Show simple item record

dc.contributor.advisorJordan, Will J.
dc.creatorMoore, Cara M.
dc.date.accessioned2020-10-27T15:28:00Z
dc.date.available2020-10-27T15:28:00Z
dc.date.issued2011
dc.identifier.other864884939
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1952
dc.description.abstractTeacher attrition is a widespread problem in the United States and is most severe in urban and rural schools. High rates of teacher attrition and discontent contribute to budget problems and decreased educational school quality. The purpose of this study is to examine how a variety of environmental factors and teacher background characteristics contribute to teacher attrition and discontent. The school system along with the relationship between teacher background and school organization will be considered. The core research questions guiding this study are: To what degree do school environmental factors and teacher background characteristics explain teachers' discontent and ultimate attrition? What is the relationship between teacher discontent and departure? Logistic regression was used to analyze data from the School and Staffing Survey and the Teacher Follow-up Survey collected by the National Center for Education Statistics to answer the research questions. Significant predictors that increased the odds of teacher discontent include: middle school setting, urban locale, rural locale, teacher perceptions of student problems, and teacher perception of community problems. Significant predictors that decreased the odds of teacher discontent include: school salary, highly qualified status, union membership, classroom control, and principal/colleague support. Predictors that increased the odds of teacher attrition include: certification type, school size, rural locale, teacher perceptions of student problems, and classroom control. Predictors that decreased the odds of teacher attrition include: teacher race and ethnicity, highly qualified status, and minority student enrollment.
dc.format.extent203 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectGeneral
dc.subjectEducation Policy
dc.subjectSchool Climate
dc.subjectSchool Environment
dc.subjectTeacher Attrition
dc.subjectTeacher Dissatisfaction
dc.subjectTeacher Mobility
dc.titleWhy Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDavis, James Earl, 1960-
dc.contributor.committeememberStahler, Gerald
dc.contributor.committeememberCromley, Jennifer
dc.contributor.committeememberSchifter, Catherine
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1934
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-27T15:28:00Z


Files in this item

Thumbnail
Name:
Moore_temple_0225E_10701.pdf
Size:
859.4Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record