Date of Award

2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this study was to examine the employment factors that schools have control over and how teachers and administrators perceive these factors to have the most effect in influencing teachers to remain in the profession. This study was conducted by administering a survey to public school building administrators and public school teachers in Indiana. Teachers' and administrators' perceptions were measured on what reasons a teacher (hypothetically) might leave the profession. A total of 2,219 teachers and 208 building administrators submitted complete responses to the Teacher Retention Survey. The Teacher Retention Survey was developed by this researcher to quantitatively measure the perceptions of teachers and administrators on how the external and employment factors influence teachers to remain in the teaching profession. The list of external employment factors and reasons why a teacher might leave the profession was developed from the review of literature from similar research studies. Data were analyzed through one-way ANOVA testing and the null hypotheses were tested at the .05 probability level or better. The data analysis showed that a supportive school administration was an important factor that influences teachers to remain in the profession. Based on the perception that a supportive school administration keeps teachers in the profession, the following conclusion is proposed: School corporations need to offer a comprehensive induction program conducted over a three- to five-year period. An effective induction program consists of the following five: on-going professional development, time to collaborate with peers, administrative support through empowerment, a high quality mentoring program, and effective feedback on teacher observations and evaluations.

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