Date of Conferral

10-3-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Vicki Underwood

Abstract

Many Head Start programs have closed classrooms due to staff shortages, with up to 30% of teacher positions unfilled. Reducing the elevated teacher turnover rate in Head Start centers is critical to maintaining program effectiveness and controlling costs; however, a limiting factor may be differences in administrators’ and teachers’ perceptions of reasons Head Start teachers leave their positions. Guided by Herzberg’s two-factor theory, this qualitative study was conducted to explore perceptions of Head Start administrators, current teachers, and exiting teachers regarding reasons for the elevated teacher turnover rates in Head Start programs. Semistructured interviews with open-ended questions were conducted with four Head Start center administrators and 12 current Head Start teachers within one multicenter regional service area in a Southeastern state of the United States. Additionally, responses were retrieved from archived standardized exit interviews for five teachers who recently left these centers. Data were coded to identify patterns and themes, with comparisons between perceptions of administrators and teachers. Administrators noted salary as the top reason teachers leave Head Start. Current teachers noted lack of support and work conditions as the top reasons for wanting to leave, and exiting teachers reported salary as their top reason for leaving Head Start. Other reasons noted as factors leading to Head Start teacher turnover were company policies and procedures, interpersonal relationships, lack of recognition, benefits, and the work itself. Teachers listed advancement and possibility of growth as motivational factors but did not include the work itself. These findings could lead to positive social change by helping administrators make better program decisions resulting in increased Head Start teacher retention and continuation of services.

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