Date of Conferral

7-22-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Mary Trube

Abstract

In a Midwestern state, teacher shortages have intensified the retention challenges of prekindergarten and kindergarten (PreK–K) teachers in early childhood (EC) programs. The problem addressed in this study was the retention of PreK–K teachers in EC programs and schools at the local level. Grounded in dual-factor and coping-competence- context theories, the purpose of this basic qualitative study was to explore teachers’ perspectives of the factors affecting the retention of PreK–K teachers in EC programs at the local level. Data were collected through semistructured interviews with 12 PreK–K teachers in a Midwestern state, who had a minimum of 3 years of experience and held the required degree or credential. Data were pattern coded to identify categories and themes. The five resulting themes indicated that PreK–K teachers in this study (a) have multiple responsibilities and coordination efforts; (b) build relationships with others to support students’ skill development; (c) collaborate with families for wholistic child development; (d) demonstrate passion, commitment, and long-term impact; and (e) need support of leadership and relevant professional development. Based on the findings, a 3- day professional development plan was created to develop co-teaching skills among teachers, paraprofessionals, and families. Positive social change may occur if EC leaders implement the professional development and provide co-teaching support to strengthen the practices of teachers and paraprofessionals. If families are included in the collaboration, this may create more stable, collaborative, and effective classroom environments in which young learners can thrive and acquire the skills to successfully navigate schooling and achieve important learning and social outcomes.

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