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
Identifier
DP0028998
Language
English
Release Date
12-15-2024
Access Status
Dissertation
Campus Location
Orlando (Main) Campus
STARS Citation
Jones, Danielle, "Exploring How Administrative Factors Including Mentoring, Compensation, And Workload Impact The Retention Rates Of Novice Title I Teachers" (2024). Graduate Thesis and Dissertation post-2024. 35.
https://stars.library.ucf.edu/etd2024/35
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