Date of Award

4-2024

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research project used a mixed-methods study to examine the factors leading to teacher retention and attrition in a post-trauma environment. In this study, 89 current and former teachers participated in a survey which included demographic questions and questions related to teacher workload, physical and mental well-being, factors that contribute to retention and attrition, and perceived support while employed at the school of study. The quantitative data was used to compare and analyze factors of retention and attrition across two subgroups: current teachers and former teachers. Ten teachers representing both subgroups were either interviewed or provided written responses to collect qualitative data and analyze the factors of retention and attrition more comprehensively. The study found that teacher retention at the school of study is attributed to the organization’s commitment to the school’s mission and the workplace culture, particularly related to colleague support. The study also found that at the school of study, attrition resulted predominantly from a lack of mental health support after traumatic experiences and challenging interactions with the parent community. The researcher used the data and analysis to make eight recommendations to improve teacher retention at the school of study that focused on teacher workload and well-being, school climate and culture, and leadership supports.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for The Degree of Master of Education

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