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Teacher Retention and School Characteristics in Tennessee: A Human Relations Theory Correlation Study

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Bibliographic Details
Title: Teacher Retention and School Characteristics in Tennessee: A Human Relations Theory Correlation Study
Language: English
Authors: Crystal Sarina Watts
Source: ProQuest LLC. 2024Ed.D. Dissertation, The University of Memphis.
Availability: 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
Peer Reviewed: N
Page Count: 138
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Teacher Persistence, Institutional Characteristics, Faculty Mobility, Outcomes of Education, Teacher Attitudes, Educational Environment, Leadership, Academic Achievement, Student Behavior, Public Schools, School Districts, Prediction, Achievement Tests, Predictor Variables
Geographic Terms: Tennessee
Assessment and Survey Identifiers: Tennessee Comprehensive Assessment Program
ISBN: 979-83-8320-235-7
Abstract: Teacher retention is a foundational issue and schools have historically struggled to retain teachers. Previous research indicates that teachers leave the profession at high rates before year five of teaching expertise. Lack of teacher retention contributes to instability and lack of trust in school districts. This secondary data study explores whether teacher retention predicts institutional outcomes based on teacher perceptions of school climate, school leadership, student achievement, and student behavior in Tennessee public school districts. This research answers whether student achievement, school climate, school leadership, percentages of disadvantaged, special education, minority, suspended, and chronically absent students predict teacher retention in Tennessee school districts. The study also answers whether each predictor is significant based on locale, including rural and urbanized districts. The study presents school districts from the 2022-2023 school year using the Tennessee Comprehensive Assessment Program (TCAP), Tennessee Value-Added Assessment System (TVAAS), Tennessee Educator Survey (TES), and district-level demographic and parent engagement reporting. Each institutional outcome is studied with multiple regression analysis to determine if it is a significant predictor of teacher retention. Study findings indicate school climate, school discipline, social studies growth, math proficiency, percentage of suspensions, percentage of special education students, percentage of economically disadvantaged students, and percentage of minority students are predictors of teacher retention, with either positive or negative correlations to teacher retention. The study uses human relations theory as a solutions-based framework for addressing teacher concerns in the school environment and offers suggestions for increasing 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.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31335554
Accession Number: ED658943
Database: ERIC
Description
Abstract:Teacher retention is a foundational issue and schools have historically struggled to retain teachers. Previous research indicates that teachers leave the profession at high rates before year five of teaching expertise. Lack of teacher retention contributes to instability and lack of trust in school districts. This secondary data study explores whether teacher retention predicts institutional outcomes based on teacher perceptions of school climate, school leadership, student achievement, and student behavior in Tennessee public school districts. This research answers whether student achievement, school climate, school leadership, percentages of disadvantaged, special education, minority, suspended, and chronically absent students predict teacher retention in Tennessee school districts. The study also answers whether each predictor is significant based on locale, including rural and urbanized districts. The study presents school districts from the 2022-2023 school year using the Tennessee Comprehensive Assessment Program (TCAP), Tennessee Value-Added Assessment System (TVAAS), Tennessee Educator Survey (TES), and district-level demographic and parent engagement reporting. Each institutional outcome is studied with multiple regression analysis to determine if it is a significant predictor of teacher retention. Study findings indicate school climate, school discipline, social studies growth, math proficiency, percentage of suspensions, percentage of special education students, percentage of economically disadvantaged students, and percentage of minority students are predictors of teacher retention, with either positive or negative correlations to teacher retention. The study uses human relations theory as a solutions-based framework for addressing teacher concerns in the school environment and offers suggestions for increasing 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.]
ISBN:979-83-8320-235-7