Teacher Retention in K-6 Schools- What Do TEACHERS Say They Need?
Type of Presentation
Paper
Location
D34115
Start Date
4-18-2024 10:45 AM
End Date
4-18-2024 11:00 AM
Description of Program
This presentation will be a brief overview of my recently completed dissertation study "Determinants that Lead to Teacher Retention in South Cook County: A Qualitative Descriptive Case Study." The findings and feedback from local teachers will be shared so that we may better understand what they feel schools need to increase teacher retention.
Abstract
The problem addressed in this study was the high attrition rates of teachers in elementary school districts and the unknown role of human, social, structural, and psychological capital determinants needed to retain teachers. The purpose of this qualitative descriptive case study was to describe the experiences of veteran K-6 teachers in the South Cook Region of suburban Chicago, Illinois, regarding the role of these capitals as they relate to teacher retention. This study was conducted using a descriptive case study. To qualify, teachers must have taught for 11 years or more in their school district in the South Cook region in a K-6 setting. Potential participants were screened using a Qualtrics survey, and eight were chosen using purposeful sampling. Findings were provided narratively after being coded inductively and deductively. The study elicited several findings. Teachers do not feel as though they have a choice in what professional development they are given. Teachers feel overworked and that they do not have enough time to do the work required of them by their district. Teachers feel that they have little to no autonomy to choose their own curriculum. It is unclear whether teachers feel job satisfaction in the field. The implications for practice indicate teachers want choice in their professional development and in their classroom. Teachers also need support for student behaviors. Teachers feel overworked and would like their workload to be revisited and tasks that are no longer relevant or beneficial to the school to be reduced.
Presentation File
wf_no
Teacher Retention in K-6 Schools- What Do TEACHERS Say They Need?
D34115
The problem addressed in this study was the high attrition rates of teachers in elementary school districts and the unknown role of human, social, structural, and psychological capital determinants needed to retain teachers. The purpose of this qualitative descriptive case study was to describe the experiences of veteran K-6 teachers in the South Cook Region of suburban Chicago, Illinois, regarding the role of these capitals as they relate to teacher retention. This study was conducted using a descriptive case study. To qualify, teachers must have taught for 11 years or more in their school district in the South Cook region in a K-6 setting. Potential participants were screened using a Qualtrics survey, and eight were chosen using purposeful sampling. Findings were provided narratively after being coded inductively and deductively. The study elicited several findings. Teachers do not feel as though they have a choice in what professional development they are given. Teachers feel overworked and that they do not have enough time to do the work required of them by their district. Teachers feel that they have little to no autonomy to choose their own curriculum. It is unclear whether teachers feel job satisfaction in the field. The implications for practice indicate teachers want choice in their professional development and in their classroom. Teachers also need support for student behaviors. Teachers feel overworked and would like their workload to be revisited and tasks that are no longer relevant or beneficial to the school to be reduced.