Date of Conferral

12-2-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Cathryn Walker

Abstract

In a Western Caribbean country, the problem was the high rate of teacher turnover in rural secondary schools in Grades 7-11. The gap in practice was that it is not known what factors contribute to high secondary teacher turnover and what supports may be needed to address the high teacher attrition rate in secondary schools in the study district. The purpose of this qualitative study was to explore secondary teachers’ perceptions of the factors contributing to teacher turnover and recommendations for reducing teacher turnover in a rural region of a country in the Caribbean. Using Maslow’s hierarchy of needs theory as the conceptual framework, secondary teachers’ perceptions and recommendations for reducing turnover were explored. For this basic qualitative design, data were collected using semistructured interviews of 10 purposefully sampled participants who met the criteria of being educators in Grades 7-11 and having knowledge of teacher turnover. Data analysis included using a priori and open coding to identify codes, categories, and themes. The following themes emerged as factors that make teachers leave their positions: (a) administrator, collegial support and support systems, including available resources; (b) safe and secure environment; (c) recognition and respect; (d) systemic classroom support and supportive administrator leadership; and (e) safe and secure environment. A white paper was created to inform stakeholders about teacher needs to cultivate teacher longevity in a Western Caribbean country. This study may contribute to positive social change by strengthening stakeholder understanding of factors influencing teacher attrition, and facilitating informed decision-making to address teacher longevity, thereby strengthening student instruction.

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