The purpose of this study was to update the analysis of the traditional viewpoints associated with increasing national and local teacher turnover rates by exploring alternative contributors to this challenge. Numerous studies have demonstrated the national focus on this topic consistently and predictably attributes to the growing attrition phenomenon primarily to financial considerations. This study considered the possibility that other more humanistic contributors, often overlooked in the literature, could be playing a more significant role in discouraging permanency in the classroom than is commonly realized. More specifically, it sought to examine the extent to which feelings tied to a positive, safe, and orderly learning environment contributed to teacher intentions to stay, and how teachers, parents and administrators perceived school efforts to ensure peaceful classrooms.
To carry out this study, the researcher collaborated with an urban inner-city school district, and obtained descriptive information from teachers, parents, and administrators all focused on their perceptions surrounding teacher attrition, classroom climate as affected by student behavior, and the possible link between concerns in both areas. The researcher analyzed inputs from members of each group and found that a large number of the teaching staff identified the classroom, and more humanistic considerations, as being of greater significance in deciding whether to stay in their position than did other participants who were more aligned with the literature. The researcher also became aware that teachers, individually, often expressed greater concern for the system as a whole, more than behaviors in their own classroom.
Finally, realizing that the target school system for this study operates within a state known by its financial struggles regarding educator’s compensation, the researcher also concluded that there is a great possibility about the staff responding to this study having already come to terms with a meager compensation, as compared to other teachers across the nation. As such, it is believed that this study brings up a solid perspective that does give heavier weight to more humanistic factors playing a greater role in teacher decisions to leave their work. However, realistically teacher priorities, be they humanistic or financial, might be different in locations where there is more dynamic activity surrounding educator compensation.
|Commitee:||Blair, Karyn, Dereshiwsky, Mary, Laurin, Joel|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration|
|Keywords:||Overlooked cost, Student discipline, Teacher retention|
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