Motivation and the Collective Impact on Teacher Retention

Autor/in	Culver, Christopher Sean
Titel	Motivation and the Collective Impact on Teacher Retention
Quelle	(2023), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Southern Nazarene University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-5748-5
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Urban Schools; School Culture; Teacher Attitudes; Intention; Teacher Persistence; Motivation; Trust (Psychology); Professional Autonomy; Empowerment; Collegiality; Interprofessional Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulkultur; Schulleben; Lehrerverhalten; psychologische; Motivation (psychologisch); Berufsfreiheit; Kollegialität
Abstract	Nationally, teachers are leaving at heightened levels, and school culture has been identified as one possible root cause. Research has identified environments that are conducive to a positive school culture and ways to positively impact teacher retention. Furthermore, research highlights national initiatives that have been created to retain teachers within the profession. This quantitative comparative study explored the relationship between teacher perceptions of school culture and teacher intent to remain or leave the profession through Herzberg's (1959) Two Factor Motivation Theory. The target population was identified as certified staff members within five middle schools in an urban school district in the Central Southwest. Participants completed three surveys: (1) The Teacher Retention Survey (2016), (2) The School Culture Survey (1998), and (3) Herzberg's Two-Factor Motivation Theory Survey (1959). Data were collected and analyzed using descriptive statistics and Mann Whitney U-Tests to generate bivariate analysis. Findings were not significant and did not provide evidence to support the hypothesis. However, there were significant trends within the data that suggests trust, empowerment, autonomy, and collegial relationships were contributing factors to a teacher's intent to stay. Study results indicate future opportunities in research regarding the teacher retention, leadership styles, and Herzberg's (1959) Two Factor Motivation Theory. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01