Date of Conferral

5-23-2025

Date of Award

May 2025

Degree

Ph.D.

School

Education

Advisor

Cassandra Woolard

Abstract

Teacher retention has long been an area of study, as schools struggle with high teacher turnover, adversely affecting students’ quality of education. Researchers have demonstrated that low scores on evaluations and low salary adversely affect general education teacher retention, but there is little literature on how these variables influence teachers in online alternative learning environments (ALEs). The problem addressed in this study was low teacher retention, leading to a shortage of teachers. Guided by Ryan and Deci’s self-determination theory, the purpose of this quantitative, correlational, nonexperimental study was to examine the relationship between teacher performance evaluation outcomes, salary, and retention in online ALEs. Two research questions guided this study, exploring the relationship between teacher performance evaluation outcomes and retention, and teacher salary and retention in online ALEs. Ninety-one certified K–12 teachers, who had received a performance evaluation and worked for the chosen school operator, completed the Teacher Follow-Up Survey developed by the U.S. Census Bureau. The data were analyzed using Spearman's correlation coefficient. For the first research question, the analysis determined there is no statistically significant relationship between teacher performance evaluation outcomes and teacher retention in online ALEs. For the second research question, the analysis determined there is no statistically significant relationship between teacher salary and teacher retention in online This study facilitates positive social change by informing the decisions of school leaders while they address evaluations and salary as a means of improving teacher retention. Improved decisions may increase retention for the benefit of students.

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