Degree Date
6-2019
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Marsha Bundt
Second Advisor
Dr. Vashti Taylor
Abstract
The purpose of this study was to investigate factors that contribute to teacher longevity in charter schools located in central and northwest Indiana. Phenomenological methodology was used to collect data regarding charter school teachers’ perceptions by conducting in-depth interviews. Charter school teachers who had remained with the same charter school for 2 or more years were asked to provide information about factors that influenced them to remain. Fourteen teachers were interviewed. Results showed that charter school teachers in this study were motivated to remain with a charter school for 2 or more years because of the following factors: (a) building relationships, (b) making a difference, and (c) teacher development. Understanding teachers’ decisions to remain in these schools may help charter school administrators improve recruiting efforts, attract more highly qualified teachers, reduce teacher turnover, and improve teacher retention.
Recommended Citation
Banks, Tyneasha, "Factors Influencing Teachers To Remain At Charter Schools" (2019). Dissertations. 415.
https://digitalcommons.nl.edu/diss/415
Included in
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons