An Exploratory Study of Teachers' Perceptions of Administrative Support Influencing Retention in Title I Schools

Abstract

Title I schools, those with high percentages of students qualifying for Free and Reduced Meals (FARMS), face many challenges in serving their students. Among the most significant challenges these schools face is the likelihood they will be staffed by larger numbers of inexperienced teachers and inexperienced administrators than non-Title I schools (Cardichon et al., 2020; Carver-Thomas & Darling-Hammond, 2017; Machtinger, 2007). This study focused on the teacher experience level equity gap, or TELEG, between Title I and non-Title I schools in Soto County, a school system in a mid-Atlantic state. The researcher created the term TELEG to specify the equity gap being studied, namely, a teacher experience level equity gap. TELEG is calculated by comparing the percentage of inexperienced teachers at a school or group of schools to another school or group of schools. Teacher experience gaps impact student outcomes, district finances, and school culture. TELEG are often compounded by low teacher retention rates in Title I schools. Research indicates that a perceived lack of administrative support is the most predictive factor in teacher retention decisions (Ingersoll, 2011; Darling-Hammond, 2017; Boyd et al., 2011; Burkhauser, 2016; Player, 2012; Thibodeaux, 2015; Pogodzinski, 2012; Ladd, 2011). The qualitative study aimed to investigate inexperienced and experienced teachers' preferences regarding specific support provided by school-based administrators. The study sought to inform a change initiative that could test the theory that improving school-based administrative support for inexperienced teachers at Title I schools could improve those teachers' perceptions of support. The intended outcome is to decrease TELEG in Soto County by improving the retention of inexperienced teachers at Title I schools. Data was collected using focus groups and individual interviews. Analysis of the data sought to answer the study's two research questions: (1) how do inexperienced and experienced teachers describe desired and non-desired administrative support at their Title I school and (2) in what ways, if at all, do inexperienced teachers consider school-based administrator support in their decisions to remain teaching at their Title I school? The study found that inexperienced and experienced teachers desire support that is individualized and provides access to school-based administrators. The study also found that inexperienced teachers consider school-based administrator support in retention decisions to a lesser degree than experienced teachers.