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Honoring Teacher Voice, Thoughts, an...

Marino, Megan T.

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Honoring Teacher Voice, Thoughts, and Opinions: The Impact of Transformational Leadership on Teacher Retention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Honoring Teacher Voice, Thoughts, and Opinions: The Impact of Transformational Leadership on Teacher Retention./
Author:	Marino, Megan T.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	120 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31151936
ISBN:	9798381701456

Honoring Teacher Voice, Thoughts, and Opinions: The Impact of Transformational Leadership on Teacher Retention.
Marino, Megan T.

Honoring Teacher Voice, Thoughts, and Opinions: The Impact of Transformational Leadership on Teacher Retention. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 120 p.

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--Youngstown State University, 2024.

This item must not be sold to any third party vendors.

Public school education faces a critical challenge as a growing number of teachers are choosing to leave the profession every year, leaving school districts struggling to recruit and retain qualified teachers. Existing literature reveals that negative school culture is a significant contributor to teachers' job dissatisfaction, which is among the primary reasons behind teachers' decisions to leave and dissuades others from joining the profession. The role of principals in shaping and maintaining a healthy school culture is explored, with transformational leadership identified as a key factor in their effectiveness. This study aims to contribute to a deeper understanding of the factors influencing teacher attrition. Using a mixed-methods design through Q-methodology, the researcher examined the perspectives of 22 former K-12 public school teachers on their reasons for leaving the teaching profession. The participants had taught in K-12 public schools located in rural, suburban, and urban school districts. Data was collected using Q-Method Software. Results indicate that despite having positive relationships with colleagues and reasonable organizational arrangements and opportunities for learning, most participants had negative perceptions of their leadership, citing a lack of positive interactions, feeling undervalued, and a perceived absence of support from their principals. For school districts looking to foster a stable and resilient education system, the results of this research hold the potential to inform policy decisions and educational practices aimed at creating a more conducive and supportive environment for teachers.

ISBN: 9798381701456Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Teacher attrition

Honoring Teacher Voice, Thoughts, and Opinions: The Impact of Transformational Leadership on Teacher Retention.
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245 1 0 $a Honoring Teacher Voice, Thoughts, and Opinions: The Impact of Transformational Leadership on Teacher Retention.
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520 $a Public school education faces a critical challenge as a growing number of teachers are choosing to leave the profession every year, leaving school districts struggling to recruit and retain qualified teachers. Existing literature reveals that negative school culture is a significant contributor to teachers' job dissatisfaction, which is among the primary reasons behind teachers' decisions to leave and dissuades others from joining the profession. The role of principals in shaping and maintaining a healthy school culture is explored, with transformational leadership identified as a key factor in their effectiveness. This study aims to contribute to a deeper understanding of the factors influencing teacher attrition. Using a mixed-methods design through Q-methodology, the researcher examined the perspectives of 22 former K-12 public school teachers on their reasons for leaving the teaching profession. The participants had taught in K-12 public schools located in rural, suburban, and urban school districts. Data was collected using Q-Method Software. Results indicate that despite having positive relationships with colleagues and reasonable organizational arrangements and opportunities for learning, most participants had negative perceptions of their leadership, citing a lack of positive interactions, feeling undervalued, and a perceived absence of support from their principals. For school districts looking to foster a stable and resilient education system, the results of this research hold the potential to inform policy decisions and educational practices aimed at creating a more conducive and supportive environment for teachers.
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