An Exploration of Teachers’ Experiences with the Teacher Incentive Allotment Program and Their Motivation to Stay at High-Needs Schools


Sarah Critton

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Summer 2023


Teacher attrition continues to be a major issue in public education today. Keeping schools staffed with quality teachers is a struggle across the United States. Hard to staff, low-income schools see the highest attrition rates among public schools. This phenomenological qualitative study explored teachers’ experiences with the Teacher Incentive Allotment (TIA) program in Texas. The TIA is designed to provide incentives to quality teachers and extra incentives to quality teachers willing to work in high-needs schools. This dissertation qualitative methods study included interviews and questionnaires from participants. Participants were selected from a school district in Texas that is participating in the TIA program passed in House Bill 3 (HB 3). A review of the literature showed a need for further exploration on the impact incentives—specifically the newly developed TIA incentives—have on teachers’ motivation to stay at highneeds schools. The purpose of this qualitative study was to examine the experiences of teachers participating in the TIA program and explore how the allotment factors into their motivation to stay on a high-needs campus. Using hermeneutical research methods, the researcher explored the participants’ lived experiences with the TIA phenomenon to provide insight to policy makers and school districts on the impact the TIA has on teachers’ motivation to stay at high-needs schools.


Tersesa Farler

Subject Categories