Year
2024
Season
Fall
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Curriculum and Instruction (EdD)
Department
Teaching, Learning, and Curriculum
NACO controlled Corporate Body
University of North Florida. Department of Teaching, Learning and Curriculum
First Advisor
Dr. Diane Yendol-Hoppey
Second Advisor
Dr. Rakesh Maurya
Third Advisor
Dr. Jamey Burns
Fourth Advisor
Dr. Madalina Tanase
Department Chair
Dr. Kim Cheek
College Dean
Dr. Daniel Dinsmore
Abstract
This phenomenological research study focuses on closing the divide between ongoing teacher shortages created by labor market cycles and teacher attrition with retention practices that keep qualified teachers in K-12 public schools. The literature review of this study identified a gap in research related to teacher shortages. Significant research exists around why teachers leave the profession, however, research related to why teachers stay is limited. The purpose of this phenomenological study was to better understand the lived experiences (Moustakas, 1994, van Manen, 2023, Creswell & Poth, 2018) of K-12 secondary public-school teachers continued decision to remain in the profession. The following research question guided the research study. How do secondary teachers describe their experiences and motivations for remaining in the teaching profession amidst a trend of others choosing to leave? The constructs presented in the conceptual framework supporting this research study are derived from the more consistently mentioned indicators in the literature and provide a foundation for the outcomes of this current study of teacher career decision-making. Participants included mid-career state secondary classroom teachers in St. Johns County School District, a top performing district in Florida. Data collection for this study occurred using in-depth interviews based on Seidman’s (2019) three-interview series. Overall, the data lends itself to a broad grounding for teachers, permitting them to look past the frustrations and barriers existent in teaching and focus on a career that elevates their job satisfaction. This landing zone is supported by the essences set forth in this study: self-actualization, positive support from administration, personal fulfillment and impact on others, and interpersonal relationships. The essences that emerged enhance teacher retention research aimed to better support school leaders and policy makers in creating provisions for teacher persistence.
Suggested Citation
Vogel, Haley M., "A new perspective on teacher attrition and retention: What can be learned from teachers that continue in the profession, the stayers?" (2024). UNF Graduate Theses and Dissertations. 1301.
https://digitalcommons.unf.edu/etd/1301
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Other Education Commons, Teacher Education and Professional Development Commons
