneous processes, the first of which was the health impairment process, when soaring job
demands exhausted employees' physical and mental resources, which led to the sapping of
energy and health issues. The second process was the motivational process in which job
resources promoted employee engagement and extra-role performance. There were several
studies that showed job resources lessened the impact of job demand on stress reactions.
The Conservation of Resources Theory (COR) postulated that individuals were motivated
to protect, procure, and preserve resources; therefore, individuals developed stress from their
resources being threatened, depleted, or if investments in new resources were not sufficiently
5
accrued, especially those resources valued by individuals (Hobofoll, 1991). The theory of COR
was a motivational theory that described human behaviors based on the evolutionary need to gain
and preserve survival resources, which was fundamental to the biology of human behavior. Both
personal and social relations must be acquired and conserved by humans. To ensure their
survival, humans have developed complex language to communicate, which supported survival
and social bonding.
Situation to Self
As an educator, I was interested in student achievement. I believed students could and
would learn, given the right resources, and teachers played a vital role in their performance.
Teachers must have the tools they need to continue teaching. I had seen several teachers leave
their jobs. Some of those teachers left the profession altogether. As a result, I developed a
passion for reducing the number of teachers leaving their jobs or their profession. Although I had
my perspective, I was interested in the perspectives of other Title I high school teachers
regarding factors that impacted teacher retention. I had worked in a Title I school for more than
20 years and therefore had an identifiable connection with the setting that would provide me a
better understanding of the role of the participants than someone lacking experience of Title I
schools. I used constructionism in this study, seeing that I wanted to answer a question, and
construction of meaning was communicated within a social context disseminated in interviews
and focus groups. The constructionist view was that there was no true or singularly valid
interpretation. The participants had their own views on factors that impacted teacher retention,
and I did not believe that they had shared the same experience; therefore, I adopted an
ontological assumption throughout this study (Creswell, 2013). Guba and Lincoln (1989) stated
that ontological assumptions were those that responded to the questions “what is there that can
6
be known?” or “what is the nature of reality?” (p. 83). I used the ontological assumption, which
was essentially a social word meaning, to assume that the world explored was a world populated
by humans that had their own thoughts, meaning, and interpretations. This world was clearly
manifested in their use of various research techniques and methods of the qualitative design,
such as interviews. Teachers leaving their profession was a communicative experience and
meaning could be connected to such experiences. This meaning could be given by the participant
or by others, such as other researchers who studied the experience. This particular meaning given
to the experience was the epistemological assumption of the study. Epistemology was a way to
understand and justify how we understood what we knew. To capture the axiological
philosophical assumptions in the study, I ensured that the research was appealing to the readers,
formatted in the most suitable composition that scientific structure consist of, and formulated the
study on the basis of scientific research methods. I sought to understand the experiences of high
school teachers and reported their perceptions and views (Patton, 2015). I attempted to
understand the research problem through multiple perspectives of the participants (Patton, 2015).
The results helped educators and administrators understand why teachers left the teaching
profession and additionally helped administrators implement strategies to retain their teachers.
Further, using a case study as my methodology for the study highlighted the teachers’ feelings,
experiences, opinions, and inner thoughts.
Problem Statement
Every year, school districts around the nation faced a common issue: the retention of
teachers. The reality was that within five years, approximately 30% of new teachers will leave
the profession, and in high-poverty schools the turnover rate is about 50% higher (Ronfeldt et al.,
2013). The resulting high teacher retention rates at Title I schools had perpetuated the disruption
7
of education for underserved students. Few researchers have investigated the specific factors that
contributed to teacher retention rates at high-poverty schools (Lynch, 2012). The knowledge
available, however, seemed to lump all teachers together, no matter what kind of school they
taught in. There appeared to be a lack of research on how to specifically keep teachers in high-
poverty schools. Those teachers who taught in high-poverty schools also faced additional
difficulties such as persistent tardiness, inappropriate conduct, and lack of motivation from low-
income students (Jensen, 2009). Teachers also worked with students in high-poverty schools who
acted out, disrespected others, and used profanity (Jensen, 2009). Teachers were not prepared
with the right tools to manage those conditions and sometimes ended up disappointed and
disheartened as to why they joined the field in the first place. In the southern U.S. state that I
studied, the rate of teacher attrition had been high, and teachers had lacked preparation; this had
led to low teacher morale (Owens, 2015). Ultimately, teachers either transferred to a new role
where the need was not quite as strong once ample frustration had mounted or left the profession
entirely. When the opportunity was presented, numerous teachers chose to exit schools that
represented higher numbers of students from minority ethnic groups, low-income, or low-
performing groups, and there was inadequate research to comprehend which specific
characteristics of the working conditions in high -poverty schools that influenced teacher
retention and turnover (Lynch, 2012). Factors that impacted teacher retention in Title I schools
were topics such as student achievement, student demographics, school finance, student
attendance, and teacher experience (Garza, 2011). The problem was Secondary Title I
schoolteachers departed their positions, and in some cases the teaching field altogether, in
numbers that exceeded averages from non-Title I schoolteacher turnover.
8
Purpose Statement
The purpose of this case study was to understand current and former teachers’
perceptions of the factors that influenced attrition of high school teachers in a Title I school in a
southern U.S. state. For this study, teacher retention referred to a teacher staying at their current
school year after year (Borman & Dowling, 2008; Oke et al., 2016). The theory that guided this
study was Maslow’s (1970) theory of motivation; this theory identified the motivational needs
that drove individuals to improve their performance.
Significance of the Study
The proposed study had important implications for various stakeholders. Although the
literature on teacher retention in public schools had been growing, this study added to that
literature awareness related to teacher retention in Title I schools derived from the experiences
and perceptions of high school teachers in a Title I school. The findings of this study helped
school and district administrators develop strategies to retain high school teachers. Although
researchers have conducted many studies on teacher retention in high schools (Bryk et al., 2015;
Cohen-Vogel et al., 2016; Lambert & Lashley, 2012), few researchers have investigated Title I
high schools. This study helped fill that gap. Teachers provided students with the opportunity to
learn, and teacher attrition negatively affected teacher and student morale and inhibited student
achievement (Sawchuk, 2015x).
I aimed to give Title I high school teachers a voice in the research literature, which could
inspire the creation of programs to retain such teachers—not just in the studied school, but
throughout the educational profession by contributing to theory, practice, and knowledge. By
advancing the understanding of the factors that impacted teacher retention, this study helped
increase teacher retention (Rosen & DeMaria, 2016).
9
This study also had theoretical significance in terms of Maslow’s theory of the hierarchy
of needs. Examining the factors that impacted teacher retention could help teachers remain
motivated and satisfied within their profession. According to Maslow, individuals who met their
needs were more determined to complete their goals.
Research Questions
One central research question and three sub-questions guided this study.
Central Research Question
What factors do high school teachers perceive as influencing teacher retention in a
selected high school in a southern U.S. state? This entire study is grounded by the central
research question. The answer to the question permitted us to directly hear the voices of the
participants while strengthening knowledge to enhance practice (Creswell & Poth, 2018).
Understanding those factors suggested solutions to leaders of school districts to improve their
retention. The central phenomenon is broad therefore, sub-questions were asked to better
understand the factors that impacted teacher retention rates.
Sub-question 1
Sub-question 1 was as follows: What are high school teachers’ perceptions of the factors
that influence teachers to stay in the teaching profession?
The first sub-question added to the central question by enabling teachers to describe only
the factors that influenced retention within the teaching profession. This sub-question allowed
teachers to discuss motivating factors that helped them succeed and contributed to their desire to
continue teaching, such as salaries, working conditions, preparation, mentoring, and support
(Darling-Hammond, 2010).
10
Sub-question 2
Sub question 2 was as follows: What are high school teachers’ perceptions of the factors
that influence teachers to leave the profession, switch schools, switch districts, or switch grade
levels?
The second sub-question added to the central question by establishing factors that
influenced teachers to leave their positions or the teaching profession. The sub-question allowed
teachers to discuss characteristics that appeared to influence teachers’ decision to stay in their
schools, move to other schools, or leave the teaching profession, which included experience,
gender, race, age, education level, and certification (Dagli, 2012).
Sub-question 3
Sub question 3 was as follows: From a teacher’s perspective, what strategies may
increase teacher retention?
The third sub-question built on the central question by encouraging the discovery of ways
to increase teacher retention. Research on relational demography suggested that teacher–
principal race and gender matching and teacher-student race matching also influenced teacher
retention (Malin et al., 2017; Stearns et al., 2014).
Definitions
1. Retention rate— The percentage of a school’s teachers who continued at that
school the next year (Zhang & Zeller, 2016).
2. Certified teacher—A teacher who had completed all requirements needed to
obtain a certification in a given state (Darling-Hammond, 2016; Redding & Smith, 2016).
3. Full-time teacher—A teacher who worked a statutory number of hours for a
school (Sawchuk, 2015a).
4. High-poverty school—A school with a demographic of 50% or more of the
students received free or reduced-price lunch (Freedman & Appleman, 2009; Simon & Johnson,
11
2015).
5. High school—A secondary school attended by students in Grades 9–12 (Taylor &
Parsons, 2011).
6. Principal/administrator—A principal or leader at the school level. The principal
worked within the school to ensure the highest level of educational accomplishment (Ebell et al.,
2017).
7. High school teacher—A certified schoolteacher who taught at least one regularly
scheduled class to students in grades 9–12 (McCray, 2018).
8. Support—Assistance received by a teacher from all leaders within the teacher’s
school, such as principal, assistant principal, and mentors (Roy et al., 2012).
9. Teacher attrition— Number of teachers who left the teaching profession
(Ainsworth, 2013; Billingsley, 2004; Ingersoll, 2001; Sutcher et al., 2016).
10. Teacher retention—A field of educational research that focused on how factors
such as school climate and demographics affected teachers’ decisions to stay in their schools,
move to different schools, or leave the profession before retirement (Borman & Dowling, 2008;
Oke et al., 2016).
11. Title I school—A school at which more than 40% of students received free or
reduced-price lunch (No Child Left Behind Act, 2001).
12. Teacher turnover— The yearly rate of departure of teachers (Sorensen et al.,
2019).
13. Organizational contexts—Organizational contexts in schools included both
teachers’ working conditions and students’ learning environments (Johnson et al., 2012).
Summary
Failure to retain teachers negatively affects school climate, student achievement, and
employee motivation, and teacher retention had become an issue of growing importance in the
United States (Darling-Hammond et al., 2017). Elevated teacher retention impacted society,
particularly in areas of low socioeconomic status. Researchers have found that a high attrition
rate resulted in low achievement by all students in a school (Darling-Hammond et al., 2017). The
purpose of the proposed study was to understand the perceptions of high school teachers
12
regarding factors that influenced a teacher’s decision to remain in a position, seek another
position, or leave the teaching profession. The job demands-resources (JD–R) theory (Demerouti
et al., 2001) and conservation of resources theory (Alarcon, 2011; Halbesleben et al., 2014)
guided this study. The findings helped school leaders to improve teacher retention in Title I
schools.
13
CHAPTER TWO: LITERATURE REVIEW
Overview
This chapter presented the review of literature relating to the subject matter, teacher
retention. Teacher retention was a field of education that should have been of interest to all.
Approximately 50% of all teachers quit the teaching profession within the first five years
(Ronfeldt et al., 2013). There was a steady rise in the rate of teachers leaving the profession
before retirement, therefore it was important to learn more about those teachers who had left the
profession. In this section, I explored the theoretical framework that was used to guide the study.
I presented the related literature which included unstable teacher rosters, teacher responsibilities,
support of teachers from school and district administrators, working condition of teachers, the
influence of working condition on teacher attrition, teacher preparation, teacher salaries, personal
factors and strategies that enhanced teacher retention in order to understand more about the
phenomenon being studied. Also, I then explored factors that influenced retention/attrition
followed by practical measures to manipulate those factors. Within the United States, teacher
retention had become a significant issue in kindergarten through 12th grade. This literature
review provided a national and statewide snapshot of the problem and explored characteristics
affecting teacher retention in the United States.
Theoretical Framework
Maslow (1954) stated that a person’s need to meet a range of goals is perpetually
changing. Maslow believed that rewards and desires are not what motivate people; instead, it is
the connection of these rewards and desires to the achievement of personal needs (McLeod,
2007). Maslow developed a hierarchy of five levels of needs: physiological needs, safety, love
and belonging, self-esteem, and self-actualization. He identified self-actualization as the highest
14
level of need, and before a person could satisfy their highest level of need, they must fulfill their
lower- level (McLeod, 2007). The various levels of motivational needs may motivate teachers to
stay or leave specific educational environments (Maslow, 1970). According to Maslow’s (1970)
theory of motivation, there are five sets of goals called basic needs: physiological needs, safety,
love, self-esteem, and self-actualization. Maslow argued that individuals are motivated by the
desire to achieve various conditions that those basic needs satisfy (Maslow, 1970). Concerning
employment, motivators are factors that create job satisfaction because they fulfill an individual
need for psychological growth; these are also known as intrinsic factors and include
achievement, recognition, the work itself, responsibility, and advancement, or personal growth.
Maslow’s (1954) hierarchy of needs is relevant to this study, as I examined whether teachers’
needs were being met in their selected school and investigated the effects of teachers’ demands
on attrition.
Herzberg’s (1959) motivation theory outlined two factors that affected motivation in the
workplace: hygiene factors and motivating factors. Hygiene factors could cause an employee to
work less when not present, whereas motivating factors could encourage an employee to work
harder if present (Herzberg, 1959). Motivating factors included recognition, achievement, the
possibility of growth, advancement, responsibility, and the work itself. Hygiene factors included
salary, interpersonal relations at work, supervision, company policies and administration,
working conditions, factors in personal life, status, and job security (Tietjen & Myers, 1998).
Herzberg’s motivation-hygiene theory outlined factors that could foster increased motivation and
satisfaction to reduce teacher attrition (Derby-Davis, 2014; Ghazi, Shahzada, & Khan, 2013).
Similarly, in 1963, Adams published the equity theory of motivation, known as Adams’s
equity theory. This theory centered on the idea that individuals were motivated by fairness. The
15
theory argued that if an individual identified an inequity between themselves and a co-worker,
they would adopt the division of work to make it fair in their eyes. In the study on motivation to
work conducted by Herzberg et al. (1959), the authors determined 13 factors that predict job
satisfaction in society; these included: (1) supervision; (2) working conditions; (3) interpersonal
relations; (4) status; (5) the work itself; (6) achievement; (7) policy and administration; (8)
recognition; (9) responsibility; (10) personal life; (11) advancement; (12) job security; and (13)
salary. Any of these 13 factors could influence an employee to stay in or leave their job.
Furthermore, Blumer’s (1969) theory of symbolic interactionism argued that human interaction
came from the meaning a person placed on their interaction with others. The meaning an
individual assigned to their experiences determined their actions and reactions. Teachers’
perceptions of their realities and how they responded to experiences in the workplace depended
on their social interactions. Theories such as these allowed us to understand observed
phenomena. Maslow’s (1954) hierarchy of needs and Herzberg’s (1959) theory of motivation
assisted us in identifying why teachers were leaving the teaching profession. Researchers could
gain a more in-depth understanding of how teachers developed their perceptions of the factors
that influenced teacher retention by examining symbolic interactionism, which relied on the
symbolic meaning that people designed and built upon the process of social interaction.
Furthermore, theories of motivation could have helped explain the behaviors and attitudes
of employees (Rowley, 1996; Weaver, 1998); theorists such as Maslow (1954), McClelland
(1961), Herzberg (1966), and Alderfer (1969) were renowned for their work in this field. These
theories suggested reasons why teachers became dissatisfied with different situations and
conditions and described how this affected their needs and behaviors. Individuals have
responded differently to various situations, and this could be why some teachers left the school
16
system while others remained. The paradigm chosen for this study, constructivism, was a
learning theory founded in psychology that explained how people may have acquired knowledge
and learn. Piaget’s theory of constructivism suggested that humans constructed knowledge and
meaning from their experiences (Bada, 2015). This approach permitted the researcher to
determine the specific actions and situations that have occurred to inform perspectives on teacher
retention at the selected high school. The theoretical framework that underpinned this study
comprised of Maslow’s (1970) motivational theory and Herzberg’s (1959) motivational theory. I
aimed to identify what motivated teachers to stay or leave the selected high school through
interactions and dialogue with the participants.
The JD–R theory (Demerouti et al., 2001) and the conservation of resources theory
(Alarcon, 2011; Halbesleben et al., 2014) formed the theoretical underpinnings of the proposed
study. The JD–R theory was a framework that supervising authorities could use to analyze
employee well-being and predict employee engagement and employee burnout. Bakker and
Demerouti (2014) explained that employees could become highly stressed and experience
burnout when they faced high job demands with limited resources.
The conservation of resources theory (COR) described human motivation to maintain
existing resources and seek new resources. The conservation of resources theory posited that
losing types of resources stressed individuals. This theory explained the connections between
teacher satisfaction, school setting, and teacher retention. Teachers expected certain essentials to
carry out instructional goals. Although teaching and student learning frequently posed
challenges, teachers felt motivated to complete their instructional duties when these challenges
were balanced by sufficient resources. If the resources diminished while the challenges
remained, teachers lost motivation and considered leaving either their positions or the teaching
17
profession altogether. In COR theory, it was a key tenet that individual evaluation was secondary
to what was centrally valued and universal among citizens. Health, well-being, family, self -
esteem, and a sense of purpose and meaning in life were among those widely valued tools. The
way these assessments were expressed varied
culturally but still represented the same main elements. On this basis, COR theory suggested that
stress arose when: (a) central or key resources were threatened with loss, (b) central or key
resources were lost, or (c) despite considerable effort, there was a failure to obtain central or key
resources.
Few researchers investigating teacher retention have relied on strong theoretical
foundations (Billingsley & Bettini, 2019). For example, Conley and You (2017) suggested that
strong administrative and collegial support were highly relevant to a teacher’s intent to stay in
their work setting. Jackson and Makarin (2016) described the confusion new teachers faced when
planning instructional delivery with meager resources and vague directions. Joyner and Leake
(2018) explained that resources were categorized as objects, conditions, personalities, energies,
or talents. Billingsley and Bettini (2017) explained the benefits of experiences and special
certifications for managing instructional demands. More experienced teachers with special
certifications were better able to manage instructional demands with limited resources
(Billingsley & Bettini, 2017).
Related Literature
This section provided some background on factors known that contributed to teacher
retention. Many factors influenced teacher retention (Ingersoll et al., 2016, 2017; Ronfeldt &
McQueen, 2017), such as support from the district and school administrators, school climate,
teacher demographics or characteristics, working conditions, salary, teacher preparation, and
18
personal factors (Chetty et al., 2015; Djonko-Moore, 2016; Grissom et al., 2016; Mihaly et al.,
2015; National Commission on Teaching and America’s Future, 2007; Roe et al., 2013; Whitford
et al., 2017). In Chapter 1, I provided the background information needed to investigate the
factors that impacted teacher retention, which posed a growing problem for schools in the state
of Georgia. According to Amos (2014), more than half a million teachers have left their jobs in
the United States every year; this teacher attrition was very costly and had a significant impact
on student achievement. Researchers, policymakers, and practitioners realized that student
success depended on the quality of instruction that students received (Hirsh et al., 2010). Strong
et al. (2008) asserted that teacher attrition impacted a teacher’s career and increased costs to the
school district, which in turn negatively affected student learning. According to the National
Center for Education Statistics (NCES; 2018), teaching was the largest profession in the United
States, as the country has employed close to three million teachers. In the late ’90s, there were
nearly five times as many teachers as lawyers and twice as many K–12 teachers as nurses
(Ingersoll & Strong, 2011). The national labor market staffed American classrooms sufficiently,
and the issue was not a lack of graduating teachers, but, rather, that teachers were leaving their
positions in the schools (Cohen et al., 2016). The focus of this study on teacher retention was to
investigate the factors that caused teachers to continue at a school, move to another school, or
leave the teaching profession. Research has indicated that there were several reasons that
teachers decided to leave the profession, including lack of parent support, lack of administrative
support, and teacher burnout (Papay et al., 2017; Partee, 2014). Research had found that
teachers’ perceptions of their schools’ working conditions influenced their decisions to leave
(Burkhauser, 2017). High teacher attrition rates were a problem among all schools; however,
low-socioeconomic-status schools and inner-city district schools experienced roughly 50% more
19
attrition than private and suburban schools (Simon & Johnson, 2015). Teachers were
experiencing high levels of stress due to being overworked, experiencing a lack of administrative
support, the presence of behavior problems in the classroom, low salaries, high-stakes testing,
and lack of classroom management (Guha et al., 2016). According to Balbacci and Johnson
(2006), some teachers reported that the culture of the students and the climate of the school were
not what they had expected, causing them to be less motivated. High-stakes standardized testing
and increased accountability to improve academic growth caused teachers stress and exhaustion
(Glover, 2013). School systems struggled yearly to retain teachers, and teacher retention was a
significant issue in public high schools. Thus, identifying the factors that contributed to teacher
retention in a Title I high school was critical.
Several trends have emerged in the teaching profession over the past 30 years from 1987
to 2016, such as increases in needs for teachers, aging teachers, increasingly more women
entering the field, and reduced diversity of teachers (Bureau of Labor Statistics, 2018; Ingersoll
et al., 2018). The growth in the number of students and teachers had grown throughout the 20th
century. According to the Census Bureau, PreK-12 teachers were the largest occupational group
in the nation, and this teaching force has continued to grow (Bureau of Labor Statistics, 2018). In
the late 1940s, both groups' rates began to rise with the emergence of comprehensive high
schools and the post-World War II baby boom. The teaching force was defined here, as the
number of teachers ballooned from 48% in 2008 to 65% in 2016. The average age of teachers
increased from 40 years in the 1980s to 45 years in 2017. Many researchers noticed and offered
explanations for the dramatic trend; however, the reason for and implications of the growth was
still unclear. Teachers were getting older, and many reports had warned of upcoming teacher
shortages in elementary and secondary schools (National Research Council, 2002; National
20
Academy of Sciences, 2007). The teaching force aging trend also affected both school budgets
and state pension systems, which had received much awareness in the last few years. School
budgets must pay veteran teachers a higher salary, which could cause problems for some schools
or districts. Alternatively, state pension plans increased when more teachers retired. From 1988
to 2008, the number of teachers aged 50 years or older increased from 470,000 to 1,300,000. The
aging of teachers during this time resulted in many teachers not retiring. Between 2008 and
2013, the number of teachers retiring increased annually from 35,000 to 99,000. This trend of
teacher retirement yielded a much younger and inexperienced teacher population. Ingersoll et al.
(2017) noted that although the teacher population had become more racially and ethnically
diverse during this period of 1980 to 2013, the lack of minority teachers had become a problem.
For many years there had been a shortage in minority teachers, which had caused issues for
several U.S. schools such as lack of minority adult role models, lack of teachers’ connections
with students’ racial and cultural background, and frequently a lack of teachers with a qualified
background; due to a low percentage of minorities, White teachers overlooked these schools
(Achinstein & Aguirre, 2008; Villegas et al., 2012; Lewis & Toldson, 2013). The nation’s
population of students had become more homogenous and diverse, which was opposite for the
teacher population, especially the race and ethnicity of teachers. Many researchers viewed the
minority teacher shortage as the reason minority students experienced achievement gaps, lower-
paying jobs, and different life outcomes (Albert Shanker Institute, 2015). As a result of these,
government and non-government organizations set in motion and funded several minority
teacher recruitment programs and initiatives. The trends mentioned above did directly affect the
rate of teacher turnover, which had been highest at schools in impoverished rural and urban areas
with high proportions of students belonging to racial and ethnic minorities (Ingersoll et al.,
21
2017). Teacher turnover had threatened the stability of increasingly diverse public schools since
principals relied on new teachers that had to be hired, trained, and supported on a yearly basis.
The results of his study helped public school leaders determine how to effectively reduce the rate
of teacher turnover.
Unstable Teacher Rosters
Recent publicity had underscored the importance of the retention of teachers and other
employees in primary and secondary schools. Several scholars and other authors have recently
explored the issue (Phillips & Connell, 2003). Boyd et al. (2006) indicated that employees
played an important role as a strategic resource of an organization. They contributed immensely
to the success and performance of any organization as the most valuable resource that the
organization depended on. Therefore, the problem for leaders of many organizations—in both
developed and developing countries—involved the strategies they could use to retain their
workforces for long periods (Long et al., 2012). Researchers examining retention and attrition
have relied on different definitions of these terms. Billingsley et al. (1993) offered a four-phase
model of teachers’ retention, attrition, and transfers. In the first phase, retention corresponded to
teachers who remained in the same teaching assignment and school from one year to the next.
Transfer corresponded to teachers who stayed in the teaching profession but moved to another
position in the same or different district. According to Billingsley (2004), attrition corresponded
to teachers who left the teaching profession altogether due to retirement or resignation.
Teacher Retention
Retention was measured as the percentage of teachers who remained within a school or
district. High retention rates were most desired, but high turnover rates negatively impacted
education. According to Oke et al. (2016), retention reflected the ability to reduce teacher
22
mobility and provided the most stable learning conditions in a school. Hirsch and Emerick
(2006) perceived retention as a process for encouraging workers to remain within an
organization as long as possible or until the completion of their assigned projects. The factors
that impacted or influenced teacher retention also had important implications for the
development of collective social resources, which involved bringing resources and people
together in an organized way to achieve social change; this process formulated trust, shared
norms, and support among school professionals (Hanselman et al., 2016).
Teacher retention had also impacted schools because administrators must hire new
teachers to replace those who left. Hiring new teachers occupies time and energy that
administrators could use to enhance retention, boost educational quality, or maintain school
infrastructure (Bland et al., 2016). Poor retention of teachers has resulted in high turnover rates
and attrition. The Institute for Education Sciences (2015) found that 17% of teachers in the U.S.
quit the teaching profession five years after becoming teachers. The percentage of teachers
saying they were very likely to leave the profession increased from 17% to 29% between 2014
and 2016, and the percentage of teachers saying they did not feel safe at school increased from
8% to 34% over that same period (Nordanger, 2016). According to MacDonald (1999), the
teacher retention rate was directly proportional to the characteristics of the student population
and the school community within which teachers’ practice. Schools that performed poorly and
had high proportions of low-income students and students belonging to racial or ethnic
minorities had the highest rates of teacher attrition (Darling-Hammond, 2016). Furthermore,
teacher retention impacted society, especially through schools attended by many students of low
socioeconomic status. According to Shen et al. (2012), teacher job satisfaction decreased as the
proportion of students of low socioeconomic status increased.
23
Teacher Attrition
Attrition and high turnover have led to forbidding challenges, whether in education or in
other areas. Henke et al. (2001) revealed that approximately 50% of teachers who engaged
actively in classroom instruction quit within five years, and the best teachers were the first to
leave. According to Henke et al., the high turnover rate of teachers in America cost
approximately $7 billion USD annually. The recruitment, hiring, and initial professional training
of teachers, placed pressure on already-tight budgets in schools, particularly schools from low-
income neighborhoods. The Alliance for Excellent Education (2005) claimed that the financial
effects of attrition for public school teachers amounted to $2,200,000,000 USD annually. The
cumulative cost of replacing public school teachers who transferred school to school was
$4,900,000,000 USD annually. The annual cost varied from $8,500,000 USD for a small state,
such as North Dakota, to $500,000,000 USD for a larger state, such as Texas (Alliance for
Excellent Education, 2005). High teacher attrition rates created enormous financial costs for
schools, which in turn reduced student achievement by undercutting efforts to build instructional
capacity among teachers (Ronfeldt et al., 2013).
The financial cost was not the only negative ramification of high attrition. Educational
scholars have agreed that teacher quality was one of the most crucial elements of enhancing
student performance and achievement (Beaugez, 2012; Hill & Barth, 2004). When an
experienced or exceptionally skilled teacher left the teaching profession, a great deal of talent
departed with that teacher. Inexperienced teachers have less effect on learners than experienced
teachers. High attrition means schools have more teachers with little experience who needed to
learn the curriculum, familiarize themselves with school policies, and understand their students
(Ashiedu & Scott-Ladd, 2012). According to Goswami and Jha (2012), attrition was the steady
24
departure of teachers in a school due to resignation, death, or retirement. Harrison (2006)
indicated that teaching was one of the professions with the highest rate of turnover, which was
surprising because approximately 4% of workers in the United States were teachers. Ingersoll
(2003) reported that approximately 15.7% of U.S. teachers quit their jobs annually. Ingersoll
(2003) also indicated that the national rate of turnover of teachers stood at 16.8%, and 40% of
those teachers were likely to quit the teaching profession altogether.
Newly hired teachers joining a school in the process of reforming were likely to face
major challenges. Novel initiatives have been popular in schools, but new teachers have not
always understood when they joined a school in which programs were in progress or which stage
of progress the school was at (Ashiedu & Scott-Ladd, 2012). Committed teachers who stayed
longer in a school could work together meaningfully to enhance plans and develop working
relationships more productively than teachers who constantly moved from one school to another.
McCreight (2000) opined that 150,000 new teachers were hired annually in order to replace
those lost to retirement and attrition.
In response to the escalating demand for teachers, it was believed that the number of
newly hired teachers in America would grow by 220,000 each year (Hammer & Williams, 2005).
However, teachers have begun to leave the profession in greater numbers than those entering it,
which had started to overwhelm the system. Hammer and Williams (2005) indicated that leavers
surpassed new entrants by 23%. Teachers also faced challenges keeping up with ongoing
curriculum changes and directives handed down by school and district officials; this drives them
to leave the teaching profession altogether (Newberry & Allsop, 2017).
25
Teacher Responsibilities
Teachers have historically reported higher levels of psychological distress and burnout
than other professionals (Guglielmi & Tatrow, 1998; Kovess-Masféty et al., 2007; Quellette et
al., 2017). A high proportion of teachers have reported work-related stress, which impacted both
their relationships and their physical health (Shernoff et al., 2011). Overcrowding, constant
disruptive student behavior, and combative accountability policies were some of the factors that
have caused stress among teachers (Atkins et al., 2003; Cappella et al., 2008; Shernoff et al.,
2011). Along with being educators, teachers have also provided mental health services (Green et
al., 2013; Rones & Hoagwood, 2000). Sanchez (2007) conducted a study of what influenced
teachers to stay in the teaching profession in urban and poorly resourced schools. The researcher
found that teachers were most likely to stay if there were an adequate number of teachers in their
school, if parent and community engagement was strong, and teachers had time to complete
tasks.
Sanchez (2007) also found that the No Child Left Behind Act (2001) harmed teachers’
job satisfaction and mostly contributed to teacher burnout and dissatisfaction because of the
increased accountability, testing, and recordkeeping required. Williams (2005) studied the
characteristics of teacher retention in a small Midwestern suburban school district and surveyed
teachers who had decided to leave the school district. The teachers filled out surveys on their
experiences in the school district. The data revealed two main factors that contributed to teachers
leaving: (1) increased paperwork requiring teachers to document instructional efforts, which
could be time-consuming; and (2) increased accountability generated by high-stakes testing.
Mandates and educational reforms have changed the responsibilities of teachers over the
years. Johnson, Author, et al. (2005) reported that a lack of time for teacher preparation and
26
planning, combined with an emphasis placed by administrators on assessments, created a
stressful environment that was not conducive to learning. Naylor (2001) conducted an
international study of teacher workload and found that workload was causing high levels of
stress for teachers through lack of professional autonomy, low pay, limited resources, constant
media criticism, changes in leadership, and forced and centralized accountability. Researchers
observed these problems in Israel and several European nations, where they contributed to
increased absenteeism and attrition among teachers (Carlsson et al., 2019; Lindqvist &
Nordänger, 2018; Yinon & Orland-Barak, 2017). The aspects of teaching that influenced attrition
included the stress of tests, multiple preparations for teaching, job responsibilities, and subjects
and grade levels taught. Singer and Willet (1991) stated that job assignment influenced job
satisfaction, which in turn affected teacher retention.
Support from School and District Administrators
School and district administrators needed excellent interpersonal skills to ensure that they
worked with various types and groups of people. Grissom et al. (2016) examined the effects of
principal effectiveness on teacher turnover, teacher evaluation, and teacher merit pay. More
effective principals were associated with higher retention rates based on the multiple measures
used by the researchers to assess teacher and principal effectiveness; attrition rates of low-
performing teachers, as measured by classroom observation scores, increased substantially under
higher-rated principals (Grissom & Bartanen, 2019).
School and district characteristics that impacted teacher retention included lack of
support from key stakeholders, such as parents, administrators, and staff members. Novice
teachers who underwent induction and mentoring were less likely to leave teaching than those
without such support (Mihaly et al., 2015). The responsibilities of schools continued to increase
27
and had come to include many responsibilities once considered parental in nature, such as
establishing and encouraging positive behaviors and extending these behaviors within the school
context (Posey-Maddox & Haley-Lock, 2016; Stevens & Patel, 2015; Wilder, 2014). If parents
established rules and regulations at home so that students were aware of the consequences of
their behavior, schools would be better.
Some principles have lacked opportunities to contribute to policy and decision-making
and develop professionally. Tehseen and Hadi (2015) argued that school leaders who did not
offer support and opportunities that teachers required for professional growth stand a higher risk
of losing teachers than leaders who offered such support and opportunities. The impact of
administrative and district-implemented programs on teacher retention has remained unclear, and
researchers have not detected a consistent pattern of effects across cohorts or states. However, in
some states and cohorts, proteges in districts that implemented programs were significantly more
likely to remain within their school or the teaching profession (Mihaly et al., 2015).
Effective leaders developed relationships with their employees and understood the
importance of creating a bond with those employees. The most effective leaders have developed
environments of professionalism, respect, care, trusting collaboration, compassion, advice, and
nurturing (Connors, 2000; West et al., 2017). Venkatesh (2008) argued that to protect the
interests of an organization, leaders needed to form and maintain relationships with staff
members. Principals must believe in long-term relationships with their staff members and try to
understand their staff members as people, not just employees. The behavior and interactions of a
school principal affect the entire school and, consequently, teacher job satisfaction (Jones, 2004;
Peck, 2002).
28
One common but important complaint teachers have related is a lack of support from
principals. Effective principals put considerable effort into professional learning for themselves
and their teachers, both inside and outside the school environment (Dinham, 2007). Dinham
(2007) argued that principals needed to recognize that all teachers could be leaders and that there
were various ways to build relationships among school faculty. One way that principals could
build relationships with their faculties was to occasionally lend a hand (Kellison, 2007).
Principals must remember that teachers are human beings, therefore they need them to always
provide moral support.
Working Conditions of Teachers
Working conditions have also influenced teacher retention. Schools have offered
educators both a working environment and a professional setting. School leaders needed to
ensure that teachers could access students, information, technology, and teaching materials and
have enough time to teach their students (Ye, 2016). There were various ways to conceptualize
the working conditions of teachers. Perie and Baker (1997) indicated that working conditions
entailed administrative support coupled with leadership, working atmosphere, student behavior,
and teacher control over the setting. Leithwood (2006) developed a framework that subdivided
working conditions into school-level and classroom-level aspects. The classroom-level aspects
included teaching workload, classroom composition, classroom size; school-based aspects
included organizational culture, community relations, and physical school structure. Futernick
(2007) described working conditions as an opportunity for school leaders to work with a team of
qualified teachers that shared a similar vision to jolt the school into equilibrium and raise its
performance. Therefore, Futernick perceived working conditions as the provision of an effective
29
team, a physical environment, external support, parental and community involvement, autonomy,
shared government, effective leadership, time, a well-rounded curriculum, and small classes.
Ingersoll (2001) conducted a national survey of working conditions that affected teachers
and how those conditions impacted teacher turnover and attrition. The researcher found four
aspects of the school environment to be significant determinants of teacher retention: (1) level of
administrative support; (2) extent of teacher input into school policies; (3) compensation of
workers; and (4) strife and conflict within the school. Johnson et al. (2012) synthesized existing
literature explained working conditions in schools and found that they included: (a)
organizational structures that influenced teacher workload; (b) physical facilities and features,
such as equipment and buildings; (c) political attributes that defined the power and authority of
teachers; (d) social components that influenced teachers’ status, responsibility, and encounters
with peers and students; (e) cultural dimensions that defined values, norms, and traditions; (f)
educational policies associated with accountability, education, and curriculum that enhanced or
limited what teachers could teach; and (g) psychological concerns that diminished or enhanced
teachers.
Working in collegial conditions and an environment with strong instructional emphases
and the right materials available improved teacher retention. Teachers treasure a friendly school
environment in which they were not isolated but worked together with their leaders to ensure
outstanding performance (Working, 2003). Hirsch and Emerick (2007) argued that teachers’
working conditions were vital to the enhancement of teacher retention and learning processes.
Five factors appeared critical to triggering teachers to leave the teaching profession: (1)
inadequate resources, recognition, and support from the administration; (2) inability to influence
and control classroom and school decision-making; (3) student discipline; (4) intrusions on
30
teaching time; and (5) insufficient time to prepare for class (Ingersoll, 2001). Furthermore,
teachers reporting on individual states have indicated that teachers’ working conditions affected
their retention, learning, empowerment, and access to resources and facilities.
The Influence of Working Conditions on Teacher Attrition
According to Arinette (2018), a teacher’s perception of their school strongly impacted
their plan to continue at the school. Jackson (2012) also found a positive relationship between
teacher working environment and teacher attrition. Jackson’s data revealed that a lack of teaching
and learning materials led teachers to be unprepared, which created poor working conditions.
Djonko-Moore (2016) found that teachers were more likely to leave schools with higher student
disciplinary problems than other schools and were less likely to leave schools with stronger work
environments than other schools, as characterized by the quality of facilities and number of
school problems. MacDonald (1999) reported that teachers who left the profession cited
concerns regarding space, supplies, educational politics, and school governance or decision-
making.
When working conditions were not conducive to teaching, teachers could not carry out
their job responsibilities efficiently. Buckley et al. (2005) reported that among teachers working
at schools with inadequate facilities in communities with low socioeconomic status, large class
size was the most significant reason teachers left their jobs. Teachers depended on working in
reliable and well-furnished schools to complete their work (Johnson, Author, et al., 2005).
Researchers in other countries have also discussed the effects of insufficient teaching
facilities and supplies, including textbooks, maps, globes, laboratory equipment, and other tools
required for students to achieve (Ayeni, 2005). Bamisaye (1998) reported that teachers did not
complete their duties when conditions were unsatisfactory; this had the potential to demotivate
31
teachers and reduce their self-esteem. Many schools in developing countries have lacked the
necessary infrastructure, such as electricity in staff rooms, running water, or toilets. These
environmental factors led to distress at work (Oke & Dawson, 2012). Tambo (2003) reported that
teachers in Cameroon were dissatisfied with their working environments, which were inferior to
those available to their counterparts in other occupations. The situation in Cameroon was
consistent with Herzberg’s theory of motivation, which predicted that employees must be
motivated and satisfied in order to perform well.
Ingersoll and Smith (2003) reported that working conditions in schools had led to a
shortage of teachers, while Boyd (2009) found that working conditions made up the most
important factor that influenced teachers to stay or leave their profession. An understanding of
the conditions and contexts that impacted teacher retention was vital to developing effective
learning environments in which students performed well (Stairs & Donnell, 2010). It was also
essential to determine what educators experienced working under various conditions.
Teacher Preparation
Researchers have reported that variation in teacher effectiveness was significant and that
more effective teachers could dramatically improve students’ short- and long-term life outcomes
(Chetty et al., 2014; Whitford et al., 2017). According to Hughes (2012), teacher attrition
stemmed from the training and development programs required to boost reforms within a school;
these programs reduced the funds available to the school. As a result, schools struggled to
achieve common school reform objectives and implement teacher preparation programs.
Schneider and Duran (2010) reported that teacher turnover significantly affected the creation and
development of teacher preparation programs that ensured teachers were ready for the classroom
and thus had an impact on teacher retention, teacher development, and student academic
32
achievement. Teacher preparation programs have helped teachers to improve their effectiveness
as a means of reducing educational and economic inequality (Goldhaber, 2015).
Institutional factors have had an indirect influence on the rate of teacher retention, which
in turn affected teacher preparation. These factors included regulatory changes at the federal and
state levels, which could cause the collapse of preservice preparatory programs. According to
Rice (2010), the purpose of programs such as NC TEACH and Teach for America had been to
meet the demand for teachers. However, these nontraditional routes of teacher recruitment
increased the likelihood of teachers abandoning traditional preparation programs. The hiring of
teachers through these programs was a short-term solution that indirectly increased teacher
attrition because it discouraged the development of a long-term solution (Goodpaster et al.,
2012). In summary, teachers who felt unprepared due to a lack of preparation— such as
classroom preparation, ongoing professional development, and teacher training programs- were
more likely to become dissatisfied and leave their jobs than teachers who felt prepared.
According to Roe et al. (2013), No Child Left Behind required that all teachers displayed
competency in the subjects that administrators hired them to teach. This requirement affected
teacher retention when teachers sought additional certification. If schools implemented on-site
teacher preparation and certification programs, teachers were more motivated to complete
ongoing requirements. Teachers who had regular or standard certifications were much less likely
to leave the teaching profession than those who did not (Helms-Lorenz et al., 2016; Luke, 2014).
Researchers have presented limited evidence that teachers trained in some alternative training
programs, such as professional development schools, were more likely to stay in the teaching
arena than traditionally trained teachers (Latham et al., 2015). Schneider and Duran (2010) found
that 8.9% of teachers left because they lacked preparation for implementing reforms such as
33
high-stakes testing and No Child Left Behind, and others disagreed with the changes. Day and
Gu (2009) reported that 75% of elementary and secondary teachers felt that the requirement that
teachers be “highly qualified” would profoundly impact retention. Hiring teachers without proper
qualifications negatively impacted student achievement and thus cost the nation (Ingersoll &
Kralik, 2004). Inexperienced teachers were incompetent and cost students the educational
experience to which they were entitled (Zhang & Zeller, 2016). Boe et al. (2008) conducted a
national study to determine whether teacher preparation influenced attrition among teachers in
their first five years of teaching. They reported that more of the teachers hired with some, or no,
teacher training left the profession than teachers who participated in significant teacher
preparation.
Teacher Salary
Economic trends related to the labor market and recession have also affected teacher
retention (Fraser & Lefty, 2018). School budgets fluctuated considerably in response to the fiscal
conditions prevalent in the country. Economic conditions influenced teachers’ salaries,
professional development programs, and financial incentives (Ashiedu & Scott-Ladd, 2012).
These factors, in turn, influenced the labor market in terms of the available opportunities for
gainful employment. Arnup and Bowles (2016) reported a direct relationship between teacher
retention rates and the labor market. When the labor market supported lucrative teaching jobs,
teachers found those jobs more appealing, and higher rates of retention resulted. Several
researchers have also found that teacher salaries were related to teacher retention (Flowers, 2003;
Imazeki, 2005; Onrich et al., 2008; Stinebricker, 2002). Onrich et al. (2008) investigated teacher
retention in poor urban schools in five metropolitan areas in New York and found that salaries
affected teachers’ decisions to stay or leave. They reported an association between higher pay
34
and a lower probability of leaving. Flowers (2003) explored the variables that contributed to
teacher attrition and found that money was the most significant variable. Other factors included
excessive paperwork, an overwhelming focus on student performance or standardized tests,
overcrowded classes, lack of parental support, few opportunities for higher salaries, insufficient
planning time, stress, student discipline problems, and lack of respect from students. Flowers
concluded that salary helped determine which teachers remained in teaching and which chose to
leave, and that teachers’ salaries had not reflected the value supposedly placed on education by
society. The author called for action to rectify inadequate salaries and address the other issues
that influenced teachers’ decisions to leave the teaching profession.
Work rewards, in general, have influenced the rate of teacher attrition. Work rewards
were either intrinsic or extrinsic. Among the teachers’ work rewards, salaries had received the
most attention. According to Elfers et al. (2006), teachers with high salaries or decreased
opportunity costs remained in the classroom longer than other teachers. Although some authors
have emphasized salary as a motivating factor in teacher attrition, researchers found that its
influence declined. Researchers working in London found that teachers looked not only at their
salary to determine whether they wanted a job but also at the nature of the workload, which
linked the notions of performativity and accountability (Perryman & Calvert, 2019). Gardner
(2010) said that teachers reported that their pay was inadequate. However, Gardner did not
address the intrinsic rewards that affected teacher attrition. Intrinsic rewards included
recognition, appreciation, and positive experiences with students. The personal nature of intrinsic
rewards made their impact on teacher retention hard to evaluate.
35
Personal Factors
Personal factors have also impacted teacher retention. These factors, often referred to as
“turnover beyond control,” included family and teacher dynamics, each of which had its own
influence on teacher retention. Several researchers have reported teachers giving personal
reasons not associated with work conditions for leaving the teaching profession. For instance,
Billingsley (2004) noted that some teachers left because of childrearing, health, location of
family, or pregnancy. Roe et al. (2013) identified 12 significant reasons teachers gave for leaving
their positions, 11 of which were personal and included pregnancy, childrearing, and being there
for family, which required moving. Factors related to teacher dynamics included dissatisfaction
with career, need to pursue a different job, and the need to pursue education to acquire higher
professional competency (Singer & Willet, 1991). Personal finances and perceived opportunities
were likely to influence teachers’ decisions to leave or stay. Westling and Whitten (1999)
reported that teachers who were primary breadwinners were more likely to stay than those who
were not. However, Billingsley and Cross (1992) found no such relationship. Also, Grissmer and
Kirby proposed that teachers with higher educational levels, with less experience, or who
belonged to racial or ethnic minority groups were more prone to leave the teaching profession
than other teachers (Grissmer & Kirby, 1987). Billingsley has also explored associations between
teacher retention and characteristics of teachers, such as age, gender, and race (Billingsley, 2004;
Grissmer & Kirby, 1987).
Age
Researchers have consistently associated age with teacher attrition, finding that younger
teachers were more prone to express their intention to leave than older teachers. Billingsley
(2004) indicated that younger teachers left the teaching profession at twice the rate of older
36
teachers. Grissmer and Kirby (1987) demonstrated that attrition patterns for teachers followed a
U-shaped curve in which attrition was higher among the youngest teachers, lower for midcareer
teachers, and higher again among the oldest (and retiring) teachers. However, Boe et al. reported
that age functioned differently for teachers who left the teaching profession and those who
moved from one position to another (Boe et al., 1997). Although the number of leavers followed
the U-shaped curve described by Grissmer and Kirby, the number of movers decreased steadily
with age. Miller et al. (1999) also found that younger teachers were much more inclined to move
than older teachers.
A teacher’s age was also a determinant of their experience, and Billingsley (2004) found
that less experienced teachers were more likely to leave or show intent to leave than more
experienced teachers. However, some teachers began teaching as a second career, so age was
controlled when investigating experience. Because teacher attrition rates were associated with
teachers’ characteristics, the career persistence of teachers may change as the composition of the
teaching workforce changes. Billingsley (2004) predicted that teacher attrition would drop as the
proportion of older educators increased.
Several researchers have sought an explanation for high attrition rates among young
teachers. Although some educators have found teaching satisfying, others have faced frustrations
that likely discouraged them from continuing to teach. Billingsley (2004) noted that younger
teachers tended to have less debt and less investment in the teaching profession or a particular
location than older teachers. On the other hand, older and more experienced teachers who left the
teaching profession faced retraining costs, loss of tenure, and loss of the high salary offered to
experienced teachers. Younger teachers also needed to quit their jobs due to family
responsibilities, such as staying at home with their young children. Marston (2014) found that
37
younger teachers were inclined to leave because they could easily change their careers by
completing another degree thanks to having fewer financial obligations and a willingness to
relocate.
Gender
Various researchers have examined the link between gender and teacher attrition, and
their conclusions did not always agree. Moses et al. (2016) argued that gender was one of the
factors that impacted teacher retention and felt that more men were needed in the profession.
Ingersoll et al. (1997) found that women were more committed to teaching than men and had a
more positive attitude about teaching. Moreover, Rots et al. (2014) found that more female
students than male students were willing to enter the teaching profession after finishing
university or college. In most nations, women have dominated the teaching profession,
particularly in early childhood education and primary education (Kelleher et al., 2011). This
female domination had become well-established in many developed nations—such as the United
Kingdom, Brazil, Canada, and Australia—and had also become established in many developing
nations (Kelleher et al., 2011). Globally, there were two explanations for this female domination.
The first explanation was that socioeconomic development had created many better paid or more
interesting employment opportunities that had attracted men away from the teaching profession.
Where men have been the breadwinners in their families, they also have had to avoid the
teaching profession because teachers generally earned low salaries (Kelleher et al., 2011). The
second explanation was that people have linked teaching as a profession with female gender
roles associated with the caring for and nurturing of children (Drudy, 2008).
Guarino et al. (2006) found that the teacher attrition rate was higher among women than
men. Moses et al. (2016) reported that women were also less likely than men to take up teaching
38
jobs in remote areas. Morvant and Gersten (1995) demonstrated that men were more inclined
than women to show an intention to leave the teaching profession. Singer (1992) reported that
young female teachers left their schools at a higher rate than young male teachers. Other
researchers found no association between gender and an intention to leave the teaching
profession. For instance, Boe et al. (1997) identified no association between gender and attrition
in a national sample of teachers. Miller et al. (1999) also found no correlation between teacher
turnover and gender. Inconsistency of findings regarding gender and teacher retention derives
from variation in samples, methods, geographical differences, and changes to the teaching
workforce over time (de Brey et al., 2019). For instance, Singer (1992) collected data from a
database covering 1972 to 1983 and found that young women were more likely than young men
to leave teaching during that period. More recent data indicated that the retention of women and
men in the teaching profession had become roughly equivalent (Moses et al., 2016).
Race
Billingsley (2004) reported that researchers had discovered no racial difference in
relation to attrition or retention of teachers. Boe et al. (1997) conducted a national study and
found no racial differences in attrition. Miller et al. (1999) and Singer (1992) reported the same
finding in Florida and Michigan, respectively. However, other researchers have claimed that race
affected teacher attrition. Cross and Billingsley (1994) found that White teachers were more
likely than Black teachers to stay, but the authors focused on intent to leave rather than actual
departure. In North Carolina, Sun (2018) found that the annual retention of Black teachers was
4% less than that of White teachers in both secondary and elementary schools between 2004 and
2015. Sun attributed this gap to Black teachers’ experiences, education, and challenging
39
community and school environments: The author claimed that Black teachers were more
attracted to schools whose student populations were majority Black.
Kaput (2019) noted that 19% of non-White teachers left the U.S. teaching profession
annually, but the corresponding rate for White teachers was only 15%. The rate at which teachers
moved from one position to another was also higher among non-White teachers than among
White teachers. This was a challenge because the movement of teachers to different schools
could negatively affect the performance of their students (Kaput, 2019). Kaput also discussed the
findings of a Minnesota survey of reasons why non-White teachers moved more than White
teachers: racial isolation, dissatisfaction with administration, lack of support, lack of autonomy,
and dissatisfaction with accountability systems used in schools.
Carver-Thomas (2018) discussed the findings of an equity and diversity impact
assessment of Minneapolis Public Schools that showed non-White teachers, and Black teachers
in particular, experienced persistent challenges based on their race, such as assignment to
discipline tough students. Within the school district, administrators assigned non-White teachers
more duties than their White colleagues and frequently told non-White teachers that they were
not meeting expectations (Carver-Thomas, 2018). Non-White teachers also frequently
experienced racial isolation because they had few non-White colleagues in their schools to
support them and were more likely to leave due to job insecurity (Carver-Thomas, 2018). These
biases and inequalities permeating schools in Minneapolis Public Schools led non-White
teachers to feel more targeted than their White colleagues.
From a national perspective, Griffin and Tackie (2016) presented findings of a 2013
federal survey of education that indicated that intentions to leave were stronger among non-
White teachers than White teachers due to the lack of support from administrators, desire to
40
pursue different careers, concerns regarding compensation based on performance, poor teaching
conditions, and lack of autonomy in the classroom (Kaput, 2019). Black teachers throughout the
U.S. who answered a survey in 2015 reported racial stereotyping and discrimination in their
schools (Griffin & Tackie, 2016). These Black teachers also said that they never felt as respected
as White teachers for their experience and knowledge of teaching. Instead, other teachers forced
these Black teachers to become disciplinarians who handled students’ behavioral issues (Griffin
& Tackie, 2016). These extra duties disrupted their delivery and professional development.
Griffin (2018) reported similar findings from a qualitative exploration of Latinx teachers,
who said that they felt others perceived them as inferior to White teachers and that others
criticized them when they spoke languages other than English. Drake et al. (2019) reported
similar findings in Michigan regarding racial discrimination and bias as causing non-White
teachers to depart. The authors studied teachers’ evaluations between 2011 and 2016 and found
that approximately 19% of Black teachers received poor evaluations, compared to 7% of White
teachers. Drake et al. found that 50% of White teachers received lower evaluations than White
teachers in similar schools. Most administrators in these schools were White, and this was the
main reason Black teachers were disrespected and perceived as inferior. Billingsley et al. (1995)
studied urban schools and found that the rate of teacher attrition was higher among White
teachers than Black teachers.
Strategies to Enhance Teacher Retention
One strategy proposed to enhance teacher retention focused on providing competitive and
equitable remuneration to teachers to motivate them and minimize the likelihood of attrition and
turnover (Scott, 2019). Competitive and equitable remuneration coupled with incentives such as
housing, health insurance, childcare, loan forgiveness, and scholarships attracted talented
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teachers and improved retention in fields with insufficient teachers, special education, science,
math, engineering, and technology (Podolsky et al., 2016; Sutcher et al., 2016). In Florida, the
Critical Teacher Shortage Program facilitated the forgiveness of teachers’ student loans,
particularly for teachers of subjects that experienced shortages of teachers, and paid tuition and
bonuses for teachers seeking certification in subjects with shortages of teachers. Feng and Sass
(2015) found that loan forgiveness programs and bonuses minimized attrition among teachers of
science, technology, engineering, math, English for speakers of other languages, foreign
languages, and special education. Tuition reimbursement also enhanced teachers’ likelihood of
staying in the teaching profession. These findings were consistent with those of other researchers
who found bonuses to increase retention of teachers, especially in teachers at low-achieving
schools and schools with many students of low socioeconomic status (Clotfelter et al., 2008;
Springer et al., 2016; Swain et al., 2019).
Kraft et al. (2016) reported that enhancing the working conditions of teachers improved
retention. Ensuring good discipline among students, offering administrative support, and
providing professional development opportunities increased the probability that teachers would
stay (Nguyen, 2018). Improving administrative leadership also improved teacher retention
significantly, especially in schools with high needs (Grissom, 2011). Burkhauser (2017)
proposed that school districts struggling with high turnover and attrition needed principals with
the proven ability to enhance working conditions for teachers. Principals have a duty to shape the
vision of a school, develop teachers’ leadership capabilities, promote a hospitable and safe
working environment, and manage processes and people (Edition, 2013). Administrators and
principals could also identify the best teachers to help with both the refinement and
reinforcement of retention efforts (Jacob & Lefgren, 2008).
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Teacher retention was likely to be higher at schools with adequate instructional resources,
clean facilities, and reasonable and manageable class compositions and sizes (Borman &
Dowling, 2008). Administrators could assess the quality of a school’s working conditions and
use these data to target improvements that improved teacher retention (Burkhauser, 2017;
Podolsky et al., 2016). For instance, surveys of teachers in North Carolina using the Teaching,
Empowering, Leading and Learning data collection tool fostered state-wide support for the
implementation of education initiatives, such as funding of professional development and
increasing time for planning, that enhanced the working conditions of teachers (Burkhauser,
2017).
Schools should also enhance recruitment, hiring, induction, and early-career support to
attract and retain highly professional teachers. Schools and districts with strong, clear strategies
for hiring and managing their teachers retained teachers better than other schools and districts
(Feng & Sass, 2015). Common aspects of teacher recruitment and preparation involved
internships, support systems, and extended support of teachers early in their careers (Ticknor et
al., 2017). Strong preparation of teachers increased their efficacy and made them more likely to
continue teaching. Supportive peer networks also improved the retention of teachers.
Ticknor et al. (2017) argued that a teacher who received opportunities for career
progression was more likely to stay at their school. When asked about their career paths, some
teachers said that they intended to become instructional coaches, assistant principals, principals,
or even district education officials. However, unclear career paths led some teachers to leave the
teaching profession or move to another school in search of promotion (Borman & Dowling,
2008). Therefore, improved teacher retention depended on school leaders offering teachers clear
43
career pathways for growth, promotion, and leadership via which teachers could apply their
professional knowledge and expertise.
Praising and acknowledging the achievements and efforts of teachers enhanced their
morale and made them feel valued. The teaching profession had been more demanding, and
teachers had been called on to meet the escalating needs of schools, students, districts, standards
and curricula, novel trends, and best practices (Borman & Dowling, 2008). In big schools,
teachers often interacted rarely with leaders unless dealing with problems. Motivation and
engagement of teachers depended on school leaders developing strategies for praising teachers
and recognizing their efforts. Small efforts of praise and recognition, such as thanking a teacher
privately for the outstanding performance of their class or sending a personalized email, could
make teachers feel treasured (Ticknor et al., 2017). Other ways a leader could praise teachers
included writing a personal note thanking teachers for assisting struggling students and thanking
all staff members for working hard to offer students a good learning environment.
Summary
Demand for teachers increased as baby boomers entered school, declined, and then
increased again in the 2000s. Teacher retention had become a problem throughout the U.S., but
its effects varied from place to place. The lowest rates of teacher retention occurred in areas with
high poverty, limited resources, and harsh working conditions. Teacher attrition had a significant
effect on school budgets, student achievement, school conditions, school reforms, school
districts, and the professional community of educators. Teacher retention was the product of
various contributing factors. Students with less-educated parents who come from disadvantaged
backgrounds faced amazing chances to be successful in the classroom (Kaushal, 2014). With
income inequality rising, the standard of education for disadvantaged students was of great
44
concern (Cox, 2016). Every student should have access to quality education, but the current
system cheated low-income/disadvantaged students of this opportunity (Cati et al., 2015). It was
important for students, families, educators, and policymakers to understand why there was a
disconnect between Tile I schools and the retention of teachers and, more importantly, what
could be done to fix it (Darling-Hammond et al., 2020). This research design assisted me in
understanding teachers’ perceptions of factors that impacted teachers’ retention in Title I high
schools as outlined with the research questions presented in this study. Previous research fixated
on many of the structural and cultural barriers; however, more research was needed to
understand how these issues compound when intersected with low-income /Title I high schools.
Supplemental research was needed to understand what influenced teacher retention in
Title I high schools. Additionally, more research needed to be completed in order to understand
why this unique demographic (Title I high schools) was disproportionately unprepared
structurally, culturally, and academically for teachers (Patton, 2016). There seemed to be a
disconnect between Title I schools and teacher retention, which led to a lack of quality teachers.
By utilizing a qualitative approach, this study allowed the research participants’ voices to
contribute to the research surrounding this educational phenomenon (Creswell & Poth, 2018).
The significance of this study was theoretical, practical, and empirical. Highlighting barriers that
influenced teachers’ perceptions benefited all stakeholders experiencing this phenomenon
(Gonzalez, 2015). Moreover, this study propelled teacher retention access research forward by
targeting a specific population whom the literature seemingly overlooked.
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CHAPTER THREE: METHODS
Overview
The purpose of the proposed case study was to examine current and former high school
teachers’ perceptions of factors that impacted teacher retention. In this chapter, I described the
qualitative methods that I used to answer the research questions in this study. I provided detailed
description of the setting, how I recruited participants, and my role as the researcher. I then
discussed the instruments, the validity and reliability of the instruments, and the procedures I
used to collect and analyze data. I also discussed trustworthiness and ethical considerations. The
primary goal of this study was to provide district leaders and administrators with information to
help implement strategies and programs to raise the retention of teachers in schools.
Design
Researchers use qualitative research methods to explore and understand the social or
human problems of an individual or group (Creswell, 2018). The proposed qualitative study
described current and former teachers’ perceptions of factors that influenced teacher retention.
This study depended on the belief that direct observation was an appropriate way to measure
teachers’ perceptions of factors that influenced teacher retention based on teachers’ own
experiences (Surovell, 2017). I focused on the factors that impacted teacher retention at a Title I
high school in a southern U.S. state. I conducted a case study than any other type of qualitative
research method to ensure I provided an in-depth analysis of the problem (Yin, 2009). The
findings from this study regarding factors that influenced teachers at the school to change
professions could help with the creation of programs to retain effective teachers (Grissom et al.,
2016). I collected and examined the perceptions of high school teachers because their
perceptions reflected their decisions to remain teachers. I could have studied the principals and
46
instructional leaders, which might have been both informative and exciting. However, to ensure
the authenticity of the research, I captured the experiences and perceptions of this unique group
of teachers. Capturing the experiences and perceptions of this unique group was vital to
understanding the issues that impacted teacher retention. A collective case study was applied to
understand the diverse perceptions of the participants. These perceptions were correlated with
the study and investigated to find factors that impacted teacher retention. The high school and
unique group of teachers provided a bounded system for this study. The case study was also
bounded by the research questions, which guided the phenomenon of teacher retention, which
was the focus of exploration (Lapan et al., 2012). The type of research questions, which asked
teachers’ perceptions of what influenced them to stay or leave, was typical of a case study design
(Yin, 2018). High school teachers were exceptional because they dealt with persistent problems
such as working conditions and lack of administrative support, and these persistent problems
they experienced have often led them to leave the teaching profession after only a short period of
employment (Sanchez, 2007). According to Sutcher et al. (2016), a high proportion of high
school teachers, approximately 13. 8%, left the teaching profession within the first five years of
teaching during the years of 2011–2012.
According to Yin (2018), case study research was a useful approach to adopt when the
overall aim was to develop a rounded picture of an investigated phenomenon. Qualitative case
studies focus on how and why questions (Yin, 2018). According to Blanson (2019), using
questionnaires and interviews to collect data in a case study helped with an examination of the
underlying issue. A case study design offered an ideal way to focus on the perceptions formed by
teachers based on their individual experiences and daily activities. Therefore, I selected a
qualitative case study design for this investigation. I collected rich, descriptive data from
47
interviews, a focus group, and documents. When using a case study design, a researcher operates
as the primary collector of data and is responsible for analyzing data (Yin, 2013). Yin (2009)
defined a case study as “an empirical inquiry that investigates a contemporary phenomenon (the
‘case’) in-depth and within its real-world context” (p. 16). Yin (2009) linked theory and practice
by demonstrating the broad scope of case study research and its historical significance at a
practical level. A case study was the best way to approach the topic of this study because it
allowed me to collect perceptions of participants in person and gain in-depth information on
factors that influenced teacher retention in a Title I high school. Other research methods would
have been less effective at answering the research questions. For example, using a grounded
theory design was not appropriate since it dealt with the revision of a theory. I also considered
conducting an ethnographic study; however, according to Merriam (2009), this type of study
dealt with human society and a particular culture, which did not align with my study.
Additionally, I considered a narrative design, yet it did not align since there were no
chronological events or stories being told.
Stake (2003) identified three distinct types of case studies. In an instrumental case study,
a researcher focuses on an issue and selects one bounded case to illustrate the issue. In a
collective case study, a researcher focuses on one issue and selects multiple cases to demonstrate
that issue. And in an intrinsic case study, a researcher aims to develop a more substantial
understanding of a particular case. Stake (2003) described the value of analyzing multiple cases
for the purposes of comparison by examining similarities and differences across the cases (Yin,
2013). In this study, I treated each teacher as a case and each case as its own entity; therefore, I
used a collective case study approach. This collective case study explored how 10-15 high school
teachers perceived factors that influenced teacher retention in their Title I high school. By
48
utilizing Maslow’s (1970) motivational theory, JD–R theory (Demerouti et al., 2001) and the
conservation of resources theory (Alarcon, 2011; Halbesleben et al., 2014), this study analyzed
comprehensive interviews, focus groups, and available documents of the high school teacher
regarding their beliefs, obstacles, knowledge, rewards, and factors that influenced teacher
retention. By conducting a collective case study, I was able to study multiple cases
simultaneously, which facilitated a broader appreciation of teacher retention.
According to Creswell and Poth (2018), qualitative research involves examining data
from participants to acquire knowledge about an issue or problem. As Yin (1994) noted, the aim
of qualitative research is to provide analytical generalizations rather than statistical
generalizations. I purposefully sampled high school teachers with at least five years of teaching
experience to develop a deep understanding of factors impacting teacher attrition. I gathered data
via multiple methods, including interviews, a focus group, and a review of documents and
records such as annual staffing reports, teacher handbooks, and school climate survey reports
(Merriam, 2009).
Using a case study design allowed me to be creative and flexible in my connections with
the participants so that I acquired authentic information. The essence of qualitative research and
case study design was acceptable for this research seeing that deeper knowledge was gained
through strategic steps of data collection and analysis throughout the research. Document
analysis is a social research method and a valuable way to provide triangulation—that is, the
combination of methodologies in the study of a single phenomenon (Bowen, 2009). The purpose
of triangulation in this study was to provide a confluence of evidence that breeds credibility
(Bowen, 2009). Corroborating findings across data sets reduced the impact of potential bias.
49
According to Patton (2015), the essence of qualitative research is to discover patterns and
interest regarding the research topic and inform others through data collection and analysis.
Research Questions
To define the obstacles to teacher retention, I used a qualitative approach. This study
aimed to listen to the voices of high school teachers in a southern U.S. state; therefore, a
qualitative approach was necessary. A collective case study was the research design for this
study since it provided insight and understanding of the universal problem facing multiple cases
of high school teachers (Stakes, 1995).
Central Research Question
What factors do high school teachers perceive as influencing the teacher retention rate in
a selected Title I high school in a U.S. southern state?
Sub-question 1
What are high school teachers’ perceptions of the factors that influence teachers to stay in
the teaching profession?
Sub-question 2
What are high school teachers’ perceptions of the factors that influence teachers to leave
the profession, switch schools, switch districts, or switch grade levels?
Sub-question 3
From a teacher’s perspective, what strategies may increase teacher retention?
Setting
The setting for the proposed study was Manker High School, a high-poverty, Title I
school in a suburb of a large city in a southern U.S. state. Most of the students at Manker High
School came from families of low socioeconomic status; the median household income was
50
$25,590 in 2017, well below the state median of $47,210 (U.S. Census Bureau, 2017). In 2017,
the population of the suburb was 25,172, 32% of whom lived below the poverty line (U.S.
Census Bureau, 2017). For the 2018–2019 school year, Manker High School served 951 students
from Grades 9 through 12, and regarding race and ethnicity, 99% of the school’s students were
Black, 1% were Hispanic, 0.1% were White, and 0.4% were of another race or ethnicity (Tio,
2018). Most students at the school received free or reduced-price lunches. The school had 57
faculty members: 44% had 1–3 years’ experience, 28% had 4–10 years’ experience, 23% had
11–20 years’ experience, and 5% had 21 or more years’ experience (Tio, 2018). At Manker High
School, the retention rate for teachers with five or fewer years of experience was 3% lower than
the retention rate for all teachers (Georgia Department of Education, 2016). The retention rate for
leaders with five or fewer years of experience was 11% lower than the retention rate for all
leaders at the school and 9% lower than the retention rate for leaders with five or fewer years of
experience in 2016–2017 (Georgia Department of Education, 2016). I chose Manker High
School for this study because Manker was a classic example of a Title I school with high teacher
attrition rates. Investigation of Manker High School’s teacher attrition problem was the focus of
this study, and I had personally seen the impact of teacher attrition on both teachers and students
at Title I high schools.
Participants
The participants in this study were high school teachers working at Manker High School
and former teachers who had departed Manker High School. I used both purposeful and snowball
sampling to select participants. Purposeful sampling involved selecting information-rich cases
(Patton, 2015). Slavin (1992) stated that “sample size is a critical element of the research design”
(p. 98). According to Marshall (1996), “qualitative researchers recognize that some informants
51
are ‘richer’ than others and that these people are more likely to provide insight and
understanding for the researcher” (p. 523). Qualitative researchers have oftentimes used
purposeful sampling to identify and select information-rich cases to ensure the most effective use
of limited resources (Patton, 2002). According to Merriam (1998), “purposeful sampling is based
on the assumption that the investigator wants to discover, understand, and gain insight; and thus,
must select a sample from which the most can be learned” (p. 6). According to Creswell and
Clark (2011), purposeful sampling involves identifying and selecting individuals or groups of
individuals who possess exceptional knowledge or experience of a phenomenon of interest.
Along with knowledge and experience, Bernard (2002) and Spradley (1979) noted the
importance of availability, willingness to participate, and the ability to communicate experiences
and opinions articulately, expressively, and reflectively. I used purposeful sampling to ensure
that the selected teachers had taught at Manker High School for at least five years, which
allowed me to learn about important issues from this carefully chosen group of individuals
(Glesne, 2011).
Snowball sampling was another method that has widely been used in qualitative research
(Naderifar et al., 2017). This method of sampling allowed me to enrich the sample and to access
additional participants, including former teachers at Manker High School. Researchers have
often used this sampling method as a specific tool for gathering information on a hidden
population (Atkinson & Flint, 2001). Snowball sampling was a useful alternative when other
means of obtaining information were not feasible, and a convenience sampling method applied
when participants with certain targeted characteristics were hard to access (Naderifar et al.,
2017). When using this method of sampling, the risk of bias was low when the population was
homogeneous regarding the targeted characteristics (Fereshteh et al., 2017). I used snowball
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sampling to access former teachers, a unique group of participants who added knowledge to my
research.
All participants had received certification from the Georgia Professional Standards
Commission. Under this certification process, a high school teacher completed a teacher
preparation program. The process for selecting the teachers to participate proceeded through
contact with the principal of Manker High School. I selected participants by first sending out a
principal-approved questionnaire (see Appendix C) to all teachers employed at the school asking
for volunteers to participate in the study. The questions determined participant interest and
eligibility. The first question on the questionnaire established which individuals were certified
teachers, the second question determined the number of years individuals had been teaching at
Manker High School, and the third question assessed individuals’ willingness to participate in
the study.
As described above, I recruited a purposeful sample of teachers who had worked at
Manker High School for at least five years (Creswell, 2013). By collecting data from high school
teachers with at least five years of experience, I was able to include perspectives of teachers still
relatively new to the profession as well as those of veteran teachers. I aimed to recruit a sample
of 12–15 participants from the approximately 57 current teachers at Manker High School, as well
as former teachers. This sample size was consistent with recommendations for case studies
(Creswell, 2013). I employed pseudonyms during data collection and reporting to ensure
participants’ confidentiality.
Procedures
Before beginning data collection, I obtained approval from the university’s institutional
review board (IRB) (see Appendix A) and the principal of the high school where I conducted the
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study. After receiving approval, I sent out a recruitment letter via email (see Appendix B) asking
current and former teachers to participate in the study. Emails of potential participants were
provided by the principal of Manker High School. Next, I sent consent forms via email (see
Appendix C) to all potential participants eligible for the study (Creswell, 2013). All participants
were over the age of 18 years and were able to give their own informed consent to participation
by signing the informed consent form. I did not gather any information from a participant until I
had received their signed informed consent. Once I received the completed consent forms, data
collection began. Snowball sampling allowed me to enrich the sample and to access former
teachers that worked at Manker High School. Purposeful sampling ensured that selected teachers
were certified and had taught at Manker High School for at least five years along with verbal
confirmation. The 10 potential participants were identified, contacted about scheduling an
interview, and sent confirmation of the interview’s location, date, and time.
I used semi-structured interviews with open-ended questions to obtain participants’
views, thoughts, feelings, experiences, opinions, and intentions regarding teacher attrition
(Creswell & Poth, 2018). When constructing the interview, I followed the steps specified by
Creswell (2008) to establish content validity. Content validity was the extent to which items in
an interview or questionnaire represented the phenomenon under study. According to Creswell
(2008), a researcher can address content validity by establishing a panel of judges or experts and
having the panel examine the plan and procedures used to construct the instrument, including the
“objectives of the instrument, the content areas, and the level of difficulty of the questions” (p.
172). I had the interview questions peer reviewed before applying for IRB approval (see
Appendix D) and I piloted my interviews questions. Each interview lasted approximately 45
minutes was recorded for future analysis. Following the interviews, I conducted a focus group
54
with the same participants who were notified via email with the location, date, and time. The
participants shared their experiences in an appropriate and comfortable setting answering the
focus group questions (see Appendix E) and this was also recorded for future analysis. I also
collected documents such as annual staffing reports, teacher handbooks, and school climate
survey reports (Creswell, 2013). I transcribed all audio and locked all data in a safe for
protection. I coded all data and synthesized themes or patterns from the codes (O’Leary, 2014).
Finally, I reported my findings based on the data.
The Researcher’s Role
As a researcher, I upheld ethical standards while conducting the study. My role as the
researcher was to collect various forms of data, examine the data, effectively conceptualize the
information in the data, and then disseminate the information in a helpful way (Creswell & Poth,
2018). My goal was to use qualitative methods to understand the experiences of individuals via
an interpretive paradigm based on interviews and focus groups (Thanh & Thanh, 2015). I
reported the findings using a verisimilar style, which involved providing a realistic picture to
help the reader experience the feelings and attitudes of the participants (Creswell, 2013). As an
educator at a Title I high school with a high attrition rate, I may have been biased in my
relationships with the participants because we may have had similar experiences. Therefore, I
used open-ended questions to allow participants to express their own experiences rich in
participant reality but without researcher bias (Austin & Sutton, 2014).
I guarded against bias while developing questions, selecting participants, analyzing data,
and reporting findings. Research bias could have affected this study in many ways; therefore, I
used reflexivity, which was the process of creating data-gathering tools, when collecting,
analyzing, and reporting data (Berger, 2015). According to Mruck and Breuer (2003),
55
researchers should discuss themselves and their presuppositions, choices, experiences, and
activities during the research process. Reflective practices such as this aim to make visible to the
reader the constructed nature of the research outcome, a construction that “originates in the
various choices and decisions researchers undertake during the process of researching” (Mruck
& Breuer, 2003, p. 3). According to Lincoln and Guba (1989), a reflexive journal is a type of
diary in which a researcher makes entries during the research process recording their
methodological decisions and reasons for those decisions. A researcher can examine a study’s
logistics and reflect upon events in terms of the researcher’s values and interests by keeping a
self-reflective journal (Lincoln & Guba, 1989). Researchers use such journals reflectively to
examine “personal assumptions and goals” and clarify “individual belief systems and
subjectivities” (Russell & Kelly, 2002, p. 2). Keeping a reflective journal is common practice in
qualitative research (Etherington, 2004). Reflexive journaling allowed me to explore
participants’ experiences in detail while avoiding the heavy resource requirements of traditional
observations. By making efforts to build trust and respect, I maintained a steady response rate
and sustained participation throughout the study. Reflexivity rested on the assumptions that
researchers were part of the social world that they studied and that a critical aspect of research
was to make relationships between researchers and participants as explicit and transparent as
possible (Palaganas et al., 2017). I used reflexivity to increase the trustworthiness and
transparency of the study by identifying and reporting my values, beliefs, knowledge, and biases
(Råheim et al., 2016). I was able to enhance the quality of the study by reflecting on who I was
in association with teacher retention problems (Berger, 2015). How I related helped me obtain
new insight into how to retain teachers. Finally, using reflexivity helped me ensure ethical
56
research practices by addressing concerns regarding the adverse effects of power on my
relationship with the research participants (Berger, 2015; Smith, 2015).
Manker High School had a high teacher attrition rate, which differed from the district in
which I had currently worked. I attempted to conduct the study as a neutral and unbiased
researcher and allowed the participants to offer authentic information that helped retain teachers.
My role had little impact on the responses provided by the participants because I had no
relationship with the participants, including any relationship in which I supervised or evaluated
them. My interest in this research came from many years of seeing some coworkers leave the
teaching profession while others stayed for years. I explained to participants that my role as the
researcher was to collect data from interviews, a focus group, documents, and records and to
identify themes in those data that may address the research problem. I aimed to help leaders of
school districts develop strategies to reduce teacher attrition.
Data Collection
The proposed case study relied on several rigorous data collection techniques to ensure
the collection of rich data. According to Yin (2018), no single data source is better than any
other. I proposed to begin by interviewing participating teachers.
Interviews
I conducted in-person interviews to gain information about teachers’ experiences and
perceptions. Interviews in qualitative research help explain, understand, and explore the meaning
of what interviewees say regarding their opinions, behaviors, and experiences (Kvale, 1996).
Interviews are useful as a follow-up to a questionnaire when a researcher wants to understand the
story behind a participant’s experiences (McNamara, 1999).
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Case study participants provide details and ideas about situations rather than just specific
answers to questions (Yin, 2013). Conducting individual semi-structured interviews with open-
ended questions allowed me to obtain rich data that captured participants’ perspectives (Weller et
al., 2018). After selecting participants, I set a day and time for each interview based on
participant availability. Each interview lasted between 30–60 minutes and took place in a private
classroom at the school. I asked participants for permission to electronically record the
interviews, and I stored all data from the interviews on a secure, password-protected laptop.
In the study, I asked every participant the same open-ended questions. Using standardized
open-ended questions allowed me to complete interviews more quickly and compare them more
easily. Researchers commonly use standardized open-ended questions in case studies (Yin,
2013). According to Creswell (2012), researchers who use standardized open-ended questions
generally plan to engage in one-on-one interactions with participants. Glesne (2011) stated that
when trying to build a trusting relationship with participants, a researcher’s skill in examining
and moderating questions is essential.
Qualitative interview questions are generally open-ended and crafted around the topic
studied (Merriam, 2009). Creswell (2012) stated that open-ended questions provide participants
with opportunities to give in-depth answers rather than vague responses. I wrote interview
questions that strategically aligned with the research questions to ensure that the data obtained
from participants aligned with the purpose of the study. The interview questions allowed
participants to express their experiences in detail and discuss their viewpoints concerning factors
that impacted teacher attrition. I asked each participant the following questions, generally in this
order:
1. Tell me about your journey to become a teacher here at Manker High School.
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2. How long do you plan to be in the field of education?
3. How would you describe the culture in your school?
4. What makes Manker High School different from any other local school?
5. Briefly describe the working conditions here at your school.
6. What role do administrators play in your decision to remain at Manker school?
7. What types of supports are in place to help build teacher abilities, skills, and expertise?
8. How do these supports work with the teachers?
9. What do you think leads new teachers to keep teaching?
10. How does your teacher’s salary affect your attitude toward teaching?
11. What activities or events at Manker High School do you believe would affect a teacher’s
decision to continue to work at the school?
12. Why do you think teachers enjoy working at Manker High School?
13. What are the expectations of teachers at Manker High School?
14. What causes teachers to quit working at Manker High School?
15. Describe any situations that made you want to leave Manker High School.
16. What do you think leads new teachers to leave teaching?
17. What affect does the workload at Manker High School have on teacher’s decision to
leave?
18. What do you think could be done to improve teacher retention at Manker High School?
19. What characteristics or actions would you like administrators to have or demonstrate to
help increase teacher retention?
20. Considering all things, what are you plans for next school year?
21. What are some other factors that teachers take into consideration when debating whether
to leave their school?
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The first question was a grand tour question (Rossman & Rallis, 2016) intended to make
interviewees feel comfortable with talking about themselves and their experiences, which broke
the ice and prepared participants to make longer detail-rich responses. The second question
identified factors that teachers felt may have enhanced their educational opportunities for
longevity, especially in vulnerable schools, by understanding why teachers joined and left the
profession, and what motivated them to stay or return (Podolsky et. al., 2016). Questions 3-8
addressed teachers’ attitudes toward being unsupported in their jobs in which they tended to
leave, and inexperienced teachers were incompetent which jeopardized students their entitled
educational opportunity (Zhang, et.al., 2016; Walker, T. 2019b). According to Grissom et al.
(2019), more effective principals were associated with higher retention rates based on the
multiple measures researchers use to assess teacher and principal effectiveness. Questions 9-13
gave insight on teachers’ perceptions of factors that influenced teachers to remain in their jobs.
Studies showed that more teachers were allured to high achieving schools with qualified
administrators, committed colleagues, and relatively well-behaved students even if they came
from low-income families and had poor skills (Bland et. al., 2016). According to Gu et al. (2014)
school’s deprived communities and environment affects teachers and their decision to continue
working and teacher-student relationships in disadvantaged communities are important to
increasing teachers’ job satisfaction, therefore, questions 14 -17 investigated factors of why
teachers left their jobs. Questions 18 and 19 identified strategies school districts used to retain
teachers, such as viewing the entire work environment to identify ways of making the teachers’
experiences in school more significant, rewarding, and productive (Bland, 2019). Question 20
allowed teachers to explain reasons they may or may not return to the school next year. Teachers
enter and stay in the teaching profession when motivational patterns are highly complex and
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when they can identify with intrinsic, altruistic, and perceived professional mastery (Chiong et
al., 2017). Finally, question 21 allowed teachers to elaborate their experiences in detail and
discuss their viewpoints concerning factors that impacted teacher attrition (Creswell 2012).
Focus Group
After analyzing the data from the one-on-one interviews, I collected further data by
conducting one focus group with the interview participants. This allowed me to observe the
participants engaging in dialogue with their colleagues on the research topic. Focus groups
enable participants to interact in the context of the study topic so that a researcher can observe
their attitudes and hear their experiences (Morgan & Spanish, 1984; Rothwell et al., 2015). Focus
groups took place in an acceptable and approved location with a confidential atmosphere. I
collected data by recording audio of the discussion and taking notes. I facilitated the focus
groups using a semi-structured group interview process to ensure that participants remained on
topic (see Appendix E). I worked hard to establish an atmosphere conducive to trust that allowed
participants to share freely. I used the following questions to guide the focus group process:
1. Why did you choose the teaching profession?
2. Discuss the positive aspects of working at your school.
3. Thinking of a positive school climate: What are the key factors that contribute to a
positive school climate at your school?
4. Describe the interaction between teachers at your school.
5. Describe the relationship between administrators and teachers.
6. What are some experiences that you believe may lead your colleagues to consider leaving
the profession?
7. What are some duties or responsibilities that you feel could be eliminated to help teachers
be more productive?
8. In what ways might these duties and responsibilities lead to teacher turnover?
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9. Let’s discuss the students at your school. What role does student discipline play when a
teacher is deciding whether to leave?
10. What are your feelings about administrator behaviors that could help reduce the turnover
rate in your school?
11. What might administrators do to better support high school teachers?
12. High school teachers often benefit from professional development workshops that build
their skills. What kind of professional development workshops might help?
13. If you could design a school where teachers would not leave, describe the school for us in
full detail.
Questions 1–4 allowed teachers to address factors that influenced teachers to stay in the
teaching profession. Teachers prefer to work in schools that have greater autonomy, strong levels
of administrative support and clear expectation which leads to a positive working relationship
with teachers an improves teacher retention (Skaalvik et al., 2017). According to Glover (2013)
teachers’ creativeness were being governed by the schools with market norms and they were
pushed to increase test scores which left teachers blamed for students’ lack of achievement and
growth which contributed to factors that impacted teachers’ decisions to leave the teaching
profession which is covered in questions 5-8. Teachers leave poor schools due to inadequate
amount of discipline, lack of collaboration and preparation, poor administrative leadership and
working conditions (Donaldson et al. 2011). Finally, questions 9–11 allowed participants to
suggest ways to reduce teacher attrition and increase teacher retention. Developing a family
friendly environment based on the recognition of teacher professionalism can be more notable in
teacher retention and the recognition of their accomplishments and years of services at different
stages is a psychological connection that can be used to retain teachers (Jackson, 2012). Focus
group data were stored on a password-protected laptop.
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Document Analysis
I used four types of documents and records to gain information about the school’s
attrition rate: (1) annual staffing reports; (2) professional development plans; (3) the teacher
handbook; and (4) school climate surveys. Annual staffing reports provided me with data
regarding teachers who had left the school and teachers who remained. These reports also
provided data on teachers’ employment, including hiring data and the projected needs of the
school and teachers’ demographic data (Darling-Hammond et al., 2017). I created graphic
representations of the data that were easy to understand.
Professional development plans included reports of professional credentials,
implementation of goals, strategies for training, and outcomes of training. These plans
emphasized collaboration, responded to expressed needs, and created programs to further
competence and expertise. The documents provided professional performance reviews with
which to evaluate the improvement of teaching and learning to meet the students’ developmental
and educational needs and teachers’ professional needs, such as mentoring programs (Randel et
al., 2016; Tooley & Connally, 2016).
A teacher handbook provided information on teacher responsibilities and workload with
the aim of improving and sustaining teaching quality. The handbook helped teachers identify
areas for performance improvement and focused support on essential and ongoing processes of
development. As a teacher grows professionally, their instructional expertise increases, they
become more effective at various aspects of teaching, and they gain a greater repertoire of
instructional, managerial, and assessment knowledge and skills on which they can draw as they
create meaningful student learning experiences. The teacher handbook that I used served as a
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resource for all certified staff and described many policies and procedures that govern teachers’
work.
A school climate report evaluated various aspects of a school’s educational environment
to assess perceptions and identify specific strengths and weaknesses in the school. Teachers in all
schools believe that they lack any voice in shaping curriculum, setting performance standards for
students, devising discipline policies, or evaluating teachers. School climate affects teacher
retention: According to Walker (2019a), “teachers who quit the profession were more likely to
have reported, in the year before they quit, feeling stressed, unsatisfied, unsupported, and not
involved in setting school or classroom policies” (p. 21).
These documents provided comprehensive and historical information without disrupting
the participants’ daily routines. I stored the documents in a locked cabinet for security purposes.
Secure storage of documents helped form an audit trail (Creswell, 2013).
Data Analysis
Qualitative methods involve complex and challenging dissection of text and other data.
According to Creswell (2009), “the process of data analysis involves making sense out of the text
and image data” (p. 183). Data analysis included organizing and coding data, finding ways to
represent the data, and deciding how to interpret the data (Creswell, 2009). Triangulation
allowed me to enrich the research by offering a variety of data sets to explain differing
characteristics of the phenomenon and increase the credibility and validity of the research
findings (Noble et al., 2019). Using memos allowed me to engage with the participants to a
greater degree and develop an intense relationship with the data (Birks et al., 2008). Glaser
(1978) advised the researcher to consider memo writing a priority to ensure the retention of ideas
that may otherwise be lost. Clearly, the writing of memos was crucial to the process of
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examining a phenomenon within this qualitative domain. Bracketing was a strategy that was used
to minimize the potentially inimical effects of preconceptions that contaminated the study
process and was presented as two forms of researcher engagement, with data and with evolving
findings (Tufford et.al., 2012). The first form of researcher engagement was identification and
ephemeral setting aside of the researcher’s assumptions. The second form consistent of
hermeneutic data revision along with one’s evolving comprehension of it considering a revised
understanding of any aspects of the issue. This was an ongoing process that included the
methodical development of language to reflect outcomes (Fischer, 2009). This process enabled
the researcher to be able to “mitigate the potential deleterious effects of unacknowledged
preconceptions related to the research and thereby to increase the rigor of the project” (Tufford
& Newman, 2012, p. 81).
When conducting qualitative data analysis to answer research questions, a researcher
must identify themes and patterns in the collected data (Creswell & Poth, 2018). Thematic
analysis is a method of analyzing qualitative data by identifying, organizing, describing, and
reporting themes found within a data set such as interviews (Nowell, et.al., 2017). Closely
examining the data for common themes such as topics, ideas, or patterns of meaning that come
up repeatedly will help create/define and name themes (Kiger et. al., 2020). To this end, I
transcribed the digital recordings of the interviews and focus groups verbatim. I then used open
coding to identify themes based on recurring words or phrases by reading and rereading
transcripts, highlighted words in transcripts and documents that related to the research questions
and identified themes in the data that reflect similarities and differences among the perceptions
of the participants (Bowen, 2009; Glaser, 2011). Then, I coded each theme, reviewing it several
times. I developed the codes into names that described issues. I transferred all codes into a
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separate document where I compared consistent themes. I repeated this process several times,
renaming and restructuring the codes after comparing them. As the themes coalesce, the most
salient themes became the central themes of the study. Analyzing the data allowed me to focus
on identifying themes, patterns, and discrepancies in the data, which provided insight into the
research questions. I then shaped developing themes “into a general description” (Creswell,
2009, p. 189) of the phenomenon.
The final step was data interpretation. After analyzing the data, I had to check its validity
by checking the accuracy of the findings (Creswell, 2009). According to O’Leary (2014), this
technique allows researchers to identify common occurrences of specific themes and quantify the
use of particular words, phrases, and concepts to ensure credibility. A researcher determines
what to search for, then computes the frequency of occurrence of the search target within
documents. A researcher thus organizes information into what is “related to the central questions
of the research” (Bowen, 2009, p. 32). Bowen (2009) summed up the overall concept of
document analysis as a process of “evaluating documents in such a way that empirical
knowledge is produced and understanding developed” (p. 33).
To ensure the validity of interviews, I transcribed my own raw data, organized and
prepared data for analysis, read all data thoroughly, coded data, described data, completed
detailed descriptions in the form of a case study, and interpreted the meanings of the descriptions
by hand (Creswell & Poth, 2018). To ensure the reliability of the interviews, I used member
checking and provided a final report to each participant to validate the accuracy of the findings
(Creswell & Poth, 2018). By examining the information collected from different sources, I was
able to corroborate findings across datasets and thus reduced the impact of potential biases.
During data analysis, I examined, categorized, tabulated, and summarized the data (Yin, 2018). I
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backed up all electronic files on an external memory drive and locked the drive in a filing cabinet
in a secure office. I will destroy the original data sources.
Trustworthiness
In this section, I addressed the credibility, dependability, confirmability, and
transferability of the findings of the proposed study. All these factors are essential to any
research study.
Credibility
I used the triangulation of interviews, focus groups, documents, and records to ensure the
research was credible (Korstjens & Moser, 2017). Furthermore, in line with Merriam (2009), I
used member checking to reduce any personal influence or biases. Following Stake’s (1995)
recommendations, I applied member checking by taking the information I gathered from the
participants back to them to ensure that I had correctly interpreted their experiences and drawn
appropriate conclusions. The participants judged the accuracy and credibility of the account I
provided, which ensured that they played an active role in the case study (Stake, 1995).
Dependability
Dependability is essential to trustworthiness as a measure of whether findings are
consistent and repeatable. Trustworthiness is a measure of the accuracy of findings and the
degree to which they support any conclusions drawn (Anney, 2014). I used an inquiry audit to
ensure dependability. An inquiry audit involved having a qualified person outside the data
collection and data analysis processes examine these processes and the results. I maintained an
audit trail by keeping track of all documents, interviews, and other data in an orderly manner that
permitted replication of each aspect of the study as needed (Lincoln & Guba, 1985). The audit
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trail confirmed the accuracy of the findings and ensured that the data collected supported the
conclusions drawn.
Confirmability
Researchers use reflexivity to ensure the confirmability of their research. Reflexivity is
an attitude that a qualitative researcher adopts when collecting and analyzing data to ensure the
credibility of the results by reducing the chances of the researcher biasing the study. I looked at
my background and position to identify how they influenced the research process, and I
maintained a reflective journal. My influences, as recorded in the reflective journal, provided
valuable insight for readers to understand how I derived the themes from the data (Moon et al.,
2016).
Transferability
Researchers establish transferability by providing readers with evidence that their
research findings apply to other contexts, situations, times, and populations (Patton, 2015). I used
detailed and thick description as a technique to establish transferability by providing a robust and
accurate account of my experiences during data collection. Lincoln and Guba (1985) stressed the
importance of transferability in qualitative research to permit the application of lessons learned.
By achieving transferability, I connected to the cultural and social contexts that surrounded my
data collection. Making this connection meant talking about where the interviews occurred and
other aspects of data collection, which provided a more vibrant and fuller understanding of the
research setting.
Ethical Considerations
I first gained approval to conduct this study from my dissertation committee at Liberty
University. I then sent a letter to the superintendent of the school district in which I conducted
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the research. This letter described the study and requested permission to conduct the study. Once
I received approval from the superintendent, I sent a letter to the principal of the high school I
proposed to study. The letter explained the study in detail so that the principal was aware of
precisely what would occur in their school. Each of the participating teachers signed an informed
consent form. I maintained participant confidentiality and anonymity during the research
process. I used pseudonyms for the setting and all participants to ensure confidentiality (Creswell
& Poth, 2018). I used privacy to empower participants by clearly stating that I would report only
information that they wanted to reveal in interviews (Creswell & Poth, 2018). I acted in a caring
and fair manner during interviews by avoiding questions that led to emotional distress. There
were no conflicts of interest besides me being an educator, and I took specific steps to keep
natural biases out of the study as much as possible. I stored all data on a password-protected
computer.
Summary
In this chapter, I discussed the methodology of the proposed study, including the forms of
data to collected, the proposed procedures, and the methods I used to collect and analyze data. I
also discussed how I would establish trustworthiness and ethical considerations. Teacher
retention impacting Tile I high schools was researched through valid, confidential, and reliable
approaches to convey a clear perspective and understanding of the issue. Interviews and a focus
group with 10 to 15 participants provided indispensable evidence and conception of the issue that
teacher retention presented to Title I high schools. Former and current teachers discussed their
perceptions of factors that influenced teacher retention at this Title I high school. Participants
were selected using a purposeful sampling procedure and invited via email. Participants used the
attached consent form. Data analysis and collection approaches helped in revealing teacher
69
retention issues at this Title I high school and was manipulated responsibly and ethically. The
information was transcribed to use for data and coding. As the role of the researcher, I kept all
information confidential, organized, credible, and valid. Design selection, research questions,
and the setting for this study were all relevant to the establishment of solid research. The findings
from this study helped identify factors that influenced teachers at the Tile I high school to change
professions and provided resources for creating programs to retain effective teachers (Grissom,
Viano, & Selin, 2016).
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CHAPTER FOUR: FINDINGS
Overview
The purpose of the case study was to examine current and former high school teachers’
perceptions of factors that impacted teacher retention. In this chapter, I will provide the findings
based upon the analysis that I completed on the collected data. This chapter will begin by
highlighting the demographic backgrounds of the participants of this study. I will then report the
results of the study, by discussing the themes that emerged from the dataset, as well as answering
the research questions.
Participants
The participants in this study were high school teachers working at Manker High School
and former teachers who had departed Manker High School. I used both purposeful and snowball
sampling to select participants. All participants had received certification from the Georgia
Professional Standards Commission. I aimed to recruit a sample of 12–15 participants from the
approximately 57 current teachers at Manker High School, as well as former teachers. The final
sample size was nine participants for the semi-structured interviews and nine participants for the
focus group. In relation to the nine participants for the semi-structured interviews, I experienced
data saturation on the eighth interview, and therefore completed one more to confirm saturation.
Table 1 below highlights the demographic characteristics along with the pseudonyms that were
assigned to each participant.
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Table 1
Teacher Participants
Name Age Marital
Status
Educational
Degree
Years of
Teaching
Experience
Grade Level
Taught
Subject
Taught
Amy (P1) 35 Single Master’s
Degree
7 years 9-12th Business
Sara (P2) 41 Single Doctoral
Degree
12 years 10th & 11th Math
Kim (P3) 32 Single Educational
Specialist
6 years 9th & 10th Science
Tamika
(P4)
42
Single Educational
Specialist
19 years 9th Math
John (P5) 53 Married Bachelor’s
Degree
10 years 11th & 12th History
Scott
(P6)
38 Married Master’s
Degree
8 years Interrelated All
subjects
Jane (P7) 45 Married Educational
Specialist
15 years 9-12th Science
Bob (P8) 59 Single Doctoral
Degree
40 years 11th & 12th History
Tasha
(P9)
56 Married Master’s
Degree
8 years 9th & 10th English
Theme Development
Within this section, I will begin by discussing the synthesis of meaning which includes
both textual and structural descriptions of the participants. I will then provide an overview of the
theme development of the semi-structured interviews, the focus group, and the document review.
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Synthesis of Meaning
I will report the findings using a verisimilar style, which involves providing a realistic
picture to help the reader experience the feelings and attitudes of the participants (Creswell,
2013). As an educator at a Title I high school with a high attrition rate, I may have been biased in
my relationships with the participants because we may have had similar experiences. Therefore, I
used open-ended questions to allow participants to express their own experiences rich in
participant reality but without researcher bias (Austin & Sutton, 2014). I guarded against bias
while developing questions, selecting participants, analyzing data, and reporting findings.
Research bias could have affected this study in many ways; therefore, I used reflexivity, which
was the process of creating data-gathering tools, when collecting, analyzing, and reporting data
(Berger, 2015). According to Mruck and Breuer (2003), researchers should discuss themselves
and their presuppositions, choices, experiences, and activities during the research process.
Reflective practices such as this aim to make visible to the reader the constructed nature of the
research outcome, a construction that “originates in the various choices and decisions researchers
undertake during the process of researching” (Mruck & Breuer, 2003, p. 3). Therefore, some
textual and structural descriptions must be discussed before highlighting the themes that emerged
from the dataset.
Textural Descriptions
Many of the participants were able to provide strong textural descriptions regarding the
importance of having administrators provide support for them to remain working in their
position. The participants reported that their administrators had an open-door policy, which
encouraged them to communicate openly with each other. Additionally, another important
textual description was that of the campus or the environment. The participants were able to
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report that the environment of the school allowed them to work independently, but also still be
an integral part of the team. Although many of the participants did not discuss that their current
experiences in the school were aligned with wanting to leave their post, they were able to discuss
how lack of support from administrators and high workload and stress were important factors
that would influence them to leave their posts.
Structural Descriptions
Some structural descriptions emerged from the semi-structured interviews and the focus
group. One of the main structural descriptions that emerged from the dataset included the
participants reporting the importance of seeking out professional development opportunities. The
participants discussed how their school offered plentiful professional development opportunities,
which allowed them to be trained in a variety of ways to impart this knowledge to their students
and other stakeholders in the community. Additionally, another structural description included
the participants discussing the importance of schools continuing to ensure that there are strong
communication patterns, the building of relationships, and increased support from administration
to increase teacher retention.
Theme Development
Within this analysis, several themes emerged from the dataset that aligned with the
research questions. The themes that emerged from the dataset included: (a) administrative
support, (b) culture and environment, (c) professional development opportunities, (d) lack of
administrative support, (e) high workload and stress, (f) increase relationships, communication,
and support, and (g) virtual environments.
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Administrative Support
The first theme that derived from the data was that of administrative support. Within this
theme, seven out of the nine semi-structured interview participants were able to contribute,
which are presented in Tables 2 and 3. Table 2 highlights the participants that contributed to the
themes, whereas Table 3 highlights the codes that were used to develop the theme.
Table 2. Administrative Support: Theme 1
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme 1:
Administr
ative
support
X X X X X X X 7 78%
Table 3. Theme 1 Sub-Themes: Administrative Support
Sub Themes
Theme 1: Administrative support Support
Supported
Supported by administration
Open-door policy
Compassionate
Encourage
Growth
Address any concerns
Assisted me
Asking for help
Supporting parents
Supporting communities
As depicted in Table 2 above, 78% of the participants contributed to this theme. These
participants reported that they continuously felt supported by their administration and were able
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to discuss how this has influenced them to stay within their position as a teacher. For example,
Amy was able to discuss how they identified support in their current school. She stated:
I feel like we're supported by the administrative staff. I feel like they have an open-door
policy for the most part and they are willing to listen to us, too. and hear our concerns
(Amy).
Additionally, Amy was able to state how this support is extremely important for newly seasoned
teachers, as it can influence whether they will stay for longer periods within their careers. Amy
provided a personal experience and stated:
I think it has to do with the support because they definitely need support because when I
was a new teacher, first year out of school, I felt like I wasn't supported then I would
second guess what I was doing, and it made me want to leave (Amy).
Participants in the focus group also reported that they felt that if administrators provided
strong support, teachers were more likely to remain in their profession or positions. Within this
theme, seven out of the nine focus group participants were able to contribute, which is presented
in Table 4. Table 5 highlights the codes that were used to develop the theme.
Table 4. Administrative Support: Theme 1
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme 1:
Support
from
administr
ation
X X X X X X X 7 78
%
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Table 5. Theme 1 Sub-Themes: Administrative Support
Sub-Themes
Theme 1: Support from administration Administration
Administrators
Family
Different skill sets
Different personalities
Dynamics
Positive school environment
Grow as a teach
Administration support
Administrator support
As depicted by Table 4 above, 78% of the focus group participants contributed to this
theme. For example, Kim discussed how they enjoyed autonomy and also the family-like
environment that the administration has created. Kim reported:
I like my school because I just feel like it's like we're a family that's what I like. I'm the
only child even though I do have a big family, but I see you know, I spend a lot of my
time here also people don't bother me, and I like when people don't bother me, I just kind
of can do my own thing and don't have to worry about being micromanaged (Kim).
Kim also continued to provide a personal example of how she experiences administration
support within their school environment:
The cool thing about the administration here in like participant what already stated, you
know, we're in a state of flux has transitioned. I think there is an administrator here for
everybody. And the reason why I say that is administrators have different personalities.
They have different skill sets. They have different teaching philosophies. And so you
may not gravitate to the one that's a sign over your department, but there is an
administrator here for you if you want there to be one, but it may not be the one that's
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assigned to your department, which is fine. So, there are some who feel no problem with
going straight to the principal asking their questions some gravitate towards the API
some gravitate towards the other administrators, but there are administrators here with
different personalities that will allow you to feel like they kind of know where you're
coming from (Kim).
Culture and Environment
The second theme was that of the school’s culture and environment. Within this theme,
five out of the nine semi-structured interview participants were able to contribute, which are
presented in Tables 6 and 7. Table 6 highlights the participants that contributed to the themes,
whereas Table 7 highlights the codes that were used to develop the theme.
Table 6. Culture and Environment: Theme 2
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme
2:
Culture
and
environ
ment
X X X X X 5 56%
Table 7. Theme 2 Sub-Themes: Culture and Environment
Sub-Themes
Theme 2: Culture and environment The environment
The culture
Loving family
Feel comfortable
A family atmosphere
Culture is pretty good
Family
The atmosphere is of a good camaraderie
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As depicted by Table 6 above, 56% of the participants contributed to this theme. These
participants reported that they felt that the culture and environment were important when it came
to teacher retention, providing comfortability within a family atmosphere. For example, John
was able to discuss the experience of a family-like environment at their school which influenced
their decision to stay. John discussed:
Everyone is hardworking fun-loving and everybody kind of hold you accountable. No
one's going to hold your hand. They expect you to do what you're supposed to do. But if
you need help, you can find it…: It feels like a family here (John).
Additionally, Tasha was also able to discuss the culture and environment at their school by
reporting:
The atmosphere is of a good camaraderie, especially in the special ed department.
Definitely a family atmosphere, you know, push and pull struggles of any office structure
or profession with different opinions and grown adults are included but definitely our
like-mindedness of our pursuit of what we do and with the family atmosphere just
surrounded make it more comfortable (P9).
Professional Development Opportunities
The third theme that emerged from both the semi-structured interview and the focus
group participants was that of the teachers being offered professional development opportunities
or lack thereof. Within this theme, eight out of the nine semi-structured interview participants
were able to contribute, which are presented in Tables 8 and 9. Table 8 highlights the participants
that contributed to the themes, whereas Table 9 highlights the codes that were used to develop
the theme.
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Table 8. Professional Development Opportunities: Theme 3
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme
3:
Professi
onal
develop
ment
opportun
ities
X X X X X X X X 8 89%
Table 9. Theme 3 Sub-Themes: Professional Development Opportunities
Sub-Themes
Theme 3: Professional development
opportunities
Professional development
Professional development opportunities
Evaluating us
Knowledge about content
Professional learning
Information
Coaching
Conferences
Learning
As depicted in Table 8 above, 89% of the participants contributed to this theme. These
participants reported that they felt that it is important for schools to offer professional
development opportunities to not only help teachers build skills but to also demonstrate support.
For example, Sara stated:
They [the school] professional development. There is a schedule for professional
development. But then even when teachers feel like they need other professional
developments that is not being offered at that time our administrators make sure that we
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get that whether they can determine that based on evaluating us in the classroom or us
going to them saying I really not sure (Sara).
Kim also reported administrators regularly offer professional development opportunities:
Well, we always have been given a lot of professional development. It can be geared
toward being knowledge about your content, computers, or just simple things like
Microsoft teams. Whatever you're not very comfortable with it, they always providing
training for us (Kim).
Scott reported why their schools want to offer professional development, while Bob discussed
how it is important to collaborate on professional development through all stakeholders.
The second sub-question aimed to understand what the participants’ perceptions were
regarding factors that influenced teachers to leave the profession, switch schools, switch districts,
or switch grade levels. Within this sub-question, two themes emerged from the dataset: (1) lack
of administrative support; and (2) high workload and stress.
Some participants reported a lack of professional development opportunities, which they
reported could influence teachers to leave their teaching professions and positions. Within this
theme, four out of the nine focus group participants were able to contribute, which are presented
in Table 10. Table 11 highlights the codes that were used to develop the theme.
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Table 10. Professional Development Opportunities: Theme 3
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme
2: Lack
of
professi
onal
develop
ment
opportu
nities
X X X X 4 45%
Table 11. Theme 2: Sub-Themes: Lack of Professional Development Opportunities
Sub-Themes
Theme 2: Lack of professional development
opportunities
Escalation training
Mindfulness training
Professional development
Professional development leveled
Professional development for veteran teachers
Content-specific
As depicted in Table 10 above, 45% of the focus group participants contributed to this
theme. These participants reported that they felt that the lack of professional development
opportunities or offerings could influence a teacher to leave their position or profession. For
example, Sara stated:
We need the escalation training or mindset training as is called will be very beneficial
because it teaches professionals educators how to see a situation and walk it back down
the mountain as opposed to elevating the situation. We deal with a lot of students who
have emotional limits and by emotional limits, I mean, they do not have the proper
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communication or coping skills, to convey what they're experiencing in real time in a
proper manner (Sara).
Sara went on to state:
So, the escalation training will actually be something that will help us to walk some
things down the mountain. It also helps Educators know how to not participate in a
situation that is going in the wrong way. So, it teaches teachers how to manage
themselves as well. I think this will be great for administration because they can
exacerbate the situation and so everybody kind of needs to know how to deescalate
(Sara).
Finally, Scott stated:
I would suggest maybe having more content specific professional development because
number one it's going to keep my interest anything that I can you know, if you give me an
example and it's just on math or it's just on science. It's focused on that but if you can
kind of Leverage it and you give me some other example, how can I apply it to a business
class? Okay. I can work I can now you have me there so it's going to keep me there so I
would say content-specific professional learning (Scott).
Lack of Administrative Support
Another theme that emerged from the dataset highlight that the participants perceived that
a lack of administrative support could influence teachers to leave the profession, or switch
schools, districts, or grade levels. Within this theme, eight out of the nine semi-structured
interview participants were able to contribute, which are presented in Tables 12 and 13. Table 12
highlights the participants that contributed to the theme, whereas Table 13 highlights the codes
that were used to develop the theme.
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Table 12. Lack of Administrative Support: Theme 4
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme 1:
Lack of
administr
ative
support
X X X X X X X X 8 89%
Table 13. Theme 4 Sub-Themes: Lack of Administrative Support
Sub-Themes
Theme 1: Lack of administrative support Administration
Administrative staff split
Lack of relationships
Don’t feel supported
Feeling unsupportive
Don’t really care
Teachers being bullied
Conflict
As depicted by Table 12 above, 89% of the participants contributed to this theme. These
participants reported that they felt the lack of support from the administration was one of the
reasons why teachers are influenced to leave the profession, or switch schools, districts, or grade
levels. For example, Scott stated:
Feeling unsupportive. And so, teachers have to decide whether or not is there in a
negative situation to be around the administrators or people who will help them out of
that situation, but I think it's really disciplined (Scott).
Jane was able to provide a current example of how they experienced a lack of support from their
administration:
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I'm at the point where I don't feel like that care about me as a human like I know
professionally you don't really care about my career and my trajectory of where I'm
going. Not your job. I'm over that but I'm at the point where I feel like if I laid down and
died today. You wouldn't care that bothers me (Jane).
High Workload and Stress
The participants also perceived that a high workload and stress could influence teachers
to leave the profession, or switch schools, districts, or grade levels. Within this theme, eight out
of the nine semi-structured interview participants were able to contribute, which are presented in
Tables 14 and 15. Table 14 highlights the participants that contributed to the theme, whereas
Table 15 highlights the codes that were used to develop the theme.
Table 14. High Workload and Stress: Theme 5
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Them
e 2:
High
workl
oad
and
stress
X X X X X X X X 8 89%
Table 15. Theme 5 Sub-Themes: High Workload and Stress
Sub-Themes
Theme 2: High Workload and Stress Workload
Stress
More of a workload
Demands
Wear many hats
Becomes too much
Worn down
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Overwhelmed
Pressures
As depicted by Table 14 above, 89% of the participants contributed to this theme. These
participants reported that they felt that teachers leaving their professions, schools, districts, or
grade levels were influenced to do so due to high workload and stress. For example, Tamika
agreed with all other participants as she stated:
It will play a big part and it may not be the biggest, but it is a big part because when you
overwhelm a person, they become stressed and so they're ready get away from whatever
stressing them out (Tamika).
Increase Communication, Relationships, and Support
This theme emerged in alignment with sub-question three from the semi-structured
interview participants was that of their perceptions that to increase teacher retention,
administration and school officials must work at increasing communication, relationships, and
level of support. Within this theme, seven out of the nine participants were able to contribute,
which are presented in Table 16. Table 17 highlights the codes that were used to develop the
theme.
Table 16. Increasing Communication, Relationships, and Support: Theme 6
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme 1:
Increasing
communic
ation,
relationshi
ps, and
support
X X X X X X X 7 78%
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Table 17. Theme 6 Sub-Themes: Increasing Communication, Relationships, and Support
Sub-Themes
Theme 1: Increasing Communication,
Relationships, and Support
Willing to listen
Open-door policy
Talk to students
Talk to teachers
Develop relationships
Fostering a relationship
Relationship
Communicating
Communication
Support
As depicted by Table 16 above, 78% of the semi-structured interview participants
contributed to this theme. These participants reported that they felt that administrators needed to
increase communication skills, build stronger relationships with both students and teachers, and
provide stronger levels of support. For example, Scott reported that it is important for
administrators to show higher levels of support:
To try to find out what teachers need, or the teachers need to try to develop a plan or
program that they can participate where they see that their work their worthiness and their
value. This will cause them to say that I need to stay a little longer but also say that if I'm
not getting those things that support me to keep me here then it's room for me to look
other places (Scott).
Bob highlighted the importance of building stronger support systems:
I think developing support systems so that they actually help teachers examples just
include administrative support and what I mean by that I don't just mean the system
principles but I’m talking about Administrative Assistant doing some of the more written
tasks that seem to always roll down to teachers (Bob).
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Finally, Tasha discussed how administrators need to act more like professional peers than
personal friends:
Definitely peer support and not being buddy-buddy. Don't be in everybody business and
give personal support. Give your teachers benefit of the doubt first, don't take parents
side and take kids side because give them the support first. I promise you keep everybody
in the building (Tasha).
Virtual Environments
The theme that emerged in alignment with sub-question two from the focus group
participants was that the participants perceived that in the current teaching landscape, virtual
environments influenced teachers to leave the teaching profession. Within this theme, four out of
the nine participants were able to contribute, which are presented in Table 18. Table 19
highlights the codes that were used to develop the theme.
Table 18. Virtual Environments: Theme 7
Amy
Sara Kim Tamika John Scott Jane Bob Tasha Tot %
Theme
1:
Virtual
environ
ments
X X X X 4 45
%
Table 19. Theme 7 Sub-Themes: Virtual Environments
Sub-Themes
Theme 1: Virtual environments Taught virtually
Virtual
Virtual teaching
A virtual thing
Virtual setting
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As depicted by Table 18 above, 45% of the participants contributed to this theme. These
participants reported that they felt because of the current landscape of teaching in virtual
environments, teachers could be influenced to leave the profession. For example, Amy stated:
So for example, no administrators that we're teaching with right now have taught
virtually but they got a lot to say about virtual which I understand, you know, everybody
got a lot to say about factual, but it would be great if they were teaching a course (Amy).
Finally, Scott stated that now that they are teaching in a virtual environment, they are taking on
even more responsibilities than usual:
For me what I've experienced and in talking to other people, I'm hearing that it is a great
demand on teachers much more now than in the past years. You played so many roles
you wear so many hats you're asked to do so much, and more is being added but nothing
is being taken. Wait, and so you'll list is growing (Scott).
The third sub-question aimed to understand what the focus group participants’ perceptions were
regarding strategies that could be utilized to increase teacher retention. Within this sub-question,
one theme emerged from the dataset: Administrator consistency and support. support.
Document Review
The third and final portion of the analysis was that of a document review. I was able to
obtain information from online sources that provided statistics of the school from both a
demographic and learning standpoint. As of 2021, the school under study had 1,088 students
with a ratio of 14:7 students per teacher (SchoolDigger.com, 2021). Compared to the national
average of 16:1 teacher-student ratio, these statistics demonstrate that teachers at this school are
responsible for fewer students than the rest of the country (National Center for Education
Statistics, 2021).
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Additionally, the school under study has a county-wide school improvement plan for
which this school follows. For example, the Consolidated School Improvement Plan which has
been implemented by Manker County School District has a teacher retention plan that is built
from two different areas:
1. Professional learning.
2. Teacher retention implementation
The school’s teacher retention plan reports that the school offers a variety of professional
development opportunities for teachers that include: (a) tiered professional learning; (b)
professional learning communities; (c) model classrooms; (d) coaching and peer coaching; (e)
peer observations; and (f) data-driven individualized learning plans. Within this section of the
plan, teachers and administrators can work together to find the best professional development
learning opportunities that can assist in increasing the skillset, learning, and effectiveness of the
teachers.
The plan also articulates the need for new teachers to be provided with appropriate
support. For example, the plan outlines how Teacher Support Specialists (TSS) are assigned to
new teachers up until they reach two years of teaching experience. Additionally, the teachers and
their TSS are required to meet at least one time per month, the administration works to ensure
that new teachers have met professional development opportunities and that new teachers do not
miss any meetings with their assigned TSS.
Research Question Responses
This section will address the research questions that guided my study. The central
research question that guided my study included: What factors do high school teachers perceive
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as influencing the teacher retention rate in a selected Title I high school in a U.S. southern state?
The three sub-questions included:
1. What are high school teachers’ perceptions of the factors that influence teachers to stay in
the teaching profession?
2. What are high school teachers’ perceptions of the factors that influence teachers to leave
the profession, switch schools, switch districts, or switch grade levels?
3. From a teacher’s perspective, what strategies may increase teacher retention?
The answers to these research questions will assist in the development of a stronger
understanding of the phenomenon that was being explored.
Central Question
The central research question that guided this study aimed to understand what factors
high school teachers perceive as influencing teacher retention. Throughout the identification of
the three sub-research questions, the participants were able to discuss the importance of
administrative support, the offering of professional development opportunities, and the
environment and culture of the school. The participants reported that in their case, they enjoyed
working and remaining at the school, simply because the culture that administrators built
included a team spirit, where although teachers could work independently, they were also
provided with support through administrators, peers, and professional development
opportunities. The teachers also reported that when a school does not offer strong
communication or support as well as too high of a workload and stress. Although the participants
perceived that working as a teacher tends to promote high workloads, it was the support from
administrators that made them feel like they could cope with the stress. Additionally, the
participants reported that being provided with professional development opportunities allowed
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them to learn new skills which can allow them to impart this newly acquired information to
students, administrators, and peers alike.
Sub-Research Question 1
The first sub-research question was: What are high school teachers’ perceptions of the
factors that influence teachers to stay in the teaching profession? Many of the participants of this
study were able to discuss specific factors that influenced them to stay within the teaching
profession. For example, participants of the semi-structured interviews reported that support
from administration, culture, and environment of the school, and professional development
opportunities. Some participants reported that it is the administration’s support that provides a
top-down approach to how teachers feel about wanting to stay or remain at a particular school,
while other participants reported that it is also how the school’s community and environment of
being helpful and part of a team that influences them to remain.
Sub-Research Question 2
Sub-research question 2 aimed to understand what the perceptions of high school teachers
were regarding factors that influence them to leave the profession, switch schools, switch
districts, or switch grade levels. Many of the participants reported that the main factor of leaving
the profession, switching schools, districts, or grade levels was due to lack of administration
support, high workload and stress, and the lack of professional development opportunities.
Additionally, some of the focus group participants reported that because of the current
environments of the school due to COVID-19, because teachers are working in a virtual
environment. The participants perceived that since schools were transitioning into either full-
time virtual learning environments or blended learning environments they may not have felt as
92
appreciated as usual but reported that they understood due to the difficulties that schools are
facing.
Sub-Research Question 3
The third sub-research question aimed to understand, from a teacher’s perspective, what
strategies may increase teacher retention. The participants were able to provide many different
examples, such as the need for administrators to demonstrate consistency and support. For
example, many of the participants reported that they need administrators to be on their side and
to understand the challenges and difficulties within their work. Also, the participants were able to
discuss consistent policies and procedures when it comes to addressing certain issues that come
up within the academic school year. By providing a stronger alignment with consistency and
support, the participants reported that it would help maintain and increase teacher retention
within educational environments.
Summary
The purpose of this case study was to examine current and former high school teachers’
perceptions of factors that impacted teacher retention. In this chapter, I provided the findings
based upon the analysis that I completed on the collected data. This chapter began by
highlighting the demographic backgrounds of the participants who participated in this study. I
then reported the results of the study, by discussing the themes that emerged from the dataset, as
well as answering the research questions.
Nine participants participated in semi-structured interviews and nine participants
participated in a focus group. When it came to the first sub-research question that focused on
factors that influence teachers to stay in the teaching profession, three themes emerged from the
dataset in relation to the semi-structured interview participants: (1) administrative support; (2)
93
the school’s culture and environment; and (3) the offering of professional development
opportunities. With the semi-structured interview participants, the second sub-research question
aimed to understand what factors influenced teachers to leave the profession or switch schools,
districts, or grade levels. Within this sub-question, two themes emerged from the dataset: (1) lack
of administrative support; and (2) high workload and stress. The third research question aimed to
identify strategies that could increase teacher retention. Within this sub-question, one theme
emerged from the dataset: increase communication, relationships, and support.
Nine participants also participated in a focus group session, which was structured around
the same three sub-research questions. Within this sub-question, one theme emerged from the
dataset: the level of support from the administration. When examining factors that influenced
teachers to leave the profession or switch schools, districts, or grade levels, two themes emerged
from the datasets: (1) virtual environments; and (2) professional development opportunities.
Finally, the third research question focused on teacher retention strategies found one theme
emerged from the dataset: Administrator support.
Concerning the document review, I found that the school under study experienced a
smaller teacher-student ratio than the rest of the country, as the school reported 14.7 students per
teacher whereas the country reported a 16:1 teacher-student ratio. Additionally, the school does
have an identified teacher retention plan that promotes required professional learning
experiences as well as mandated teacher support for new teachers that have less than two years
of experience. These results appear in alignment with both the semi-structured interview and
focus group themes, as administrative support and professional development opportunities
appeared to be the most significant themes that were uncovered from the data analyses. The next
chapter is that of Chapter 5, which will conclude the study by providing a robust discussion on
94
the results, the implications within the field of education, the limitations that were experienced
within this study, and recommendations for future studies.
95
CHAPTER FIVE: CONCLUSION
Overview
The purpose of this case study was to examine current and former high school teachers’
perceptions of factors that impacted teacher retention. Within this chapter, I will provide a
conclusion to the study by presenting a summary of the findings, a discussion of the findings and
the implications in light of the relevant literature and theory. I will then conclude this chapter by
discussing both methodological and practical implications, the study’s delimitations and
limitations, and recommendations for future research.
Summary of Findings
This study was guided by the following central research question and three sub-research
questions. The central research question asked what factors high school teachers perceived as
influencing teacher retention. Findings revealed the value the of administrative support, the
availability of professional development opportunities, and having a positive school environment
and culture as all the three influences. The presence of these influences can prevent teachers with
high workloads from burning out and leaving their profession.
The first sub-research question asked what high school teachers perceived as the factors
that influenced teachers to stay in the teaching profession. Findings showed that participants
perceived support from administration, culture, and environment of the school, and professional
development opportunities as the most crucial factors.
The second sub-research question aimed to understand what the perceptions of high
school teachers were regarding factors that influence them to leave the profession, switch
schools, switch districts, or switch grade levels. In high contrast to what they answered as factors
that could influence teacher retention, participants claimed that due to lack of administration
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support, high workload and stress, and the lack of professional development opportunities were
factors that can make teachers leave their jobs. Some had specifically raised these problems as
being aggravated by the COVID-19 pandemic. As schools were transitioning into either full-time
virtual learning environments or blended learning environments, their sense of administrative
support could lessen.
The third sub-research question aimed to understand, from a teacher’s perspective, what
strategies may increase teacher retention. Most of the participants reported that they need
administrators to be on their side and to understand the challenges and difficulties within their
work. Having consistent policies and procedures to address certain issues that come up within
the academic school year was another strategy. Lastly, participants claimed having a stronger
alignment with consistency and support from administrators could help increase teacher retention
rates.
Discussion
This section will provide a discussion of the results that demonstrate any alignment
between the sub-research questions and previous literature and what can be of practical use for
teachers and principals. Additionally, I will also discuss the results of each sub-research question
in relation to the theoretical framework that guided this study.
Sub-Research Question One
The first sub-research question aimed to understand high school teachers’ perceptions of
the factors that influenced teachers to stay in the teaching profession. The participants reported
that support from administration, culture, and environment of the school, and professional
development opportunities can retain teachers. These results appear in alignment with previous
literature as highlighted by numerous studies. For example, Hanselman et al. (2016) purported
97
that factors that impacted or influenced teacher retention also had important implications for the
development of collective social resources, which involved bringing resources and people
together in an organized way to achieve social change; this process formulated trust, shared
norms, and support among school professionals. Therefore, this is in alignment with the current
study, simply because remaining at a school allows teachers to experience collective social
resources while also formulating trust and support between the teachers and the administration.
Furthermore, Mihaly et al. (2015) highlighted that school and district characteristics that
impacted teacher retention included support from administrator and other members. Novice
teachers who underwent induction and mentoring were less likely to leave teaching than those
without such support.
This specific finding shows that schools must make sure there are professional
development opportunities that can be crafted not just to make teachers improve their profession
but feel their growth and journeys as teachers are being prioritized and valued. Schools should
not just be concerned about providing proper salaries and incentives to teachers, but also
programs that can make them continue to see the value of their profession, improve their overall
profession, and hone their individual craft. The more teachers are presented with professional
development opportunities, the more prepared they can be for their students; the more experience
they gain; and the more money and advancement they can achieve.
Sub-Research Question Two
The second sub-research question aimed to understand what the perceptions of high
school teachers were regarding factors that influence them to leave the profession, switch
schools, switch districts, or switch grade levels. The factors that were revealed by the
participants were lack of administration support, high workload and stress, and the lack of
98
professional development opportunities. The findings of this sub-research question are also in
alignment with previous research. For example, Dinham (2007) reported that one common, but
important complaint teachers have related is a lack of support from principals.
Additionally, Atkins et al. (2003), Cappella et al. (2008), Shernoff et al. (2011) all
reported that overcrowding, constant disruptive student behavior, and combative accountability
policies were some of the factors that have caused stress among teachers which can influence
the, to leave the profession, switch schools, switch districts, or switch grade levels. Sanchez
(2007) completed a study that aimed to understand what causes teachers to leave their post and
found that the No Child Left Behind Act (2001) harmed teachers’ job satisfaction and mostly
contributed to teacher burnout and dissatisfaction because of the increased accountability,
testing, and recordkeeping required.
A practical implication of this finding is that principals were called to recognize that all
teachers could be leaders and that there were various ways to build relationships among school
faculty because not making them feel supported, motivated, and fueled with growth
opportunities, and protected from stress can make them ultimately leave. One way that principals
could build relationships with their faculties was to occasionally lend a hand and being available
as much as possible. Teachers should feel that providing quality education is the culture of the
school, not just some personal goal they want to meet. Because of the required school testing
mandates that schools and teachers must follow, teachers feel increased pressure and demands
that can only be alleviated with a strong and reliable presence of principals and policies that do
not make them feel alone and unsupported.
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Sub-Research Question 3
The third sub-research question aimed to understand, from a teacher’s perspective, what
strategies may increase teacher retention. The participants were able to provide many different
examples, such as the need for administrators to demonstrate consistency and support. The
findings of this sub-research question appear in alignment with previous research that has
already been noted. For example, Sanchez (2007) conducted a study of what influenced teachers
to stay in the teaching profession in urban and poorly resourced schools. The researcher found
that teachers were most likely to stay if there were an adequate number of teachers in their
school, if parent and community engagement was strong, and teachers had time to complete
tasks. Additionally, when it came to administrator support and consistency, Grissom et al. (2016)
examined the effects of principal effectiveness on teacher turnover, teacher evaluation, and
teacher merit pay. These strategies mentioned by the participants can lead to the practical
assertion that effective principals and positive school culture were associated with higher
retention. Attrition rates of low-performing teachers, as measured by classroom observation
scores, can decrease substantially with higher-rated principals at the helm.
Theoretical Discussion
The findings of this study are in alignment with the theoretical framework that guided
this study. Using Maslow’s (1970) motivational theory as a theoretical framework to explore the
factors that contributed to teacher job satisfaction, assisted in determining specific factors that
influenced teachers to leave the profession, and by extension, offer areas in which to focus
improve teacher retention. Additionally, this theory assisted administrators in leading their
teachers to self-actualization. An organization’s culture should reflect the importance of the
employees’ physiological and security needs, which in turn will result in improved performance
100
of the organization (Maslow, 1970). The findings of this study identified different factors that
influenced teachers to stay, support and consistency from administration, professional
development opportunities, and the culture and environment of the school. Additionally, the
teachers of this study perceived that workload and stress, land ack of support from
administration. Maslow’s (1954) hierarchy of needs was relevant to this study, as I examined
whether teachers’ needs were being met in their selected school and investigated the effects of
teachers’ demands on attrition. In Maslow’s hierarchy of needs, individuals can move up the
hierarchy only once their needs are met. The different needs include physiological needs, safety,
love, self-esteem, and self-actualization. Within this study, many of the participants reported that
they would consider leaving the profession, school, district, or grade level that they were
teaching, if they experienced an inability to move toward self-actualization. Many of the teachers
in this study appeared to struggle in the areas of safety, love, and self-esteem. The connectedness
of the school, administration support, and professional development opportunities could have
allowed them to continue working toward self-actualization. In essence, once teachers do not feel
that they can move toward self-actualization, they will more than likely leave the school, the
district, or the grade level of which they teach.
Herzberg’s (1959) motivation theory outlined two factors that affected motivation in the
workplace: hygiene factors and motivating factors. Hygiene factors could cause an employee to
work less when not present, whereas motivating factors could encourage an employee to work
harder if present (Herzberg, 1959). Motivating factors included recognition, achievement, the
possibility of growth, advancement, responsibility, and the work itself. Hygiene factors included
salary, interpersonal relations at work, supervision, company policies and administration,
working conditions, factors in personal life, status, and job security (Tietjen & Myers, 1998).
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This study aligned with this theoretical framework, simply because the participants reported
motivating factors of professional development opportunities, administration support and
consistency, and the environment of the school. This appeared to lead toward specific hygiene
factors such as interpersonal relations, working conditions, and company policies and
administration.
Implications
This section will address the implications of the study that include theoretical, empirical,
and practical implications.
Theoretical Implications
The results of this study aligned with the theories that guided this study, which were
Maslow’s hierarchy of needs and Herzberg’s (1959) motivation theory. The Maslow theory-
supported findings imply that it is essential for schools and districts to concentrate on both the
journey of self-actualization of teachers. Additionally, the findings as supported by this theory,
imply that schools and districts must work on the environment of the school so that it can address
the safety aspects that can influence teachers to stay, as well as support from administration
(love), and professional development opportunities (self-esteem). Concentrating on these areas
can allow schools and districts to better understand the needs of their teachers and to ensure that
they are adequately addressed. If schools do not follow the hierarchy of needs, they can
experience teachers being unable to reach self-actualization, where all stakeholders of the school
can suffer, teachers, administration, students, and parents.
In relation to Herzberg’s (1959) motivation theory, the results of this study also
demonstrate strong implications. For example, many of the participants in this study reported it
was essential to experience hygiene factors; hygiene factors could cause an employee to work
102
less when not present, whereas motivating factors could encourage an employee to work harder
if present. Therefore, intrinsic rewards of feeling valued and supported matter as much as
extrinsic rewards of monetary compensation and financial incentives. This finding implies that
schools and districts need to better understand how professional development opportunities
should be made, administration support and consistency should be provided, and the
environment of the school can be made more conducive for better instruction. It is recommended
that schools and districts examine their working conditions, their policies, and how they build
relationships with their teachers and staff in order to promote a culture that influences teachers to
remain at their posts.
Empirical Implications
This research has led to empirical evidence that teachers perceived it was important to be
offered administrative support and professional development opportunities in order to influence
them to remain in their posts. Therefore, it is important for schools to examine their current
schedule of professional development opportunities to determine if they are in alignment with
the teachers’ needs. For example, schools could complete interviews with teachers to better
understand what they require when it comes to professional development opportunities and
support and then begin to tailor teacher responses to policies and procedures. Furthermore,
schools and districts can also examine how they currently interact and support their teachers in
order to increase motivation to stay. For example, administration can provide one-on-one support
to teachers and meet with them on a regular basis to build relationships, offer supportive
resources and services, and lend a hand when teachers become overwhelmed in relation to the
negative factors that can influence them to leave.
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Practical Implications
In relation to practical implications, schools and districts can continuously check in with
the teachers at their schools overtime to ensure that they are meeting the needs. Because teachers
can struggle with different experiences and hence their motivational needs changes, it is
important for schools and districts to continuously monitor the needs of teachers and provide
them with the resources, professional development opportunities, and support that they require.
This can occur if administration continues to meet regularly with teachers in order to find out any
changing needs and how to better support them so that they can remain at their post. This can
benefit all stakeholders such as teachers, administration, parents, students, and the wider
community, as schools and districts will be able to retain qualified teachers who are motivated,
happy, and eager to fulfill their duties.
Delimitations and Limitations
This study was delimitated to a specific population. The population in this study included
teachers who met the following criteria:
• All participants had received certification from the Georgia Professional Standards
Commission.
• All participants had worked at Manker High School for at least five years.
• All participants completed an interview remotely due to the COVID-19 pandemic and the
Centers for Disease Control and Prevention’s (CDC) guidelines in response to the
COVID-19.
.
There were some limitations of this study that must also be discussed. The first limitation
is that the results of this study may not necessarily be generalized to other populations or
geographical regions. For example, because this study focused on teachers at Manker High
School in the southeast region of the United States, future research would need to be completed
104
in order to explore this same phenomenon for other grade levels outside of the high school years,
as well as other schools within the district or geographical region. A second limitation to this
research could include researcher bias. Researcher bias occurs when the researcher injects her
personal thoughts, opinions, and values into the study, thereby potentially effecting the results. In
this study, I addressed researcher bias by having a panel of experts review the interview
questions that were asked to the participants. The panel were encouraged to recommend any
changes if they noticed any misalignment between the interview questions and the study’s
purpose, problem, research questions, and theoretical frameworks. Additionally, I also addressed
researcher bias by completing member checking with the participants. Member checking is a
process where I had the participants review the transcripts of their private interviews and focus
group in order to ensure that the data was accurate. If any of the participants would have reported
that their transcript was inaccurate, I would have made changes to reflect exactly what the
participant said. It is important to note that in this study, neither the panel of experts or the
participants reported any changes to be made; however, just because these procedures were
followed did not necessarily mean that researcher bias was eliminated, it was just limited.
However, one limitation that could have affected how I addressed the first two limitations is the
fact that this research was carried out in the middle of the COVID-19. Sometimes, safety
concerns and mobility issues have affected how the researcher delved more deeply into the
participants’ responses. Because the interviews had to be undertaken remotely. the virtual setting
could have affected the interaction in unknown ways; thereby possibly interfering with the data
that was collected. If I had followed a more traditional face-to-face approach during the semi-
structured interviews, the participants may have felt more comfortable to provide more
105
information, and I could have potentially asked higher level follow-up questions to clarify the
additional information.
Recommendations for Future Research
Research should be continued within this arena because of the results of the study. The
first recommendation for future research is that it should be continued to be explored the factors
that influence teachers to remain or leave their post outside of Manker High School. Because this
study concentrated on Manker Higher School, other factors could be present at other schools and
geographical regions that could be different from this current study. Therefore, future research
should continue to be directed on this phenomenon in order to continue to ensure that teachers
are being represented within research.
A secondary recommendation for future research is that of a longitudinal study. Because
this current study only collected data from a snapshot in time, a longitudinal study will allow for
a stronger understanding of factors that change over time. Additionally, it would behoove future
researchers to concentrate on novice or newly seasoned teachers, as this current study only
focused on teachers who had a minimum of five years’ experience. Future research would be
able to identify different factors between novice teachers, experienced teachers, and seasoned
teachers, which can provide important information on how to increase teacher retention and
attrition within schools and districts.
A final recommendation for future research is to complete a quantitative study that can
allow for a larger sample size. Because this study only collected data from nine teachers, the
sample size was considered small. Future research that utilizes a quantitative design could find
results that are in alignment with larger populations and geographical regions, providing a more
consistent or clear snapshot of teachers’ needs.
106
Summary
The problem of this study was that secondary Title I schoolteachers departed their
positions, and in some cases the teaching field altogether, in numbers that exceeded averages
from non-Title I schoolteacher turnover. Therefore, the purpose of this case study was to
understand current and former teachers’ perceptions of the factors that influenced attrition of
high school teachers in a Title I school in a southern U.S. state. This chapter concluded the study
by discussing the results in relation to the literature. The results of this study concluded that
support from administration, culture, and environment of the school, and professional
development opportunities were essential for teachers to remain in the teaching profession.
Additionally, lack of administration support, high workload and stress, and the lack of
professional development opportunities were reasons why teachers would leave their school,
their district, or the grade level of which they were teaching. Finally, the need for administrators
to demonstrate consistency and support was considered a factor that would increase teacher
retention.
This chapter also discussed the study’s implications. It is imperative that schools and
districts examine their policies and procedures, especially when it comes to offering resources
and professional development opportunities so that teachers can feel supported when completing
their daily duties. Additionally, schools should also work towards increasing administrative
support to their teachers so that they can build strong relationships and be a source of strength
and resource so that teachers feel acknowledged and worthy within their careers.
107
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APPENDIX A: IRB APPROVAL LETTER
January 15, 2021
Laronica Gilmore
David Vacchi
Re: IRB Conditional Approval - IRB-FY20-21-423 A COLLECTIVE CASE STUDY OF TEACHERS’
PERCEPTIONS OF FACTORS THAT IMPACT TEACHER RETENTION AT A TITLE I HIGH SCHOOL IN
A SOUTHERN U.S. STATE
Dear Laronica Gilmore, David Vacchi:
We are pleased to inform you that your study has been conditionally approved by the Liberty University
Institutional Review Board (IRB). Conditional approval means that your complete approval is pending our receipt
of certain items, which are listed below:
Documented approval from each research site you are enrolling in your study. Acceptable forms of documentation
include a letter on official letterhead or a time-and-date stamped email from a person with the authority to grant
permission.
Please keep in mind that you are not permitted to begin recruiting participants or collecting data until you have
submitted the above item(s) and have been granted complete approval by the Liberty University Institutional
Review Board.
Thank you for your cooperation with the IRB, and we wish you well as you continue working toward complete
approval.
Sincerely,
G. Michele Baker, MA, CIP
Administrative Chair of Institutional Research
Research Ethics Office
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APPENDIX B: PERMISSION REQUEST LETTER
February 2, 2021 Ms. Laronica Gilmore 3748 Wolverton Circle Lithonia, Ga 30038 Dear Ms. Gilmore: I have reviewed your research proposal: “A Collective Case Study of Teachers' Perceptions
of Factors that Impact Teacher Retention at a Title I High School in a U.S. Southern State”
and have approved it with the following conditions:
• All participation must be on a voluntary basis during non-duty hours only.
• All resources and/or supplies will be provided by the applicant. (District resources will not
be used.)
• Written authorization is required from the principal before conducting surveys.
• No individual participant(s) or school(s) will be identifiable through the research project.
• Due to the system's comprehensive academic program, research activities will be
conducted during the following months unless special arrangements have been approved:
September - November AND February-April
I wish you every success as you begin this very important project. I would appreciate a copy of the final report along with any recommendations that your research may offer Rockdale County Public Schools. Please let me know if you have any questions. Sincerely, Laura Grimwade
Laura Grimwade Director of Assessment & Accountability C: Michele Stephens, Director of Human Resources
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APPENDIX C: RECRUITMENT EMAIL
Dear Participant:
As a graduate student in the School of Education at Liberty University, I am conducting research
as part of the requirements for a Doctoral degree. The purpose of my research is to understand
current and former teachers’ perceptions of the factors that influence attrition of high school
teachers in a Title I school in a southern U.S. state. Participants will answer questions about how
working at Manker High School has influenced their decisions to continue teaching or leave the
teaching profession. I am writing to invite eligible participants to join my study.
Participants must be a current or former certified teacher at Manker High School and have
completed at least five years of teaching at Manker High School. Participants, if willing, will be
asked to participate in a one-on-one interview and a focus group. The interview should take
approximately 30 minutes, and the focus group should take around 30 to 45 minutes. Names and
other identifying information will be requested as part of this study, but the information will
remain confidential.
In order to participate, please contact me at 404-453-9038 or [email protected] to schedule
an interview.
A consent document is attached to this email. The consent form contains more information about
the research. If you would like to participate, please sign, and email the consent form back to me
indicating that you have read the form and would like to take part in the study.
Sincerely,
Laronica Gilmore
Interrelated Teacher
404-453-9038/[email protected]
Sincerely,
Laronica Gilmore
Math Teacher
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APPENDIX D: CONSENT
Title of the Project: A Case Study of Teachers’ Perceptions of Factors That Impact Teacher
Retention at a Title I High School in a Southern U.S. State
Principal Investigator: Laronica Gilmore, Liberty University Department of Education
Invitation to be Part of a Research Study
You are invited to participate in a research study. To participate, you must be a current or former
certified teacher at Manker High School and have completed at least five years of teaching at
Manker High School. Participants, if willing, will be asked to participate in a one-on-one
interview and a focus group. The interview should take approximately 30 minutes, and the focus
group should take around 30 to 45 minutes. Taking part in this research project is voluntary.
Please take time to read this entire form and ask questions before deciding whether to take part in
this research project.
What is the study about and why is it being done?
The purpose of the study is to understand current and former teachers’ perceptions of the factors
that influence attrition of high school teachers in a Title I school in a southern U.S. state. I aim
with the proposed study to give Title I high school teachers a voice in the research literature,
which may inspire the creation of programs to retain such teachers—not just in the studied
school, but throughout the educational profession by contributing to theory, practice, and
knowledge. The findings of this study may help school and district administrators develop ways
to retain Title I high school teachers.
What will happen if you take part in this study?
If you agree to be in this study, I will ask you to do the following things:
1. Participate in a one-on-one interview that will take approximately 30minutes. The
interview will be audio recorded.
2. Participate in a focus group of approximately 4 -5 participants. The focus group will take
approximately 45 minutes and will be audio recorded.
How could you or others benefit from this study?
Participants should not expect to receive a direct benefit from taking part in this study.
Benefits to society include improvement of educational research for the retention of teachers at
Title I High Schools.
What risks might you experience from being in this study?
The risks involved in this study are minimal, which means they are equal to the risks you would
encounter in everyday life.
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How will personal information be protected?
The records of this study will be kept private. Research records will be stored securely, and only
the researcher will have access to the records.
• Participant responses will be kept confidential through the use of pseudonyms/codes.
Interviews will be conducted in a location where others will not easily overhear the
conversation.
• Data will be stored on a password-locked computer and may be used in future
presentations. After three years, all electronic records will be deleted.
• Interviews/focus groups will be recorded and transcribed. Recordings will be stored on a
password locked computer for three years and then erased. Only the researcher will have
access to these recordings.
• Confidentiality cannot be guaranteed in focus group settings. While discouraged, other
members of the focus group may share what was discussed with persons outside of the
group.
How will you be compensated for being part of the study?
Participants will not be compensated for participating in this study.
Does the researcher have any conflicts of interest?
The researcher serves as a teacher at a Title I High School. To limit potential or perceived
conflicts, reflexivity will be used to ensure ethical research practices by addressing concerns
regarding the adverse effects of power on the researcher’s relationship with research participants.
This disclosure is made so that you can decide if this relationship will affect your willingness to
participate in this study. No action will be taken against an individual based on his or her
decision to participate in this study.
Is study participation voluntary?
Participation in this study is voluntary. Your decision whether to participate will not affect your
current or future relations with Liberty University. If you decide to participate, you are free to
not answer any question or withdraw at any time.
What should you do if you decide to withdraw from the study?
If you choose to withdraw from the study, please contact the researcher at the email
address/phone number included in the next paragraph. Should you choose to withdraw, data
collected from you, apart from focus group data, will be destroyed immediately and will not be
included in this study. Focus group data will not be destroyed, but your contributions to the focus
group will not be included in the study if you choose to withdraw.
Whom do you contact if you have questions or concerns about the study?
The researcher conducting this study is Laronica Gilmore. You may ask any questions you have
now. If you have questions later, you are encouraged to contact her at 404-453-9038 or
143
[email protected]. You may also contact the researcher’s faculty sponsor, Dr. Vacchi at
Whom do you contact if you have questions about your rights as a research participant?
If you have any questions or concerns regarding this study and would like to talk to someone
other than the researcher, you are encouraged to contact the Institutional Review Board, 1971
University Blvd., Green Hall Ste. 2845, Lynchburg, VA 24515, or email at [email protected]
Your Consent
By signing this document, you are agreeing to be in this study. Make sure you understand what
the study is about before you sign. You will be given a copy of this document for your records.
The researcher will keep a copy with the study records. If you have any questions about the study
after you sign this document, you can contact the study team using the information provided
above.
I have read and understood the above information. I have asked questions and have received
answers. I consent to participate in the study.
The researcher has my permission to audio-record me as part of my participation in this
study.
____________________________________
Printed Subject Name
____________________________________
Signature & Date
Liberty University IRB-FY-20-21-423 Approved 2-5-2021
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APPENDIX E: INTERVIEW QUESTIONS/GUIDE
1. Tell me about your journey to become a teacher here at Manker High School.
2. How long do you plan to be in the field of education?
3. How would you describe the culture in your school?
4. What makes Manker High School different from any other local school?
5. Briefly describe the working conditions here at your school.
6. What role do administrators play in your decision to remain at Manker school?
7. What types of supports are in place to help build teacher abilities, skills, and expertise?
8. How do these supports work with the teachers?
9. What do you think leads new teachers to keep teaching?
10. How does your teacher’s salary affect your attitude toward teaching?
11. What activities or events at Manker High School do you believe would affect a teacher’s
decision to continue to work at the school?
12. Why do you think teachers enjoy working at Manker High School?
13. What are the expectations of teachers at Manker High School?
14. What causes teachers to quit working at Manker High School?
15. Describe any situations that made you want to leave Manker High School.
16. What do you think leads new teachers to leave teaching?
17. What affect does the workload at Manker High School have on teacher’s decision to
leave?
18. What do you think could be done to improve teacher retention at Manker High School?
19. What characteristics or actions would you like administrators to have or demonstrate to
help increase teacher retention?
145
20. Considering all things, what are you plans for next school year?
21. What are some other factors that teachers take into consideration when debating whether
to leave their school?
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APPENDIX F: FOCUS GROUP QUESTIONS
1. Why did you choose the teaching profession?
2. Discuss the positive aspects of working at your school.
3. Thinking of a positive school climate: What are the key factors that contribute to a
positive school climate at your school?
4. Describe the interaction between teachers at your school.
5. Describe the relationship between administrators and teachers.
6. What are some experiences that you believe may lead your colleagues to consider leaving
the profession?
7. What are some duties or responsibilities that you feel could be eliminated to help teachers
be more productive?
8. In what ways might these duties and responsibilities lead to teacher turnover?
9. Let’s discuss the students at your school. What role does student discipline play when a
teacher is deciding whether to leave?
10. What are your feelings about administrator behaviors that could help reduce the turnover
rate in your school?
11. What might administrators do to better support high school teachers?
12. High school teachers often benefit from professional development workshops that build
their skills. What kind of professional development workshops might help?
13. If you could design a school where teachers would not leave, describe the school for us in
full detail.
That concludes our focus group. Thank you so much for coming and sharing your thoughts and
opinions with me. Is there anything else you would like to add that you did not get a chance to
147
share? If you have any further questions, please contact me directly with the contact information
provided in the invitational email.
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APPENDIX G: OTHER DATA COLLECTION PROCEDURES
Interview and focus group transcripts, as well as documents and records regarding
teachers’ perceptions of factors that impact teacher retention, will be analyzed, and coded to
derive themes and patterns. Transcripts will be checked to ensure accuracy and reliability, and
member checking will be performed by providing a draft of the report to participants to verify
the accuracy of the findings.
