Schools serving minority students living in poverty find it more difficult and challenging to hire and retain both new and experienced teachers as compared to schools serving students from wealthier communities. The problem addressed in this study was high teacher attrition in schools serving low-income minority students. Herzberg’s motivation-hygiene, two-factor theory served as the theoretical framework for the study. The purpose of this qualitative, descriptive study was to explore how teachers employed in one charter school network in the northeast describe factors related to working conditions that contribute to their retention in schools serving low-income minority students. A purposive sampling strategy was used to recruit 11 teachers who have been employed at their current charter school for five or more years. Data were collected through individual, semistructured interviews, and five teachers participated in a focus group. Saldana’s level 1 and 2 coding was used to inductively analyze data. Results revealed that job satisfaction was a combination of both intrinsic and extrinsic factors within the work environment based on, but not limited to, relationships, trust, support, growth, and autonomy that influenced teachers’ retention. Participants overwhelmingly mentioned positive working relationships, communications, and relational trust as key indicators essential to many functions within the organization. The results of this study may be used by The U.S. Department of Education, state departments of education, local education agencies, school administrators, and teachers to improve working conditions in schools serving low-income minority students to increase teacher retention. As the teacher shortage crisis continues to rise and the academic gap between students living in poverty and students living in middle class to wealthier communities widens, the practice of retaining effective teachers within schools serving low-income minority students for five or more years is imperative to address high teacher turnover and attrition and close the student achievement gap between white and minority students.
|Advisor:||McClendon, Cristie, Pucci, Thomas|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Environmental education, Behavioral Sciences, Teacher education, Educational leadership, Educational sociology, Ethnic studies, Educational administration, Education Policy|
|Keywords:||Hygiene-motivation, Teacher attrition, Teacher dissatisfaction, Teacher retention, Teacher satisfaction, Working conditions, Minority students, Low-income students, Northeastern United States, Charter school, U.S. Department of Education, Achievement gap|
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