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dc.contributor.advisorEdmonds, Caroleeng
dc.contributor.authorJohnson, S. Beeryeng
dc.date.issued2017eng
dc.date.submitted2017 Summereng
dc.description.abstractThe purpose of this qualitative bounded case study was to find the factors that lead teachers at SS High to remain in teaching and more specifically, to stay in their current building. A review of literature provided revealed that teachers are leaving the profession and moving between buildings at alarming rates that in turn negatively affect our children's education. An examination of why teachers stay in the profession was rarely studied and relates to what motivating factors are prevalent for the teachers to stay. Literature revealed motivational strategies from theorists Herzberg, Pink, and Maslow like autonomy, purpose, empowerment, and leadership opportunities that lead to more teacher satisfaction, which then can lead to greater teacher retainment. This study used semi-structured interviews with teachers who had four-ten years' experience, a focus group with teachers with 11-30 tenure, and a pertinent document review to gather teacher perceptions in order to determine themes district and building leaders can use to retain more teachers. The themes were: a) Creating a Positive Culture; b) Creating a Family Atmosphere; c) Autonomy; and d) Limiting Factors. The findings allow building and district leadership with implications for practice that will provide heightened satisfaction for teachers, which will keep them in the building and district and provide better support for learning to students.eng
dc.identifier.urihttps://hdl.handle.net/10355/62307
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTHigh school teachers -- Job satisfactioneng
dc.titleExploring the reasons teachers stay in the profession: a case study in one Midwestern urban high schooleng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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