Date of Conferral
5-8-2024
Date of Award
May 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Karyn Hawkins-Scott
Abstract
Early childhood education and care (ECEC) programs are experiencing high turnover, resulting in lower teacher retention rates. High turnover hinders program quality, creates financial strain, and adversely affects program sustainability. Despite efforts to increase educator retention, a rural midwestern ECEC program’s administrative team continues to experience declining retention and high within-year turnover. This study aims to explore early educators’ perceptions of the organizational factors that contribute to teacher retention and within-year turnover in the selected ECEC site. The research study explores organizational factors using Herzberg’s two-factor theory of motivation. The qualitative data collected from current and previous early educators employed at the midwestern ECEC center indicated a gap in practice that influenced educator retention and within-year turnover. Inconsistent onboarding practices create challenges that impact the collective efficacy of the program and influence educator retention and turnover. A professional development curriculum designed to facilitate comprehensive, data-driven onboarding was created to address the gap. ECEC centers play an essential role in local communities. Understanding organizational factors can contribute to teacher retention and generate positive social change in the lives of children, their families, and their local community.
Recommended Citation
Dupin, Elizabeth Ann, "A Qualitative Exploration of Early Educator Retention and Within-Year Turnover" (2024). Walden Dissertations and Doctoral Studies. 15760.
https://scholarworks.waldenu.edu/dissertations/15760
