Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Felicia Blacher-Wilson

Abstract

Teacher attrition is higher than the national average in various large urban public school districts in the United States and some districts lose teachers every year, which makes teacher attrition a legitimate concern for many public school districts. The purpose of this study was to explore school administrators’ perspectives on why teachers leave large urban public school districts and to identify strategies and approaches that might be used to decrease teacher attrition. This study’s conceptual framework was Maslow’s hierarchy of needs, which explains human motivation and determination. The first research question focused on school administrators’ perspectives about the reasons for teacher attrition, and the second research question explored strategies that school administrators use to decrease teacher attrition. The methodology for this study was a basic qualitative study, and data were collected through interviews with eight school administrators who worked in various large urban public school districts for at least two years. Thematic analysis was used to organize and analyze the data. The key results for this study indicated that relationship building, teacher motivation, positive school climate and culture, and aligned professional development were essential aspects to help decrease teacher attrition. The results of this study may have increased the awareness regarding teacher attrition and its associated causes, leading to positive social change. For instance, school administrators may increase their level of support for teachers leading to an increase in their motivation and determination, which, in turn, might affect their work productivity with students.

Download

Share

 
COinS