Teacher Retention: Perceptions of Teachers and School Administration in Rural Schools in Nebraska

Autor/in	Offner, Andrew
Titel	Teacher Retention: Perceptions of Teachers and School Administration in Rural Schools in Nebraska
Quelle	(2023), (84 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3719-0
Schlagwörter	Hochschulschrift; Dissertation; Teachers; Administrators; Rural Schools; Teacher Attitudes; Administrator Attitudes; Teacher Persistence; Influences; Differences; Individual Characteristics; Social Support Groups; Mentors; School Culture; Community Influence; Incentives; Financial Support; Nebraska + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Unterscheiden; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Social support; Soziale Unterstützung; Schulkultur; Schulleben; Anreiz; Finanzielle Förderung
Abstract	Teacher retention has become a major challenge for schools over the past several years. Rural school districts have become increasingly short on staff and are struggling to retain the staffs they have. The study had four purposes: (a) to determine teachers' perceptions of the factors leading to their retention, (b) to determine administrators' perceptions of the factors leading to teacher retention, (c) to determine differences in perceptions of teachers and administrators based on personal characteristics, and finally, (d), to determine the differences between teachers' and administrators' perceptions of factors retaining teachers in rural school districts. This quantitative study examined the perceptions of teachers and administrators in rural areas in Nebraska and the factors they rated as most related to higher retention rates among teachers. The focus of this study was to determine what factors are identified by both groups as critical to retaining teachers in Class C and D schools in Nebraska. There were 794 teachers and 124 administrators who participated in the study. Five hundred forty-eight teachers and 91 administrators participated in the rank-and-order question that examined the importance of "administrative support," "mentoring," "positive school and community culture," and "financial incentives" factors on teacher retention. Both teachers and administrators ranked and ordered all four factors of "administrative support," "mentoring," "positive school and community culture," and "financial incentives" the same. Administrative support received the highest ranking from both groups. The findings of this study suggest that "administrative support" and "positive school and community culture" are the most critical factors in rural teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01