ORCID

https://orcid.org/0009-0007-6382-9528

Keywords

Administrative factors that impact teacher retention

Abstract

This study explores the administrative factors impacting the experiences and retention rate of Title I beginning-year teachers that have 1-3 years of experience. Considering Title I schools primarily serve students from marginalized backgrounds, understanding the role of administrative factors becomes crucial. These factors significantly influence both student outcomes and teacher effectiveness, emphasizing the need for further exploration. For this reason, this research seeks to identify and understand the impacts administrative structures have on the performance, satisfaction, and retention of new teachers in Title I schools. This quantitative study will examine the experiences and outcomes of new teachers in Title I schools. Data were collected by utilizing surveys and performance metrics to identify significant differences in teacher retention, job satisfaction, and student achievement based on administrative factors. The research seeks to explore the differences in the perceived administrative factors, mentoring, compensation, and workload on teacher retention. Additionally, the study will examine if there is a difference in teacher’s perception of administrators’ level of efficacy on the retention of novice teachers.

Completion Date

2024

Semester

Fall

Committee Chair

Walker, Larry

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership

Degree Program

Educational Leadership Executive Track

Format

PDF

Identifier

DP0028998

Language

English

Release Date

12-15-2024

Access Status

Dissertation

Campus Location

Orlando (Main) Campus

Accessibility Status

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