Nearly one-third of teachers leave the profession after three years of teaching; almost 50% do not remain in the profession beyond five years. These talent trends are further exacerbated in urban communities and communities serving disproportionate populations of students of color. Teacher retention is critical to maintaining a robust teacher talent workforce; yet it is currently a crisis in the field of education. High teacher attrition rates are evident in large urban communities—characterized by empty classrooms and significant teacher shortages that prevent students from receiving a high-quality education (having a severe shortage of certified teachers and course offerings) and cause burnout in teachers due to overcrowded classrooms. This dissertation includes an introduction to the nature of teacher retention; a driving research question; a statement of intent for methodology; identification of limitations, delimitations, and biases; as well as intersecting leadership implications. A subsequent literature synthesis review examines the role of teacher preparation, compensation, school-based administrators, and professional development in teacher retention. The research suggests a phenomenological study, with the purpose of answering the following research question: What are effective retention strategies for teachers in an urban school environment that serves a majority Black student population. A large urban Midwestern city is the research focus.
|School Location:||United States -- Nebraska|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration|
|Keywords:||Black student population, Large urban communities, Large urban Midwestern city, Teacher retention|
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