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EMPHASIZING PROFESSIONALISM TO ADDRESS TEACHER TURNOVER AT DILLARD MIDDLE SCHOOL

dc.access.optionOpen Access
dc.contributor.advisorMcDowelle, James O.
dc.contributor.authorHales, Gary W.
dc.contributor.departmentEducational Leadership
dc.date.accessioned2017-06-01T12:10:30Z
dc.date.available2017-06-01T12:10:30Z
dc.date.created2017-05
dc.date.issued2017-04-19
dc.date.submittedMay 2017
dc.date.updated2017-05-30T19:25:26Z
dc.degree.departmentEducational Leadership
dc.degree.disciplineEDD-Educational Leadership
dc.degree.grantorEast Carolina University
dc.degree.levelDoctoral
dc.degree.nameEd.D.
dc.description.abstractThe dissertation examines the effects professional learning communities can have on improving teacher retention in a high needs school. The goal is to positively impact teacher retention by emphasizing and encouraging professionalism. For the purpose of this study, professionalism is defined as providing teachers with the necessary structures and support to effectively transition teachers from isolated working environments to environments, which build school level support networks through collaborative, collegial interaction. Improvement science methodology was utilized to implement, structure, and support the professional learning communities. While improvement of teacher retention was the primary goal, a secondary goal was to also positively impact discipline and student achievement by providing a more positive, collaborative, and stable learning environment. Survey data was collected throughout the year, and North Carolina School Report Card Data was utilized to determine success of implementation. After one year of professional learning community implementation, data supported the positive impact on teacher retention in a high needs school. However, the secondary impact of improving student discipline and student achievement was not as successful after one year. A sustained, focused approach and continued training will be necessary to affect change to discipline and achievement and would require further study.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/6189
dc.language.isoen
dc.publisherEast Carolina University
dc.subjectProfessionalism
dc.subjectSupport from Principal
dc.subject.lcshTeacher turnover--North Carolina--Goldsboro --Prevention
dc.subject.lcshMiddle school teachers--North Carolina--Goldsboro
dc.subject.lcshAcademic achievement--North Carolina--Goldsboro
dc.subject.lcshProfessional learning communities--North Carolina
dc.subject.lcshCareer development
dc.subject.lcshEducational leadership
dc.titleEMPHASIZING PROFESSIONALISM TO ADDRESS TEACHER TURNOVER AT DILLARD MIDDLE SCHOOL
dc.typeDoctoral Dissertation
dc.type.materialtext

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