Teaching, Learning, Policy & Leadership Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2759
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Item The Impact of Leadership Practices on Teacher Retention in Maryland Public Charter and Contract Schools(2023) Carnaghan, Heather Elizabeth; Imig, David; Eubanks, Segun; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Teacher turnover imposes a significant negative impact on the education system as a whole, much to the detriment of student achievement. The Learning Policy Institute (2021) suggests this problem was exacerbated in all school settings by the global Covid-19 pandemic in which growing disparities between children and uncertainty about the future of public education has made the teacher’s role “more untenable than ever before”. Charter and contract schools face heightened challenges in regard to this phenomenon in retaining teachers, producing a high need for leadership practices that positively curb attrition. School leadership has the potential to implement change in response to environmental changes and work conditions, thus it is a critical catalyst for retention change. An extensive review of related research revealed that leadership practices can have a significant impact on populations that Ingersoll (2004) popularized as “movers, leavers, and stayers”, though little research existed specific to Maryland’s public charter and contract schools. The purpose of this study was to determine the leadership practices that Maryland public school teachers and leaders believe positively impact retention of teachers in the state. A survey was completed by 151 educators in which participants ranked the leadership practices they believed had the most positive impact on teacher retention at their schools. Categorical and ordinal responses were analyzed and a t-test was applied to determine significance of the differences between teacher and leader responses. Two focus groups were held to better understand the context of the survey findings. Sessions were transcribed and coded via open/emergent, axial, and selective coding. Two leadership practices were ranked in the top three by the vast majority of almost every generalized group and specialized subgroup: “Nurturing a Positive School Culture'' and “Cultivating Trusting Relationships”. No other practices came close to this level of selection by participants. While teachers and leaders agreed on the two foundational practices that increase retention, there was variance in the contextual answers given by each group regarding why that practice was necessary and how to implement it well. The literature, the teachers, and the leaders all pointed to charter and contract schools being “different”- different workloads, different visions, different challenges. Yet, this study finds that, despite differences in policy and demographics, public charter and contract schools share an essential commonality with traditional public schools; they retain teachers by cultivating trusting relationships and nurturing positive school environments.Item TEACHER DIVERSITY GAP IN THE CONTEXT OF A RURAL SCHOOL DISTRICT: PERCEPTIONS OF THE CURRENT WORKING ENVIRONMENT AND SUPPORT STRATEGIES FROM TEACHERS OF COLOR(2022) Korsan, Robert; Imig, David; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)There has been extensive documentation of the persistent lack of diversity inthe teaching workforce (Brown, 2014; Casey et al., 2016; Ingersoll & May, 2011; Sleeter, 2017; Villegas & Irvine, 2010). Research has shown that having a diverse teaching force is positive for all students (Villegas & Irvine, 2010; Childs, 2019). A diversity gap exists in the District A Public School System. According to the Maryland Public School Enrollment by Race/Ethnicity and Gender and Number of Schools report from the Maryland State Department of Education (MSDE), on September 30, 2018, 70.1% of all K-12 students in DISTRICT A were White, 12.8% were Black, and 6.3% were Hispanic. Another MSDE report (Professional Staff by Assignment, Race/Ethnicity and Gender Report, 2018) on race/ethnicity and gender of school professional staff, District A in October 2018, reported that 92.4% of its teachers were White, 5.3% Black, and 2.4% Other (Asian, Hispanic, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, Two or More Races), according to the (p.14). The difference between the percentage of teachers of color and students of color in that school year was 22.3%. Given the sphere of influence by the researcher, the study focused on ways to retain current teachers of color. The study examined support strategies current teachers of color identified as having a positive impact on their decisions to remain in the District A system. A virtual focus group of 6 current teachers of color in District A was completed. Analysis of this focus group transcription led to the emergence of 6 themes: burnout, isolation, representation, growth, hiring, building relationships and mentoring. The study concludes with a set of recommendations that begin by urging District A to provide additional support for teachers of color. Also, for more immediate short term support strategies, it is recommended that District A inform school leaders of the feelings of burnout felt by current teachers of color. Understanding the extra anxieties and challenges placed on teachers of color and being able to be empathetic towards the feeling of burnout will allow school leaders to provide support strategies in this areaItem REDUCING TEACHER ATTRITION: THE ROLES AND RESPONSIBILITIES OF BUILDING PRINCIPALS IN A LARGE URBAN DISTRICT TO SUPPORT TEACHER RETENTION(2016) Holden, Shawna Detrice; Imig, David; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The high rate of teacher attrition in urban schools is well documented. While this does not seem like a problem in Carter County, this equates to hundreds of teachers that need to be replaced annually. Since school year (SY) 2007-08, Carter County has lost over 7,100 teachers, approximately half of (50.1%) of whom resigned, often going to neighboring, higher-paying jurisdictions as suggested by exit survey data (SY2016-2020 Strategic Plan). Included in this study is a range of practices principals use to retain teachers. While the role of the principal is recognized as a critical element in teacher retention, few studies explore the specific practices principals implement to retain teachers and how they use their time to accomplish this task. Through interviews, observations, document analysis and reflective notes, the study identifies the practices four elementary school principals of high and relatively low attrition schools use to support teacher retention. In doing so, the study uses a qualitative cross-case analysis approach. The researcher examined the following leadership practices of the principal and their impact on teacher retention: (a) providing leadership, (b) supporting new teachers, (c) training and mentoring teaching staff, (d) creating opportunities for collaboration, (d) creating a positive school climate, and (e) promoting teacher autonomy. The following research questions served as a foundational guide for the development and implementation of this study: 1. How do principals prioritize addressing teacher attrition or retention relative to all of their other responsibilities? How do they allocate their time to this challenge? 2. What do principals in schools with low attrition rates do to promote retention that principals in high attrition schools do not? What specific practices or interventions are principals in these two types of schools utilizing to retain teachers? Is there evidence to support their use of the practices? The findings that emerge from the data revealed the various practices principals use to influence and support teachers do not differ between the four schools.