Leadership Dissertations
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Browsing Leadership Dissertations by Subject "Career development"
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Item Factors Influencing Teacher Retention in A Charter School: A Qualitative Phenomenological Study(2021-03-28) Atas, BekirRetention of effective educators has become a key focus of school leaders. The problem addressed in this study is how retaining high-quality teachers is a challenge in a charter school system in Nevada. The gap in the existing literature regarding the factors influencing educators’ retention concerningthe elements of administrator support, working conditions, and professional development is addressed in this study. The purpose of this qualitative phenomenological study was to explore lived experiences and perceptions of effective veteran educators in a public charter school district and understand more in-depth ways career decisions were made to remain in the profession. The theoretical framework was based on Herzberg’s two-factor and Bandura’s self-efficacy theories to understand the various factors influencing educators’ decisions to remain at a public charter school district. Research questions were used as an initial step to understand the problem of teacher retention. The target population was approximately 300 educators in a public charter school district. Fifteen teachers made up the sample. Interviews were used as a data collection instrument to identify the shared experiences and perceptions of the respondents. The data were analyzed using inductive thematic analysis, including identifying, analyzing, and reporting themes. The research presented will advance knowledge about educator retention and help school leaders promote preventive strategies to address the problem. Effective teachers may benefit from this study to gain awareness of how other educators choose to remain in the profession. The study’s findings underline the importance of compensation, working conditions, recognition, and driving contributors to teacher retention.Item Teachers’ Voices in 1:1 Programs: A Qualitative Instrumental Case Study(2020-06) Williams-Britton, StephanieSchool district administrators implement 1:1 programs into classrooms with the expectation to enhance students’ academic abilities and promote 21st-century skills. The problem was pre-K-12 teachers’ perceptions, practices, and professional development with the newly implemented 1:1 laptop device remained a fertile area of study. Utilizing teachers’ voices in the implementation process of a 1:1 program was vital, as teachers are leading educational stakeholders integrating the devices into classroom instructions. A profusion of literature emphasized the positive impact of 1:1 technology usage in classrooms and educational stakeholders' views, but a gap in the literature concerning the paucity of research remained about teachers’ voices in 1:1 programs. The theory of planned behavior (TPB) was the applied theoretical framework for this study. Using the TPB, administrators may obtain answers about teachers’ perspectives, practices, professional training, and how 1:1 laptops are integrated into classroom instructions to promote students’ success. The purpose of this qualitative instrumental case study was to explore pre-K-12 teachers' perceptions, practices, and professional development with newly implemented 1:1 laptop devices. A need for an exploration of how teachers’ voices in a newly implemented 1:1 program can promote 1:1 program success prompted the study. A purposeful sampling of 14 certified teachers aided in data collection through an open-ended questionnaire, focus group, and individual face-to-face interviews. Data analysis utilized the content analysis approach to understand the data through coding and recognizing themes. Results from the study revealed teachers accepted 1:1 technologies in classrooms as necessary tools for enhancing students’ academic abilities. Teachers utilized 1:1 laptop devices in different ways and expressed a need for teachers’ voices, ongoing professional development, quality devices, and experienced technology support personals for the success of the implementation.