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Deeper Understanding of the Reasons ...

Thompson, Dongdong An.

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Deeper Understanding of the Reasons Why Experienced Classroom Teachers Are Leaving the Profession.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Deeper Understanding of the Reasons Why Experienced Classroom Teachers Are Leaving the Profession./
作者:	Thompson, Dongdong An.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10812540
ISBN:	9780438020757

Deeper Understanding of the Reasons Why Experienced Classroom Teachers Are Leaving the Profession.
Thompson, Dongdong An.

Deeper Understanding of the Reasons Why Experienced Classroom Teachers Are Leaving the Profession. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 149 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2018.

The purpose of the research was to explore the relationship between the K-12 experienced classroom teacher attrition and work environments. Due to the myriad of factors that influenced teacher attrition, the researcher conducted the study with the focus on three variables related to work environments: (a) professional supports at administration levels, (b) compensation, and (c) school facilities. The researcher guided the conceptualization of this study with the review of literature and continued the conceptualization throughout the course of the research. She performed the research mainly using the major social science research database for literature review and the phenomenology study design.

ISBN: 9780438020757Subjects--Topical Terms:

2122799
Educational administration.

Deeper Understanding of the Reasons Why Experienced Classroom Teachers Are Leaving the Profession.
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520 $a The researcher discovered through one-on-one interviews with K-12 experienced former teachers that the most common factor of K-12 experienced classroom teacher attrition is low pay. The second most common factor is the professional support at administrative levels. The variable of school facilities was minimally correlated to the K-12 experienced classroom teacher attrition. These results supported the findings of the quantitative survey. It is hoped that the results of the study will benefit K-12 students, teachers, and administrators, educational policymakers, the quality of U.S. K-12 education, and add some value to the literature of K-12 experienced classroom teacher attrition.
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