Dissertation/Thesis Abstract

A Qualitative Exploration of Retention of Experienced Teachers: Why Do They Stay?
by Migues, Karla Pilcher, D.E., University of Louisiana at Lafayette, 2017, 415; 10684060
Abstract (Summary)

Educators and researchers have noted teacher retention as a matter of concern as the newest members of the educational field leave after only a few short years of service. Recent studies indicate the possibility of several factors that contribute to the exit of newer teachers. Many teachers commit to staying the course even as they are faced with educational challenges that motivate others to leave teaching. The goal of this study was to explore possible motivations for the perceptions and behaviors of experienced teachers as they respond to educational challenges, what conditions affect their decisions during challenges, and what characteristics are present in those who choose to stay in the field despite the educational challenges associated with teaching.

Indexing (document details)
Advisor: Cilesiz, Sebnem
Commitee: Hatcher III, John W., Olivier, Dianne F.
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 79/09(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Coping, Experienced teacher, Extrinsic motivation, Intrinsic motivation, Resiliency, Retention
Publication Number: 10684060
ISBN: 978-0-355-85445-9
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