What causes a teacher to leave and move to another district or campus? Many times, teachers leave because they are unsatisfied, overwhelmed, or unprepared for the demands of the job. The purpose of this study was to gain a deeper understanding of the contextual factors that may explain why teachers decide to transfer to another campus or leave their current district to pursue a position at another district. The following factors, as told from the teachers' perspective, were examined: (a) campus culture, (b) campus leadership, (c) working conditions, and (d) other contributing factors. This study focused on the types of …
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What causes a teacher to leave and move to another district or campus? Many times, teachers leave because they are unsatisfied, overwhelmed, or unprepared for the demands of the job. The purpose of this study was to gain a deeper understanding of the contextual factors that may explain why teachers decide to transfer to another campus or leave their current district to pursue a position at another district. The following factors, as told from the teachers' perspective, were examined: (a) campus culture, (b) campus leadership, (c) working conditions, and (d) other contributing factors. This study focused on the types of experiences teachers reported encountering, whether positive or negative, that contributed to teacher turnover. Data for this qualitative study included a survey and focus group. Participants selected to participate in this study were teachers who either exited from a public-school district or transferred from one campus to another campus within the same school district. An analysis of the qualitative responses from the teacher survey and a focus group interview provided answers and insight into the research questions. The data were collected and analyzed to further understand the types of experiences or factors that contribute to teacher turnover within one school district. The findings from this study confirm that the literature about factors that influence teacher turnover DO matter to teachers. Based on the research literature, this study and my own experiences, the campus principal holds the major responsibility for building and sustaining positive relationships with teachers. Recommendations for future research and implications for future practice as it relates to school principals and district administration are discussed.
This dissertation is part of the following collection of related materials.
UNT Theses and Dissertations
Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.
