Phenomenological Study: Recruitment and Retention of Highly Qualified Teachers in North Florida Title I Elementary Schools

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dc.contributor.authorJohnson, Cynthia L.
dc.date.accessioned2022-10-15T13:37:08Z
dc.date.available2022-10-15T13:37:08Z
dc.date.issued2022-08
dc.descriptionDissertation presented in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership in the School of Education at Florida Southern College by Cynthia L. Johnson.en_US
dc.description.abstractOn average, about 50% of teachers leave within the first five years of entering the classroom with the attrition rate for teachers in Title I schools being almost 50% greater than non-Title I schools. Principals know and understand the pressures that cause teachers to leave the profession; however, little research has been done on how to recruit and retain highly qualified teachers. This qualitative phenomenological study was designed to investigate practices of high-performing elementary Title I school principals in their quest to recruit and retain highly qualified teachers. This study explored the purposeful practices of principals to recruit and retain highly qualified teachers, as well as the perceptions of their teachers in these practices. Interviews with five principals and eleven teachers from high-performing Title I schools across north Florida served as the basis for this study. Horizontalization of the data was conducted through multiple readings and pulling significant quotes and ideas that provided an understanding of the individual’s lived experiences. This study revealed that word of mouth, networking, and requesting interns are three practices principals use to recruit highly qualified teachers. An assessment of retention practices showed that principals strive to create a positive environment and support teachers in their practice. This study also looked at teachers’ perspectives in the practices of principals to recruit and retain highly qualified teachers. Results of the data show that a positive environment was most important, followed by support of teachers in their accepting a position and their decision to stay in a position.en_US
dc.identifier.citationJohnson, C. L. (2022). Phenomenological Study: Recruitment and Retention of Highly Qualified Teachers in North Florida Title I Elementary Schools (Order No. 29390105). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2720878946). https://www.proquest.com/dissertations-theses/phenomenological-study-recruitment-retention/docview/2720878946/se-2
dc.identifier.urihttps://www.proquest.com/docview/2720878946?accountid=27315
dc.language.isoen_USen_US
dc.publisherFlorida Southern College
dc.subjectEducational leadershipen_US
dc.subjectEducational administrationen_US
dc.subjectElementary educationen_US
dc.titlePhenomenological Study: Recruitment and Retention of Highly Qualified Teachers in North Florida Title I Elementary Schoolsen_US
dc.typeOtheren_US

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Doctor of Education in Educational Leadership