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Dissertation/Thesis Abstract

A Gap Analysis on Improving Teacher Retention in Kindergarten: A Case of a Private Kindergarten in Hong Kong
by Luk, Stephen Kai Ming, Ed.D., University of Southern California, 2020, 144; 28088580
Abstract (Summary)

This research investigates the factors that contribute to high novice teacher attrition in a privately-owned kindergarten in Hong Kong. Utilizing Clark & Estes’ (2008) gap analysis framework as a guideline, the study evaluates the knowledge, motivation, and organizational influences behind teachers’ decision to leave their job. Qualitative data collected through four in-person focus group interviews validated five assumed influences, among them one knowledge influence and four organizational influences on performance. Based on the findings and analysis, a set of intervention plans are proposed, including a mentoring program for novice teachers, allowing some degrees of classroom autonomy, and improving teachers’ compensation package. These interventions plans, together with a comprehensive implementation plan and an evaluation procedure, are outlined in detail to ensure that the organization goal of reducing teacher attrition can be reached.

Indexing (document details)
Advisor: Krop, Cathy
Commitee: Picus, Larry, Chung, Ruth
School: University of Southern California
Department: Education
School Location: United States -- California
Source: DAI-A 82/2(E), Dissertation Abstracts International
Subjects: Educational administration, Educational evaluation, Educational sociology
Keywords: Gap Analysis, School Administration, Teacher attrition, Teacher retention
Publication Number: 28088580
ISBN: 9798664738698
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