Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendix: leaves 173-189. Includes bibliographical references (leaves 190-203).

Thesis (Ed.D.)--University of West Florida, 2004. / Title from title page of source document. Document formatted into pages; contains 272 pages. Includes bibliographical references.

abstract: The purposes of this study were (a) to develop a reliable and valid measure of secondary student attitudes toward band teacher turnover using the Thurstone (1928) equal-appearing interval scale as a model, and (b) to administer this measurement tool to determine attitudes of high school band students toward teacher turnover. This procedure included collecting statements about an imagined teacher turnover from students in the population (N = 216) and having student judges (N = 95) sort the statements into eleven categories based on how positive, neutral, or negative, each statement was perceived. The judging results were then analyzed, and 29 statements were selected for inclusion in the final survey, which was completed by students (N = 521) from 10 randomly selected high schools in Arizona. Student responses were analyzed and compared by the independent variables of gender, grade level, and band teacher turnover experience, to determine if significant differences existed. Results indicated that the overall students' attitudes toward teacher turnover are neutral. One significant difference was found in the slightly positive attitudes of students in the year immediately following a band teacher turnover. This only lasts a year, as students in the second year of a teacher turnover were found to have comparable attitudes to students who have not experienced a new teacher transition. Findings also suggest seniors may have a different perspective than other students toward teacher turnover. / Dissertation/Thesis / Ph.D. Music Education 2011

Having an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common experience – they receive a federal grant, Teacher Incentive Fund (TIF), which is additional funding for bonuses to hire and retain teachers and provide professional support. The study includes research that provides context to the factors that contribute to the teacher shortage problem within schools with this specific student demographic and the way in which this impacts the inequitable distribution of qualified instructors. The research also contains literature which informed the study's theoretical framework - Critical Race Theory and Theory of Oppression and the concepts of leadership practices, asset-based thinking, and teacher motivation. The researcher found that the principals experience anxiety filling vacant positions due to teacher shortage. There were three prominent themes that framed the findings: Hiring Teachers, Retaining Teachers, and Teacher Shortage. Principals experience challenges with employing teachers because of their negative perceptions of the students. Most of the teachers they hire are Black and Hispanic, and the Teacher Incentive Fund grant did not help attract teachers to accept a position, but it helped retain them. The principals work arduously to keep teachers by giving them support and creating a positive school culture, in addition, most of them find that Black and Hispanic teachers remain at the school more than White teachers. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

The purpose of this study is to investigate the relationship between efficacy and teacher turnover intent in small, poor, rural schools. The researcher focuses on small, poor, rural schools in a Midwest state in the United States due to the state’s annual teacher turnover rate (16.4%) which mirrors the national rate. A sample of 730 teachers was solicited to participate in the study through their building principal with a final response of N = 220 participating. This non-experimental study explores the relationship between efficacy (independent variable) and turnover intent (dependent variable) by collecting data utilizing the online platform of Survey Monkey. The Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) measured the level of self-efficacy for participants in the study. Additionally, the Collective Teacher Efficacy Scale (CTES) (Tschannen-Moran & Barr, 2004) measured the level of participants’ sense of collective efficacy. The Turnover Intent Scale (TIS) (Tiplic, Brandmo, & Elstad, 2015) measured the level of turnover intent for each participant. The research questions and hypotheses were used to explore the relationship between self-efficacy and turnover intent as well as collective efficacy and turnover intent. In addition, three research questions focused the investigation on the relationship between the variables by exploring the subscales of self-efficacy: student engagement, instructional strategies, and classroom management. The mean scores for each scale show that generally participants displayed a moderately high level of efficacy and were not searching for a new job. Additionally, the results show a statistically significant relationship between participants’ sense of collective efficacy and turnover intent. The significant relationship suggests that school leaders should focus on increasing teachers’ sense of collective efficacy to help with teacher turnover.

The problem of the orientation of new teachers in a school system is of vital importance to the teaching profession. Many of the difficulties which arise in trying to adjust to a new job situation may be alleviated if they are identified as problems and are worked on as such. Some of the things troubling new teachers are in the areas of professional security, acceptance by the entire faculty, and social adjustments in the community. / Typescript. / "July, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 31-32).

Teacher turnover in urban public schools has traditionally been associated with school destabilization and is considered adversarial to school improvement and reform efforts. However, the 2009 federal education reform initiative, Race to the Top, endorsed forced teacher turnover at the lowest performing schools as a strategy for recruiting teachers of greater human capital and commitment to student learning. Using qualitative case study methods, this dissertation explored whether teacher turnover affects school reform efforts, and if so, how, by studying teacher turnover at three urban public high schools in New England. The findings revealed that teacher turnover does affect school reform efforts. In two of the three cases studied, teacher turnover contributed to the churn of human capital and to the disruption of social capital. In both of these cases, school reform efforts were negatively affected. In the third case, the potential negative effects of teacher turnover were largely mitigated through advanced planning. The leadership team also demonstrated how carefully controlled internal turnover could be used to advance reform efforts.

Urban charter schools serving economically disadvantaged minority communities experience high teacher attrition. This study examined the association between high-demand teachers, school working conditions, and turnover, both voluntary departures and involuntary terminations in an urban, charter school district. I found that improved working conditions were associated with a decrease in the odds of leaving, but this significant association only applied to departures, not terminations. Despite this effect of working conditions on turnover, working conditions did not moderate the effect of high-demand turnover in any model. Regarding high-demand teachers, I found that special educators and teachers of color were less likely to leave than non-special educators and non-teachers of color when accounting for working conditions and controlling for teacher and school characteristics. When examining departures versus terminations, teachers of color were less likely to depart from their teaching positions, and special educators were less likely to be terminated. In general, STEM teachers were more likely to leave the organization than non-STEM teachers, but this finding was not significant. / School Psychology

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