Informing Administrative Responses to Teacher Attrition in Middle to Late Career Professionals: A Qualitative Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
1-10-2024
Abstract
Professional occupations take time and dedication. Careers are chosen, but some are callings. Teaching requires a calling to survive the many levels of expectations and rigor needed to reach the youth of today. Education is a constant juggling act of professional responsibility and personal balance. The lines of professional and personal lives often cross when teaching school age children. This study seeks to explore the decision to leave the teaching profession by middle to late career public school teachers. The perceptions are sought to inform administrative responses on policies or work environments that lead to attrition from the workforce in the public-school setting. In addition to salary, another factor affecting teacher retention is working conditions. A view of working conditions as a contributing factor to attrition is grounded in organizational theory that suggests that teachers leave not because of their characteristics or their students’ characteristics, but because of school-level factors (Geiger & Pivovarova 2018).
Advisor
Danna Beaty
Subject Categories
Education
Recommended Citation
Rider-Mitchell, LaKeisha D., "Informing Administrative Responses to Teacher Attrition in Middle to Late Career Professionals: A Qualitative Study" (2024). Electronic Theses & Dissertations. 1136.
https://digitalcommons.tamuc.edu/etd/1136
