ORCID
0009-0009-4679-2270
Keywords
education, school culture, teacher retention, academic achievement, motivation, autonomous motivation
Abstract
U.S. public schools are in crisis amid declining student achievement and widespread teacher shortages, particularly in the wake of the Covid-19 pandemic, putting students at risk for poor academic outcomes. Data from the National Center for Education Statistics (NCES) shows 4th and 8th grade students’ average reading and math scores have decreased by 5 points and 7 points respectively since 2019. Furthermore, NCES data showed that 53% of public schools reported being understaffed for the upcoming school year in August 2022, and by October 2022, 45% of public schools reported at least one vacant teaching position. While many U.S. public schools are struggling to combat declining student achievement and rampant teacher vacancies, Galileo School for Gifted Learning (GSGL) represents a public school where students and teachers are thriving as evidenced by consistently above average student achievement and teacher retention. As such, the primary purpose of this ethnographic case study was to determine what systemic factors contribute to a school culture where students and teachers can thrive despite the many challenges currently facing U.S. public schools. Ethnographic participant observation was used to collect and analyze approximately 40 hours of observational data and 10 hours of interview data. Results of the study showed that creating a caring school community, supporting teachers, and meeting students’ learning needs with personalized, engaging instruction contribute to a school culture where students and teachers can thrive. Promoting autonomous motivation among students and teachers also plays a significant role in the organizational culture at GSGL. Results of the study yielded several empirically supported practical implications for teachers and educational leaders for promoting autonomous motivation among students and teachers to increase motivation, engagement, student achievement, and teacher retention.
Completion Date
2024
Semester
Fall
Committee Chair
Gill, Michele
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Learning Sciences and Educational Research
Degree Program
Curriculum and Instruction Ed.D.
Format
Identifier
DP0029029
Language
English
Release Date
12-15-2024
Access Status
Dissertation
Campus Location
Orlando (Main) Campus
STARS Citation
Reschke, Amanda W., "The Role of School Culture and Autonomous Motivation in Supporting Academic Achievement and Teacher Retention in a Public Charter School: An Ethnographic Case Study" (2024). Graduate Thesis and Dissertation post-2024. 63.
https://stars.library.ucf.edu/etd2024/63
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