Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary B. Hallums

Abstract

Abstract In the United States teacher retention in K-3 classrooms has declined, and so has the retention rate for the charter elementary school located in the study state. The problem is teacher retention rates in K-3 schools have declined in the U.S. The purpose of this basic qualitative research study was to explore teachers’ perspectives regarding factors that affect teacher retention. Factors were Herzberg et al.’s motivation (satisfaction) and hygiene (dissatisfaction), which was used as the conceptual framework to address teachers’ perspectives about why they choose to remain in a school with low retention rates. This study involved using semistructured interviews because it was an in-depth investigation of a single source of information. Methodological triangulation was used with in-depth individual interviews to establish sufficiency of data collection. Semistructured interviews were used with Zoom video conferencing software to transcribe data. Thematic analysis was used to analyze the 15 interview questions using manual coding to search for central themes. The following themes emerged from results regarding motivations to remain teaching: building capacity, climate and culture, and resources. Implications for positive social change may result from this study because it may lead to increased teacher retention and strategies to help administrators understand why teachers choose to remain at school.

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