Dissertation/Thesis Abstract

Teacher Retention in Low-Income Urban Schools With a High Minority Population
by Winfield, Windy, Ed.D., Southern Illinois University at Edwardsville, 2019, 76; 13877407
Abstract (Summary)

The purpose of this qualitative study was to explore factors that contribute to teacher retention in a low-income urban school with a high minority student population.  The study explored the perceptions of teachers who have worked in a low-income urban environment for a minimum of five years in St. Louis County. This study utilized teacher interview responses based on open-ended questions to gain insight into factors that influence teacher retention. The theoretical framework used was Herzberg's Two-Factor Theory. This theory focused on two aspects of working conditions: hygiene which includes the extrinsic factors, and motivation which includes intrinsic factors. The results would indicate that teachers must have certain extrinsic and intrinsic working conditions present in order to be remain in the low-income urban schools with a high minority population.

Indexing (document details)
Advisor: Yu, Tianlong
Commitee: Morice, Linda, Puchner, Laurel
School: Southern Illinois University at Edwardsville
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 80/11(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Herzberg’s Two-Factor Theory, Working conditions
Publication Number: 13877407
ISBN: 978-1-392-24194-3
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy