This predictive correlational study examined teacher characteristics, teacher turnover, and school performance. While controlling for school year effects, this study performed a multiple regression analysis using backward elimination to determine if teacher educational attainment, teacher experience, teacher turnover, and teacher-student ethnicity differences were significant predictors of school performance score. The study used post hoc data from a state database to examine schools receiving Title I funds throughout the 2018-2019 school year. A convenience sample was drawn from a southwestern state of schools receiving Title I funding. Regression analysis showed that teacher turnover was a significant predictor, accounting for 22% of school performance variability (β = -0.22, p < 0.001) and teacher educational attainment accounting for 12% of school performance variability (β = -0.12, p < 0.05). The turnover finding was consistent with existing literature, while teacher education analysis was not consistent with existing literature. Findings showed that as the number of teachers new to the district and teachers with advanced degrees went up, school performance scores went down. Future research in the area should focus on longitudinal data that examines teacher variables independent of school year effects, teacher turnover within district correlations, and teacher educational attainment in relation to school levels.
|Commitee:||Lockman Boyce, Claire, Flores, Paul|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Keywords:||School performance, Teacher ethnicity, Teacher quality, Teacher retention, Teacher turnover, Title I|
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