Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Douglas Eury
Committee Member
Martha Ward
Committee Member
Maryellen Maher
Keywords
administrator characteristics, administrator influence, administrator support, administrators, applied dissertation, beginning teachers, central tendency, control group, correlations, Davidson County, employee retention, evaluation efforts, extrinsic organizational issues, focus groups, intrinsic organizational issues, leadership qualities, Liberty Drive Elementary School, mean, mentees, mentors, mode, novice teachers, organizational climate, professional development, professional growth, professional relationships, qualitative research, quantitative data, relationship building, retention efforts, school community, school leadership, staff development, teacher retention, teacher turnover, teachers, Thomasville City Schools, Thomasville High School, Thomasville Middle School, Thomasville Primary School, treatment group, veteran teachers, workforce retention
Abstract
This applied dissertation examined the teacher retention rate in Thomasville City Schools and its correlation to administrators influence. The school system had exceeded the state’s teacher turnover average over the 7 years that immediately preceded this applied dissertation. The turnover rate for Thomasville was the highest of all of the 3 school systems in Davidson County. In order that the school system could proactively respond to increased retention efforts, this study correlated the influence administrators had on this issue. Administrator support or nonsupport had been shown to have a direct effect in influencing teachers’ decisions regarding retention.
Through the use of surveys, qualitative focus groups, determination of central tendency (mean and mode), and correlations using quantitative data, Thomasville City Schools addressed administrator support impact. Beginning and veteran teachers (mentees and mentors) from Thomasville Primary School, Thomasville Middle School, and Thomasville High School comprised the control group. The treatment group was composed of Liberty Drive Elementary School’s beginning and veteran teachers. A team of support administrators was individually assigned with novice teachers to provide support, mentoring, and professional staff development opportunities. Treatment group teachers identified leadership qualities and characteristics that would influence their decision to remain in the system and profession.
Results of the intervention identified strategies that administrators must be cognizant of in order to facilitate retention efforts. Additionally, the results confirmed the need for relationship building before evaluation efforts can be meaningful. Regardless of the ages of the new teachers, all desired development of a professional relationship with their administrator that was conducive to their professional growth and development. Both mentors and mentees identified the same qualities as necessary to promote administrators’ retention efforts. These qualities are believed to be essential to strengthening teachers. Leaders must recognize and evaluate intrinsic and extrinsic organizational issues that might reflect the condition of their school community.