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Influencing teacher retention: an evaluation study

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Content Running head: INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 1

Influencing Teacher Retention: An Evaluation Study
by
Chris Cordell

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2019

Copyright 2019 Chris Cordell
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 2
DEDICATION

To the educators who are seizing the wave of meeting the diverse needs of today’s learners in
developing our essence of humanity - to create, to invent, to make our world better. As John
Dewey declared, “If we teach today, as we taught yesterday, we rob our children of tomorrow.”

To the educators who have made it their life journey in servicing their community. Education is
more than a job. This dissertation is a testament of my commitment to life-long learning in a
profession that demands it. As Paul Freire stated: "The teacher of course is an artist, but being an
artist does not mean he or she can make the profiles, can shape the students. What the educator
does in teaching is to make it possible for students to become themselves."

To the educators improving organizations to prepare marginalized students to learn, live, and
thrive. To those who believe that racially and ethnically minoritized students have the right to
learn in educational spaces where their voices are heard and valued, where inequities they
experience are being actively eliminated, and where their agency to change the conditions that
contribute to the inequalities that affect them and their communities are cultivated. As an
outcome, we achieve racial equity when race no longer determines one's socioeconomic
outcomes; when everyone has what they need to thrive, no matter where they live.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 3
ACKNOWLEDGEMENTS
Thank you to my Mother who has tirelessly edited my writing throughout my academic life. My
writing has incrementally and iteratively improved over the years. I am forever grateful to her as
it impacts my professional and personal ability to express my ideas.

Thank you to my girlfriend, Marina, who has supported me throughout this process with endless
filling in of life’s priorities and responsibilities.

Thank you to my dissertation committee, Dr. Kathy Stowe, Dr. Maria Ott, and Dr. Ravnett
Tiwana for pushing me to be a better researcher. A special thanks to Dr. Stowe for her
mentorship. Dr. Eric Canny was also instrumental in dissertation edits and revision to create a
story that informs readers of the urgency and possibilities in eradication of the contemporary
retention problem.

Finally, thank you to Cohort 8 for the camaraderie and collective work ethic. I am fortunate to
have experienced this journey with incredibly talented classmates who encouraged me to stretch
and learn in many different ways. The friendships formed throughout this program have been
transformative. Thank you for enriching my life with knowledge, humor, caring, and
understanding.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 4
Table of Contents
Dedication………………………………………………………………………………………....2
Acknowledgements………………………………………………………………………………..3
List of Tables……………………………………………...…………………………………..…..6
List of Figures……………………………………………………………………………………..7
Abstract…………………………………………………………………………………………....8
Introduction to Problem of Practice……………………………………………………………….9
Organizational Context and Mission…………………………………………………………….10
Importance of Addressing the Problem………………………………………………………….11
Purpose of the Project and Questions…………………………………………………………....11
Organizational Performance Status and Goal……………………….…………………………...12
Stakeholder Group of Focus…………………………………………………………………..…13
Review of the Literature……………………..…………………………………………………..14
Stakeholder Knowledge, Motivation, and Organizational Influences…………………………...19
Knowledge Influences………………………………………………………………………...19
Motivation Influences………………………………………………….……………………...24
Organizational Influences……………………………………………………………………..28
Interactive Conceptual Framework…………………………………...….………………………29
Data Collection………………………………………………………………………………..…32
Surveys…………………………………………………………….…………………………..33
Interviews………………………………………………………….…………………………..33
Findings…………………………………………………………...……………………..……....36
Knowledge……………………………………………………………………………..……..37
Motivation…………………………………………………………….………………..……..44
Organizational……………………………………………………….………………..………50
Solutions and Recommendations……………………………………….…………..……..……..55
Knowledge…………………………………………………………………………..…..…....56
Motivation………………………………………………………………………………….....61
Organizational……………………………………………………………………………........66
Recommendations for Future Research………………………………………………………….71
Conclusion……………………………………………………………………………………….72
References………………………………………………………...…………………………..….74
Appendix A: Participating Stakeholders with Sampling Criteria for Surveys and
Interviews…………………………………………………………………………………...……94
Participating Stakeholder
Survey Sampling Criteria and Rationale……………………………………………..…….….94
Survey Sampling (Recruitment) Strategy and Rationale………………………....……...……94
Teacher Interview Sampling and Rationale………...…………………….…………………...95
Appendix B: Protocols……………………………………………..………...…………………..98
Appendix C: Credibility and Trustworthiness……………………………….……....…...…….107
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 5
Appendix D: Validity and Reliability…………………………………..….…….…..…..……..109
Appendix E: Ethics………………………………………………………...……..….……..…..110
Appendix F: Limitations and Delimitations……………………………………………………113
Appendix G: Implementation and Evaluation Plan…………………………………...……..…114
Appendix H: Consent Form………………………………………………………………….....124

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 6
LIST OF TABLES
Table 1: Assumed Knowledge Influences 22
Table 2: Assumed Motivation Influences 27
Table 3: SES Teacher Participants and Pseudonyms 37
Table 4: Demographic Characteristics of Participants 37
Table 5: Question Five Response from SES Support Personnel 40
Table 6: Question Six Response from SES Support Personnel 43
Table 7: Question 5, 11, 12 Responses from SES Support Personnel 47
Table 8: Question 8, 9, 12, 14, and 15 Responses from Support Personnel 53
Table 9: Summary of Knowledge Influences and Recommendations 57
Table 10: Summary of Motivation Influences and Recommendations 61
Table 11: Summary of Organization Influences and Recommendations 67
Table 12: Outcomes, Metrics, and Methods for External and Internal Outcomes 115
Table 13: Critical Behaviors, Methods, and Timing for Evaluation 82 116
Table 14: Required Drivers to Support Critical Behaviors 117
Table 15: Evaluation of the Components of Learning for the Program 119
Table 16: Components to Measure Reaction to the Program 120
Table 17: Dashboard of Retention Percentage Goals 122

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 7
LIST OF FIGURES
Figure 1. Presentation of conceptual framework. 31
Figure 2. Question 10 Response from SES Support Personnel 49

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 8
Abstract
The purpose of this study is to identify the organizational resources necessary to create
teacher programming plans for a retention program including trauma-informed education
practices, mentoring and induction, self-care, and professional learning communities. The study
used the Clark and Estes (2008) gap analysis framework for the needs assessment of the
knowledge, motivation, and organizational influences that support or impede the retention of
teachers at Seahawk Elementary School (SES). The study design was mixed methods using
interviews and an online survey with resulting qualitative data from six interview transcripts
from SES teachers and eight survey quantitative data responses from SES support personnel.
Based on both the findings and a literature review, the study recommends implementation and
evaluation plan for a redesign of SES teacher programming. The findings highlight areas to
address in adult programming development, specifically in the realms of factual knowledge of
trauma-informed education, procedures acquiring social and emotional support, and
organizational factors such as improving culture and building stable leadership.

Keywords: teacher retention, teacher turnover, induction and mentoring, teaching conditions.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 9
Introduction to Problem of Practice

Across the United States, approximately half a million teachers leave their schools each
year with the majority (84%) transferring to other schools or they leave the profession entirely
(Haynes, 2014). Teacher turnover creates approximately 90% of the demand for new hires each
year across America and the pipeline for new teachers entering the profession is decreasing
(Sutcher, Darling-Hammond, & Carver-Thomas, 2016). To meet the demand for teachers, in
2016, approximately 100,000 classrooms were filled with underprepared teachers. The number is
expected to rise without a change in current practices, including the use of models to increase
teacher retention, such as high-quality induction programs and intentional teacher collaboration
systems (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Other countries have much
lower rates of teacher attrition compared to the United States. In Finland and Singapore, 4% of
teachers leave the profession yearly, typically for retirement, whereas the United States annual
attrition rate is approximately 8% (Darling-Hammond & Carver-Thomas, 2017). This U.S.
overall rate is more alarming given that a longitudinal study found that 10% of new teachers in
2007-2008 didn’t return, increasing cumulatively to 12% in year three, 15% in year four, and
20% in the fifth year (Gray & Tale, 2015).
Teacher retention is exacerbated in high poverty schools where the rate is almost 50%
higher than in wealthier schools. On average, high poverty schools lose 20% of their faculty
annually, and in five years, they lose half their teaching staff (Ingersoll, 2011; Allensworth,
Ponisciak, & Mazzeo, 2009). In addition to teacher shortages, turnover creates financial burdens
for school budgets, with estimates reaching approximately $20,000 for every teacher leaving a
district (Ronfeldt, Loeb, Wyckoff, 2013). While teacher shortages, demand, and supply have
been studied nationally (Sutcher, Darling-Hammond, & Carver-Thomas, 2016), this study will
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 10
focus on specific barriers to teacher retention at the site of the study and what organizational
solutions can be implemented to overcome the identified barriers.
Organizational Context and Mission

Seahawk Elementary School (pseudonym) is one of 65 elementary schools within a large
urban public-school district and serves Kindergarten through 5th grade students. The school
consisted of 26 teachers and 352 students in school year 2017-2018 along with several support
personnel, including a full-time counselor, nurse, and family support worker (SPS, 2017). The
school also has access to physical therapists, a speech language pathology therapist, and the
district’s vision department. The student demographic breakdown shows a highly diverse, fairly
evenly distributed mix of ethnic and race populations with 27% Black/African American, 22%
White, 23% Asian/Pacific Islander, 14% Multiracial/Unknown, and 13% Hispanic/Latino
students. On a socioeconomic basis, the school is comprised mostly of low-income families with
63% of the student population being designated as low income through the free and reduced
lunch program and 25% live in transitional housing or are homeless. Less than a quarter of the
students are considered English Language Learners (23%), and 19% of students receive Special
Education instruction. Based on district administered annual standardized assessments in English
Language Arts (ELA) and Mathematics beginning in 3rd grade, SES is significantly
underperforming district averages that range from 60% to 70% grade level proficiency. The
proficiency scores for students at SES in 3rd, 4th, and 5th grades for ELA are respectively 26%,
37%, and 41%; and for Math are 15%, 28%, and 20% (SPS, 2017). The mission statement of
SES is: “To create an inclusive community we build academic, social, and emotional success in
our students. We build trust and have high expectations for our learners. Our excitement in
learning gives us energy and balance.”
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 11
This later sentence is at odds with responses from the annual staff perception climate survey that
indicated less than half (39%) of staff approved of the professional environment compared to the
71 % district average (SPS, 2017).
Importance of Addressing the Problem

The lack of teacher retention is important to address for several reasons. First, schools
with high turnover typically employ a large proportion of novice teachers, who, on average, are
less effective than those with teaching experience (Clotfelter, Ladd, & Lvigdor, 2005; Rivkin,
Hanushek, & Kain, 2005). Second, turnover thwarts opportunities to establish norms for
instruction quality, professional conduct, student behavior, and parental involvement – all of
which are linked to student achievement (Bryk, Sebring, Allensworth, Easton, & Luppescu, 201l;
Ronfeldt et al., 2013). In addition to hindering the delivery of high-quality education, school
districts incur large costs when they must repeatedly recruit, hire, induct, and develop
replacement teachers. The yearly costs of recruiting, hiring, and training new teachers nationally
is estimated at $7 billion per year (Huling, Rest, & Yeargain, 2012). With virtually all public
schools relying on local and state taxes to provide the majority of revenue (>90%) (Jackson,
Johnson, & Persico, 2015) and the current reluctance to raise taxes, improving teacher retention
would free up funds to enable school leaders to focus on initiatives to improve education through
both student achievement and teacher professional development initiatives.
Purpose of the Project and Questions
The purpose of this study was to evaluate the degree to which SES is meeting its goal of
retaining 80% of their teaching faculty for the start of the 2020-2021 school year from the
previous school year and to generate influences related to achieving this objective. The
perspective of teachers and support personnel (non-classroom teachers) was evaluated. The
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 12
evaluation of teachers were related to their professional decisions to continue in their teaching
role at the site of the study, and support personnel were evaluated as to their role in supporting
students and teachers.
The conceptual framework for this study was the Clark and Estes’ (2008) gap analysis
model that identifies knowledge, motivation, and organizational influences related to achieving
the organizational goals. Clark and Estes (2008) suggest performance gaps can be diagnosed
based on three factors: (a) the knowledge and skills that are applied to achieve individual
performance goals; (b) the motivation to achieve individual performance goals; and (c) the
organizational culture, resources, equipment, and work processes which influence the
achievement of performance goals. While a complete performance evaluation would have
focused on all stakeholders, for practical purposes the stakeholders focused on in this analysis
are teachers employed at the study site for at least one year and support personnel that provided
non-instructional resources to students and teachers.
The following inquiry questions guided the gap analysis:
1. What are the knowledge, motivation, and organizational influences that are barriers to
SES teachers related to achieving the goal of 80% retention by September 2020?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources related to teacher retention?
Organizational Performance Status and Goal

The State Office of Superintendent Public Instruction set a yearly retention goal of 80%
for teachers to continue at their school the following year (Elfers, Plecki, & Windekens, 2016).
The SES retention goal of retaining 80% of their teaching faculty for the start of the 2020-2021
is set to match the state goal. The goal represented a significant improvement from the current
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 13
baseline where only 70% of the staff is comprised of retained teachers from the previous school
year.
Stakeholder Group of Focus

There were many stakeholder groups that influence the success of SES. This study sought
to provide solutions to improve teacher retention that would be beneficial to two main
stakeholder groups. The primary stakeholder group for this study were SES teachers who have
been retained for a least 1 year (> 2 consecutive years at SES). Teachers at SES must hold a
bachelor’s or higher degree from any regionally accredited college/university and completed a
state approved teacher preparation program. They also must pass a basic skills assessment along
with a content specific assessment in their area of endorsement (elementary education for SES).
In a study that asked elementary teachers why they entered the teaching profession, 85% said
they wanted to make a difference in children’s lives (Bill and Melinda Gates Foundation, 2014).
The collective stability of SES teachers impacts overall retention. High turnover hinders building
a school culture with deep connections and school traditions that lead often lead to higher student
achievement and higher teacher employment satisfaction, thus resulting in teachers making a
difference in the lives for their students.
A chosen group to inform additional insight on the problem of practice were SES support
personnel. This is a group that can greatly diminish teacher burnout due to the need to provide
non-direct educational services, such as addressing undesirable behaviors, absenteeism, hunger,
and children who come from unstable homes. A collegial and collaborative supportive staff
dedicated to student counseling and health needs could reduce teacher stress and provide a
school environment beneficial for all school stakeholders. Support personnel who feel valued
and productive could free up teachers to focus on student academic success. By evaluating the
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 14
barriers to teacher retention from the perspective of these two stakeholder groups who have the
most one-on-one contact with the students and whose interactive relationships are central to
students’ overall wellbeing, solutions were specifically tailored to the demands of the low
income and diverse student population at SES.
Review of the Literature

This literature review is divided into four major components to compartmentalize teacher
retention influences. The areas reviewed due to their emergence as the primary contributors to
teacher turnover are school context, compensation, preparation, and induction that includes
mentoring. Although the literature presented here has been applied to a variety of problems in a
variety of contexts, this review focuses primarily on the literature’s application of curbing
teacher turnover within the United States.
School Context
A number of studies have demonstrated a significant relationship between teacher
turnover and school contextual factors - teacher autonomy, administrative support, staff relations,
student behavior, facilities, and safety use (Darling-Hammond, 2003; Hirsch & Emerick, 2007;
Loeb, Darling-Hammond, & Luczak, 2005). Teacher autonomy refers to teachers’ ability to
influence school policies and practices around curriculum, instruction, and assessment. Teachers
appear to derive great satisfaction from their work when they perceive themselves to have greater
autonomy (Johnson, 2006). For example, a study of more than 50,000 Chicago Public School
teachers found that teachers are more likely to stay in schools where they have influence over
school decisions, even after controlling for teacher characteristics and student attributes
(Allensworth et al., 2009).
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 15
Administrative support refers to the extent to which school leaders make teachers’ work
easier and help them to improve their teaching. This assumes a variety of forms ranging from
providing teachers with professional development opportunities to shaping district mandates to
meet the needs of teachers (Hirsch & Emerick, 2007). School climate surveys conducted in
North Carolina found that teachers’ perceptions of school leadership are more predictive of
teachers’ intention to remain in the school or to find alternative jobs than any other school
working condition. In a meta-analysis of 70 empirical studies, Waters, Marzano, and McNulty
(2003) found the average effect size of school leadership, broadly defined, on student
achievement to be approximately 0.32. Essentially, when effective leadership is present, there is
a potential 32% increase of achievement in students. The school leadership effects on student
achievement in the studies they reviewed operate via a variety of mechanisms, including building
a sense of community, establishing school routines, providing teachers with necessary resources,
and advocating for the school to stakeholders
Staff relations refers to teachers’ professional and social relationships with other teachers.
Darling Hammond (2003) characterized it as ‘‘a strong sense of collective responsibility among
teachers - where there is a shared commitment among the faculty to improve the school so that
all students can learn - compared to schools serving similar students but without a sense of
collective responsibility’’ (p. 25). Levin and Glaser (2013) conducted a study showing that
teachers are more likely to stay at their school if they have positive relationships with their
colleagues.
Student behavior and level of engagement has been shown to predict teacher retention
beyond the students’ characteristics of socioeconomic status, ethnicity, and achievement.
Teachers often cite student discipline and students’ lack of motivation and interest as reasons
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 16
why they leave a school (Macdonald, 1999). The consistency of the findings linking student
discipline to teacher satisfaction suggest that student behavior and the school’s response to
student behavior in discipline and practice are prevalent issues for teachers.
Facilities is another influence in teacher retention. It includes the physical spaces where
teachers work and the resources available to them, including technology and curriculum. Loeb,
Darling-Hammond, and Luczak (2005) combined California teacher survey responses to
administrative data on student demographics and teacher salaries. They found that teachers’
reports on the physical features of their schools and the availability of textbooks and technology
are significant predictors of school-level teacher turnover. Bluckley, Schneider, and Shang
(2005) conducted another study in a smaller California district found that teachers who perceive
their schools to have sufficient resources and agreeable facilities feel better prepared and
supported to do their jobs and, in turn, are more likely to stay.
Safety is an additional peripheral factored in teacher retention although it is noted that
studies specifically related to the epidemic in school shootings are lacking. Some existing
research demonstrates that schools with fewer safety concerns are better able to focus on
instructional issues and provide a positive working environment for teachers (Michelli, 2016).
Schools that are struggling to maintain a safe school environment have a more difficult time
retaining teachers (Boyd, Lankford, Loeb, Ronfeldt, & Wyckoff, 2010).
Compensation Related Factors
Evidence suggests teachers’ compensation, including salary, affects the distribution of
teachers across districts nationwide. A 2008 meta-analysis of teacher salaries in New York City
revealed districts offering the lowest salaries serve greater proportions of minority and poor
students than those offering higher salaries (Adamson & Darling-Hammond, 2011). For
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 17
example, in Nassau County (the nearest county east of New York City on Long Island), the
Roosevelt Union School District pays the lowest median salaries and serves 100% minority
students. Likewise, another Darling-Hammond (2004) study concerning California’s labor
markets found a substantial variance in beginning teacher salary distributions across districts.
Teacher salary levels, when adjusted for the level of other county wages, showed a nearly three
to one ratio for the highest and lowest paying districts across the state.
In another study, North Carolina awarded an annual bonus of $1,800 to certified math,
science and special education teachers working in public secondary schools with either high-
poverty rates or low-test scores (Glennie, Ladd, & Vigdor, 2007). Using longitudinal data, results
suggested that this teacher bonus payment was sufficient to reduce mean turnover rates of the
targeted teachers by 17%. Experienced teachers exhibited the strongest response to the program.
Evidence shows that the wide range of teacher compensation represents a deterrent to retaining
experienced teachers in low-income schools, as they typically can move to schools that offer
higher salaries (Glennie, Ladd, & Vigdor, 2007).
Teacher Preparation
Researchers have come to conclude teacher retention rates are, in part, due to the level of
preparatory education received as well as the quality of the teacher program itself (Marinell &
Coca, 2013; Ingersoll, Merrill, & May, 2014). On average, teachers from an early entry route
such as Teach for America and the New York City Teaching Fellows are more likely to leave
than are teachers from more traditional college or university degree programs (Boyd, Grossma,
Lankford, Loeb, & Wyckoff, 2006). Several studies have found that teachers who receive little
pedagogical training are two to three times more likely to leave teaching after their first year than
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 18
teachers who had received a more comprehensive preparation for a teaching career (Gray, Taie,
& O’Rear, 2015).
Zhang and Zeller (2012) studied a number of different preparation programs attempting
to understand the connection between the level of preparation and satisfaction in teaching, which
inevitably determines a teacher’s decision to stay or leave. Zhang and Zeller (2012) summarized
that longer preparation programs, which combine pedagogical training with a supervised field
experience, are more likely to produce satisfied teachers who ultimately stay in their field.
Unfortunately, affording quality preparation for teaching is another issue. Research shows that
the more debt college students incur, the less likely they are to choose to work in a lower wage
profession such as teaching (Rothstein & Rouse, 2011).
Induction and Mentoring
Well-designed mentoring programs improve retention for new teachers, as well as
attitudes, self-efficacy, and instructional skills (Ingersoll & Strong, 2011; Headden, 2014). One
study conducted in 2000 surveyed a New York City Public Schools mentoring program showed
promising results (Knepper, 2000). Beginning teachers who participated and finished the two-
year program were 80% more likely to be retained as compared to the 42% who did not
participate (Knepper, 2000). The keys to success include having a mentor teaching in the same
subject area, common planning time, and scheduled collaboration with other teachers (Smith &
Ingersoll, 2004). The best retention outcomes are when mentor teachers receive formal training
and are released from their classroom duties to provide one to one observation and coaching in
the classroom allowing them to demonstrate effective methods and help new teachers solve
problems of practice (Wang, Odell, & Schwill, 2008).

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 19
Stakeholder Knowledge, Motivation and Organizational Influences

The SES experienced the loss of 30% of teachers in the 2017-2018 school year. This
prompted leadership to set an organizational global goal of the percentage of new teachers
retained would increase to 80%. This is coupled with the goal of faculty to inform and participate
in the development of a teacher induction program that all new teachers would successfully
complete.
Although all beginning teachers at SES have access to the district Star Mentor program,
based on the high turnover at SES, this program is not as robust as needed for this low-income,
diverse elementary school. The following literature review focuses on the knowledge,
motivation, and organization influences on the SES stakeholder goal of ensuring all new teachers
will participate and successfully complete a comprehensive teacher induction program which
should lead to an improved teacher retention rate at SES. Ultimately, endeavors to meet the goals
to increase the SES teacher retention rate and have all new teachers to SES complete an
induction program are efforts to realize the SES’s mission: “To create an inclusive community
we build academic, social, and emotional success in our students. We build trust and have high
expectations for our learners. Our excitement in learning gives us energy and balance.”
Knowledge Influences
Research has shown that teacher attrition correlates with teacher quality, in that the
teachers who are not contributing effectively to student learning become disengaged and leave
the profession (Winters & Cowen, 2013). One component of effective contribution is the
knowledge and skills a teacher must possess to perform his or her job responsibilities. Kent et al.
(2012) suggests a high percentage of teachers who leave the profession initially entered the field
under-prepared, overwhelmed, and under-supported, producing the frustration that inevitably
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 20
leads to premature teacher burnout. An effective induction program coupled with mentoring and
foundational professional development can develop the skills teachers will need to have a
positive experience and stay in the profession.
According to Krathwohl (2002) the knowledge dimension is categorized into four types:
factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.
Factual knowledge includes the basic information such as terminology and details teachers
would need to know to perform their role effectively and is accessible through cognitive recall
(Krathwohl, 2002). The second type of the knowledge dimension is conceptual knowledge.
Conceptual knowledge involves the frameworks and models related to teaching, such as the basic
academic response to intervention process for struggling students (Rueda, 2011). Procedural
knowledge focuses on the implementation of pedagogical skills through techniques,
methodologies, and processes (Rueda, 2011). An example of procedural knowledge would be for
a teacher to know how to design a unit with the appropriate scope and sequence in relation to the
applicable grade level standards. Lastly, metacognitive refers to an individual’s ability to reflect
on his or her own thinking and learning (Krathwohl, 2002; Rueda, 2011). Concerning knowledge
influences necessary for a successful induction program, two examples are examined. First,
while the inception of content and pedagogical knowledge with teachers begins in pre-service
teacher education, induction programs serve to strengthen and contextualize these foundational
building blocks to effective instruction. Secondly, classroom management skill set, a procedural
and concept knowledge influence, can be again contextualized to the specific cultural of schools
in effective induction programs. The theory of change rests on the assumption that teacher
preparation is not just a university and college endeavor, but instead requires partnership and
collaboration in all aspects of the recruitment, preparation and retention of high-quality teachers.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 21
Content and Pedagogical knowledge
Researchers have documented the nature of preservice teachers’ entering beliefs, such as
thinking teaching is the passing on knowledge and learning as absorbing and memorizing
knowledge (Calderhead & Robson, 1991). During the first few years of teaching, a beginning
teacher has essentially two jobs, teaching and learning to teach. The early years in the classroom
are an intense and formative time in learning to teach, influencing not only whether people
remain in teaching, but what kind of teachers they become (Feiman-Nemser, 2001). The first
year of teaching has been documented as a critical growth period for teacher development and
becoming acquainted with teaching responsibilities and the expectations of the school while
translating teacher education experiences and knowledge into actual teaching practices with
students (Kagan, 1992). There is consensus in the teacher education literature that a strong
pedagogical knowledge is a core component of a novice teacher’s competence (American
Council on Education, 1999; Grossman, Schoenfeld, & Lee, 2005). Beginning teachers must
possess a teaching repertoire of a variety of techniques, skills, and approaches in all dimensions
of pedagogy - curriculum, instruction, and assessment (Wasley, Hampel, & Clark, 1997).
Induction programs can support new teachers in becoming quality, effective practitioners.
Effective programs aid the socialization to the teaching profession, adjustment to the procedures
of a school site, and development of effective instructional and classroom management skills
(Aaronson, 1998).
Classroom Management
Several studies found novice teachers in need of assistance with motivating students and
handling student misbehavior (Meister & Melnick 2003, Romano, 2008). New teachers need
more direct experience in the school setting and continued assistance in discipline, time
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 22
management, and communication skills. Student discipline contributes to teacher attrition
(Borman & Dowling, 2006, Ingersoll & Smith, 2003). Many professionals choose teaching as a
profession because they want to help students. However, student discipline problems and lack of
student motivation may lead teachers to doubt their impact and question their professional
choices. Schools that emphasize student success and have higher perceived levels of student
motivation enjoy greater teacher retention (Swars, Meyers, Mays, & Lack, 2009). Thus, teacher
education and induction programs might focus on classroom management and ways to
effectively use support personnel throughout the first year of teaching at a specific school.
Table 1 below provides the organizational mission, organizational goal, and information specific
to knowledge influences, knowledge types, and knowledge influence assessments. As Table 1
indicates one factual, procedural, and one metacognitive influence will be used to gain insight
about the knowledge teachers in the SES possess concerning key elements for a successful
school-specific induction program.
Table 1
Knowledge Influence, Knowledge Type, and Knowledge Influence Assessment
Organizational Mission
To create an inclusive community we build academic, social, and emotional success in our
students. We build trust and have high expectations for our learners. Our excitement in
learning gives us energy and balance.”
Organizational Global Goal
By September 2020, the percentage of new teachers retained will increase to 80%.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 23
Stakeholder Goal
Teachers and support personnel will inform and participate in the development of a teacher
induction program that all new teachers would successfully complete.
Assumed Knowledge Influence Knowledge Type Knowledge Influence
Assessment
SES teachers should know
characteristics of an effective
teacher.

Support classroom Personnel
show possess skills to support
SES students to achieve positive
educational outcomes.
Factual Through the use of
interviews of teachers,
information will be solicited
at their level of knowledge
of the characteristics of an
effective teacher.

Through a Likert scale
survey question, support
personnel will answer: “I
possess a skill set to
support all SES students to
achieve positive
educational outcomes.”
(strongly disagree, disagree,
agree, strongly agree)
Teachers need to understand
classroom management and
available support.

Procedural Through the use of
interviews of teachers,
information will be solicited
at their level of classroom
management and
awareness/utility of support
personnel. Also, through the
surveys of support
personnel, information will
be solicited as to the level of
confidence exhibited in
teachers’ knowledge of
potential support.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 24
Individually, teachers and
support personnel will reflect on
what they know about positive
influences on teacher retention.
Metacognitive Through the use of
interviews and surveys,
teachers, and support
personnel will be asked to
reflect on knowledge and
understanding of how SES
has to change to improve
teacher retention.

Motivational Influences
Motivation
Another dimension central to the success of a teachers’ induction program is motivation.
Motivation is described as the internal process driven by three factors: active choice, when
individuals chose the goal, persistence, when they persevere despite obstacles, and mental effort
in achieving goals (Clark & Estes, 2008). It is important to understand motivational influences
and constructs that contribute to a performance problem when determining what needs or issues
the organization should be addressing to increase performance, productivity, and teacher
retention (Rueda, 2011). Motivation is the second component of a three-tier framework,
knowledge, motivation, and organizational, when evaluating performance problems (Clark &
Estes, 2008). Motivation is the engine which drives action, as it is ensures that what individuals
know to do is converted into what individuals want and will do (Rueda, 2011). Identifying and
closing motivational gaps for new SES teachers provides an opportunity to increase its teachers’
retention rate.
Teacher Efficacy
Originating in social cognition theory, the theory of self-efficacy espouses the belief that
human beings have the ability to shape their own actions. This concept of human agency places
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 25
responsibility on the individual for making change (Bandura, 1986). Efficacy expectations
indicate whether or not one believes that he or she has the ability to affect desired outcomes
(Bandura, 1997). Also, self-efficacy is a common theme in current views of motivation (Graham
& Weiner, 1996), primarily because of its predictive power and application for practically any
behavioral task. Teachers’ decisions to remain in teaching are impacted by their perceptions of
effectiveness with their students, with a considerable number of teachers leaving due to lack of
influence (Ingersoll & Smith, 2003; Stockard & Lehman, 2004). Johnson and Birkeland (2003)
argued effectiveness was the primary consideration in teachers deciding to stay. They described
the many ways in which the working conditions in their schools—teaching assignments,
collegial interaction, curriculum, administration, discipline—either supported or stymied them in
that search for success.
Teacher efficacy has been positively correlated to higher academic achievement,
effective teacher practices, increased family involvement, and higher levels of teacher job
commitment (Ware & Kitsantis, 2007). Additionally, research indicates that teacher self-efficacy
has an inverse correlation with perceived levels of burnout among general educators (Friedman,
2003). Teachers with higher levels of self-efficacy experience lower levels of perceived feelings
of burnout. Tschannen-Moran and Hoy (2007) found that novice teachers experience lower
levels of efficacy than more experienced teachers in relation to contextual factors including the
availability of teaching resources and support of colleagues. If induction programs are able to
cultivate new SES teachers’ self-efficacy, teachers would be more likely to stay.
Teacher Programming Value
The expectancy value theory links an individual’s choice, persistence and performance on
an activity to the value they see in the activity and their belief of how well they will perform
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 26
(Wang & Eccles, 2013). The two elements of this motivational theory are expectancy, whether
individuals believe they can do the task, but also value, the amount of importance an individual
associates with the given task (Rueda, 2011).
There are four subcomponents of value: attainment, intrinsic, utility, and cost (Wang &
Eccles, 2013; Rueda, 2011). The importance one gives to doing well on a task is attainment
value. The enjoyment one gains from engaging in a task is intrinsic value. The applicability of
the task to one’s future plans explain utility value. Finally, the cost of engaging in a task takes
into consideration to what degree it limits access to other activities, the degree of effort needed to
complete the task, and the emotional cost of engaging in the task (Wang & Eccles, 2013). A
quality induction program enhances teacher learning through a multi-faceted system of planned
and structured activities that support teachers’ developmentally appropriate professional
development in their first year of teaching (Ingersoll & Smith, 2004). Novice teachers’
observations of their mentors’ and other experienced teachers’ instructions are valued induction
activities. Findings show that novice teachers view observations with their mentors of
experienced teachers as most useful because they can compare their own observations with their
mentors’ observations (Stanulis, Ames, & Burril, 2007).
Table 2 below identifies two motivational influences that focus on self-efficacy and
value. These influences were used to more fully understand how motivation affected the
development and participation in a comprehensive induction program for all new teachers and
the overall retention in SES.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 27
Table 2
Motivational Influences and Assessments for Gap Analysis
Organizational Mission
To create an inclusive community we build academic, social, and emotional success in our
students. We build trust and have high expectations for our learners. Our excitement in
learning gives us energy and balance.”
Organizational Global Goal
By September 2020, the percentage of new teachers retained will increase to 80%.
Stakeholder Goal
Teachers and support personnel will inform and participate in the development of a teacher
induction program that all new teachers would successfully complete.
Assumed Motivation Influence Motivation Influence Assessment
Self-Efficacy

The teachers and support personnel need
confidence in their ability to develop and
participate in an induction program that
all new teachers would complete.
Through interviews, teachers will answer:
“As the landscape of education changes with
technology, 21st century standards, and
increasingly diversified student populations,
do you feel prepared?”, and
Teacher Programming Program Value

Teacher programming with a perceived
value to both SES teachers and SES
support personnel would motivate overall
retention.
Through interviews and a written survey
question, teachers and support personnel will
answer: “I believe additional programming
such as professional development,
professional learning communities, and other
collaboration time geared to educate SES
teachers on support services would positively
influence the use of said services.”
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 28
(strongly disagree, disagree, agree, strongly
agree)

Organizational Influences

While the previous sections outlined the knowledge and motivation influences related to
SES teacher retention, the organization itself serves a pivotal role in its ability to meet the
retention rate goal. According to Clark and Estes (2008), when work processes are misaligned,
failure rates of goals increase and causes employees to question the mission and direction of the
organization impacting motivation. Below general culture theory and the presence of quality
induction programs will be explored in the context of organizational influences.
Culture
Gallimore and Goldenberg (2001) bifurcated culture into two categories: cultural models
and cultural settings. Cultural models are the shared norms of how organizations work while
cultural settings are the social contexts where practices are visible (Rueda, 2011). Cultural
models are the set of beliefs and expectations that are generalizable across most K-12
educational organizations, the variables organizations operate in. Cultural settings are the levers,
organizational leaders have the ability to influence. Schein (2010) argues that organizational
leadership defines culture, and in turn culture defines organizational leadership. Organizations
have the responsibility of creating an environment that is effect and encourages professional
commitment (Pogodzinski, Younga, Frank, & Belman, 2012). Professional collaboration and
efficacy are important cultural setting attributes that lead to an inclusive culture. Administrative
support and a culture of autonomy can lead to higher teacher retention (Guarino, Santibanez, &
Daley, 2006).

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 29
Induction Program
Studies show induction programs play a pivotal role in the retention of teachers (Kapadia,
Coca, & Easton, 2007; Cohen & Fuller, 2006; Duke, Karson, & Wheeler, 2006). All teachers
must complete the district Star Mentor Program that adheres to the State Standards for
Mentoring. This district-wide program attempts to provide sustained and purposeful support for
early-career educators (Carlson et. al., 2016). Specific components include assistance with goal
setting conferences; regularly scheduled observations; curriculum and lesson planning;
reflective, learning-focused conversations; support in creating an effective classroom
environment, and release from classroom duties to observe effective veteran teachers (Carlson et.
al., 2016).
The SES-specific Induction Program based on actual teacher and support personnel input
allows for all new teachers to be provided with an induction program that is relevant to their new
position at SES aligning with the organizational goal of achieving an 80% teacher retention rate.
As cultural influences include issues of trust, (Ingersoll, 2003; Schneider, Brief, & Guzzo, 1996;
Guin, 2004), administrative supports (Hughes, Matt, & O’Reilly, 2015; Billingsley & Cross,
1992; Cooley & Yovanoff, 1996; Otto and Arnold, 2005), and teacher growth and empowerment
(Katzenmeyer & Moller, 2001; Ovando, 1996; Lieberman, 2000; O’Connor & Boles, 1992), by
involving existing SES faculty in the development of the induction program an emergent benefit
could be an improved organizational culture furthering the support for improved teacher
retention.
Interactive Conceptual Framework

A conceptual framework of a study is a system of concepts, assumptions, expectations,
beliefs, and theories that support and informs a research design (Miles & Huberman, 1994;
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 30
Robson 2011). The purpose of the conceptual framework is to construct a tentative theory of the
phenomena being investigated through uniting the empirical and theoretical literature review
with personal experience and thought experiments (Maxwell, 2012). This theory is derived from
the orientation brought to the study, establishes a “lens” to the topic, and communicates what has
been done prior to demonstrate additive research (Merriam & Tisdell, 2016). It is the justification
to the research and drives the development of the methodological approach in answering the
research questions (Maxwell, 2012). While the Clark and Estes (2008) framework applied in this
study provided three distinct influencer categories, knowledge, motivation, and organizational, it
is clear these categories do not act in isolation with one another and all three must be considered
when implementing solutions. Also, the conceptual framework presented here considers the
literature of teacher retention and focuses on a school-specific (SES) induction program as a key
element in meeting its organizational goal. As the previous research on teacher retention was
explored, it guided the type of research methods needed to be utilized to adequately understand
the teacher retention phenomenon in low-income schools. Constructivism was the worldview
that drove this study. Constructivists argue that human beings construct their own social realities
in relation to one another (Creswell & Creswell, 2017). Reality is subjective and experiential.
This study intended to construct the phenomenological experience of teachers and support
personnel withinSES. The research was not outside the SES district, but a part of it, and findings
may have been idiosyncratic of the organization, rather than generalizable across other
educational institutions. As opposed to prediction, the goals of constructivist research are
understanding and structuring (Higginbottom & Lauridsen, 2014). This study gathered
perspectives of teachers and support personnel interacting with the knowledge, motivation, and
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 31
organizational influences on the SES’s retention goal. Qualitative research through a
constructivist lens and a quantitative survey informed this study.
This section of conceptual framework presented here introduces the ways in which
knowledge and motivation work in tandem within SES organizational context to achieve the goal
of 100% of new teachers participating and successfully completing an induction program leading
to meeting the organizational goal of an 80% retention rate for school year 2020-2021.
Figure 1. Teacher Retention Framework.

This figure illustrates the framework of the flow of the study. The development and
implementation of an Induction Program for all new teachers at SES guided by individual
interviews with teachers who have been at SES for 1 year or more and from surveys completed
by support personnel in context with the other elements of retention (compensation, teacher
preparation, and workplace conditions).
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 32
This study also sought to understand how the triad of influences, knowledge, motivation,
and organization, interacted with each other to best support the achievement of the organizational
goal. The knowledge influences include factual in relation to a teacher’s content and pedagogical
knowledge and procedural in relation to classroom management knowledge. The motivation
influences include self-efficacy theory in relation to creating efficacious teachers and utility
value in relation to a worthwhile induction program. These influences must interact with one
another for the achievement of the organizational goal (Clark & Estes, 2008; Mayer, 2011).
Interacting with each other and within the larger organizational context must be considered to
capture bidirectional interactions for example, research suggests motivation can inhibit and
encourage increased attainment of knowledge. (Clark & Estes, 2008).
In summary, this conceptual framework posits a tentative theory that if knowledge and
motivation within the Induction Program and issues of organizational settings are addressed in
context with one another, the conditions for the achievement of the stakeholder goal and
organizational goals are more likely.
Data Collection and Instrumentation

This mixed methods study addressed the knowledge, motivation, and organizational
influences on the retention of teachers in SES. Through a convergent mixed method design
qualitative and quantitative data were collected in parallel, analyzed separately, and then merged
(Creswell & Creswell, 2017). Through the data collection of mixed methods, the value of
combining qualitative and quantitative methods enhanced the study’s rigor and quality (Creswell
& Plano Clark, 2017).
Two groups, SES support personnel and teachers, provided data for this study. Surveys
were administered to all support personnel. Survey data was utilized to provide evidence that
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 33
corroborated or contradicted SES teacher responses. Acquiring perspectives from those in
different roles provides a more robust perception of teacher retention influences at SES and will
assist in generating recommendations and solutions more likely to succeed. Individual
interviews were conducted with SES teachers. Information from teachers were gathered via
interviews that explored teacher retention, including barriers as they relate to an induction
program for teachers at SES school. The reason for collecting both quantitative and qualitative
data was to triangulate and validate findings and gain a complete understanding of the
phenomenon under study (Creswell & Plano Clark, 2017).
Surveys
The choice to utilize surveys in this study was to gather the perceptions of support
personnel in the context of knowledge, motivation, and organizational influences on teacher
retention. There were approximately 20 SES support personnel which could contribute to a
sufficient sample size to reduce sample errors (Fink, 2013). Due to limited access and time
limitations of these individuals, surveys allowed the collection of data from the group in an
efficient manner. The administration of the surveys was through electronic email distributed
directly to their school email addresses. This survey questionnaire had 15 items. Eleven items
were Likert-like items based on a scale from “strongly disagree” to “strongly agree”. Other
questions gathered demographic and experiential information, such as gender and experience at
SES. All information used in the analysis of support personnel was derived from survey data.
The survey was be piloted with colleagues in the doctoral program to ensure the administration
was in proper working order.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 34
Teacher Interviews
Unlike quantitative research, interviews are not constrained by limiting variables and
finding cause and effect relationships, nor is this methodology limited by controlling variables or
testing hypotheses in the traditional sense (Glesne & Peshkin, 1992). To ensure capturing diverse
group interactions and minimize the risk of biased information due to “groupthink,” eight
individual interviews were conducted with teachers who had one or more years of experience at
SES. Teacher retention is personal, and individual interviews allowed the researcher to ensure
confidentiality for the participant to tell their story with no judgement of their colleagues
(Kitzinger, 2005). This also helped the researcher to acquire more authentic responses from
participants, as most teachers do not openly advertise their thoughts about remaining in their
current teaching assignment.
Semi-structured interviews consisted of several key questions that help to define the areas
to be explored, but also allowed the interviewer or interviewee to diverge in order to pursue an
idea or response in more detail (Gill, Stewart, Treasure, & Chadwick, 2008). The flexibility of
this approach, particularly compared to structured interviews, also allowed for the discovery or
elaboration of information that was important to participants but may not have previously been
thought of as pertinent to the researcher (DiCicco-Bloom & Crabtree, 2006).
Researcher as an Instrument
The researcher is a key instrument as they themselves collect data, perform data analysis,
and draw conclusions (Creswell & Creswell, 2017; McEwan & McEwan, 2003). It is critical for
a qualitative researcher to be reflexive including being transparent about their past experiences
with the research problem that help the audience understand the connection (Locke, Silverman,
& Spirduso, 2013). The researcher’s personal background as a former teacher and now an
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 35
assistant principal influences the researcher’s overall view of teacher retention. A major
influence in seeking educational leadership position was a desire for increased compensation
during his residence in Hawai’i, a state known for its cost of living. Creswell and Creswell
(2017) argue that the researcher needs to be explicit about how these experiences may potentially
shape the interpretations during the study, and that the researcher’s philosophical orientation or
worldview intersects with research design and methods. The researcher’s professional experience
equipped him with a mutual experience with the research participants, though he acknowledged
biases and attempted to minimize projecting any of his own judgements into the study.
Data Analysis
Once the data gathering was completed, the analysis began with coding the data into
themes, arraying the themes into a conceptual map to show a flow of ideas, and then to a
narrative for each theme (Creswell & Creswell, 2017). Data triangulation, member checking, and
searching for disconfirming evidence enhance the validity of a qualitative study (Creswell &
Creswell, 2017) which are all elements the researcher plans to incorporate in the study data
analysis. Qualitative research methods seek to understand social phenomena through individual
interviews to gather sufficient data to reach saturation. In contrast, quantitative research methods
seek to study cause, effect and relationships in controlled conditions and tend to have large
randomized sampling (Creswell & Creswell, 2017). The principles of qualitative research
include naturalistic, descriptive, focused on meaning, and is closely related to anthropology
(McEwan & McEwan, 2003). Bogdan and Biklen (2012) describes the method as constructing a
picture that takes shape as you collect and examine the parts.
The problem of retaining teachers in hard-to-staff schools drove the purpose of this study
and informed the chosen methodological approach. The retention problem as demonstrated in the
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 36
literature review is highly contextual based on school site specific teacher experiences. It was
important to acquire perceptions of the problem from SES teachers themselves. Also surveying
support personnel that work directly with SES teachers informed additional insight on the
problem of practice. A mixed method approach allows a researcher to understanding social
phenomena, inductively generate a theory, and evolve that theory during the study (Creswell &
Creswell, 2017). This methodological approach was aligned to the purpose of the study and
drove the questions about the gaps in knowledge, motivation, and organizational resources that
were preventing the SES from achieving its goal of 80% teacher retention by September 2020.
Findings
Presented in this section are data collected regarding the knowledge, motivation, and
organizational influences. Findings for the study are a compilation of individual interviews with
SES teachers and electronic surveys from non-classroom support personnel, and document
analysis. Themes acquired from interviews and surveys are compartmentalized through
knowledge, motivation, and organizational influences that are barriers to SES teachers related to
achieving the goal of 80% retention by September 2020. In the knowledge influences, a
curriculum knowledge gap, classroom and school procedures gap, and metacognitive structure
gap were identified. In the motivation influences, a self-efficacy gap and utility value of teacher
programming gap were identified. In organizational influences, toxic culture, high principal
turnover impact, asymmetric teaching philosophy, lack of community, and poor staff racial
literacy were identified. From the school’s total of 27 classroom teachers, six teachers
participated in the interviews. Pseudonyms were used and Table 3 below provides the list of their
chosen names and years of experience at SES.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 37
Table 3
SES Teacher Participants and Pseudonyms
Teacher Interviewee Name Years of Experience at SES
1 Christine 2
2 Sharon 2
3 Susie 4
4 Julie 11
5 Sam 3
6 Erik 2

From a total of 20 support personnel, eight completed the survey. Twelve of fourteen of
all study participants were female, had worked at SES for five years or less and 50% were under
the age of 30 years. Demographics information of all participants are shown below in Table 4.
Table 4
Demographic Characteristics of Participants
Characteristics n %N = 14
Years worked at SES (Include this school year).
0-5 years
5-10 years
10-15 years
15-25 years
25+ years

9
2
3
0
0

64.2%
14.2%
21.4%
0%
0%
Age group
< 30 years old
30 years old - 39 years old
40 years old - 49 years old
50 + years old

7
3
3
1

50%
21.4%
21.4%
7.1%
Gender
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 38
Male
Female
Other
Prefer Not to Answer
2
12
0
0
14.2%
85.7%
0%
0%
Ethnicity
American Indian or Alaska Native
Asian
Black or African American
Hispanic, Latino, or of Spanish origin
Native Hawaiian or Other Pacific Islander
Non-Hispanic White or Euro-American Other

0
2
3
1
0
8

0%
14.2%
21.4%
7.1%
0%
57.1%

Knowledge Influence Findings
The study evaluated two categories of knowledge influence: factual and procedural.
Factual knowledge is often denoted as facts including terminology needed to tackle a problem
(Krathwohl, 2002; Rueda, 2011). Procedural knowledge is mainly about how to do a task and the
criteria needed for completing the task, (Krathwohl, 2002; Rueda, 2011).
SES Teachers Valued Family Relationships and Acknowledged Teacher
Preparation Impact. Findings showed SES teachers have knowledge of effective teacher
characteristics such as the need to build relationships with students and their families. Support
personnel in this component reported they possess a skillset to support students. Teachers self-
reported key characteristics of an effective teacher and their aspirations to meet them. All
teachers interviewed discussed their teacher preparation, whether from a traditional four-year
university or a post-baccalaureate program, was positive in developing their effectiveness as a
teacher. Sharon, the youngest teacher interviewed, highlighted her post-secondary education
program as invaluable in preparing her for teaching elementary standards, “Each semester
focused on a single pedagogical principle allowing for deeper learning of teacher practice.” Erik
explained, “My program was nuts and bolts and I appreciated every minute of it now that I am in
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 39
the trenches.” His yearlong intensive preparation grounded him in pedagogical content
knowledge of the necessary common core state standards elementary aged students needed to
learn.
Also greatly impacting the teachers’ understanding of characteristics needed to be an
effective teacher were working with mentors, either in their teacher preparation program or in the
district induction program. Julie, the most experience teacher interviewed, had a favorable
experience, “My mentor was so incredibly inspiring. She’s a principal now, and we are still in
contact. She has taught me everything I know. I would be dead in the water without her” whereas
Christine had to supplement what she learned:
I student taught in a midwestern homogeneous school, so my mentor teacher was a
middle-aged white woman. While I learned the basics, she only could teach me so much.
There are 17 languages spoken at this school. Let’s just say I had to do some learning on
my own.
All teachers related the components of building relationships with students and families.
Christine said, “You have to know their culture, their background, and knowing where they are
and how they learn” and Sam discussed his own Hispanic racial identity as a tool to providing
culturally responsive teaching, “I see myself as a teacher of color in showing students with
similar skin color that they can become leaders.” Sharon associated family relationships with
teacher retention, “Relationships with the family or caregivers are often a heavy load in the
short-term but payoff in the long-term. It prevents burn-out for me, as many of these students
need support home academically.” Considering the diverse populations with several languages
represented at SES, teachers ascertain the value in relationship building. Research supports these
statements that when families have a strong connection with teachers, students have an
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 40
advantage to those families who do not (Epstein, 1987; Carver-Thomas &Darling-Hammond,
2017). Despite the well-known underperformance of SES students, all support personnel agree
or strongly agree with the statement “I possess a skill set to support all SES to achieve positive
educational outcomes” Table 5 below shows the SES Support Personnel Likert response to this
statement inquired in the electronic survey.
Table 5
Question Five Response from SES Support Personnel
Survey Item Response n %N= 8
Q5. I possess a skill
set to support all SES
students to achieve
positive educational
outcomes.
Strongly Agree
Agree
Disagree
Strongly Disagree
6
2
0
0
75%
25%
0%
0%

While support personnel report they have the necessary skillset, it does not translate in
educational outcomes. Overall findings from this section, include SES teachers understanding
teacher preparation programs as invaluable in setting them up for success. As highlighted in the
literature review, research suggests the quality of a teacher preparation program influences a
teacher’s satisfaction in teaching and thereby retention in the profession (Marinell & Coca, 2013;
Ingersoll, Merrill, & May, 2014).
SES Teachers Need Curricular and Procedural Knowledge. When the researcher
questioned SES teacher participants on instruction, curriculum and assessment knowledge, all
but one discussed the difficulty of implementing the district’s new literacy program, Center for
Collaborative Curriculum (CCC). Support personnel responses informed SES teachers are not
adequately informed of procedural knowledge in accessing available supports. Erik and Sharon
expressed frustration on the district mandated literacy program. Erik stated, “You have kids that
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 41
don’t know how to read, and you expect me to read a script assuming all students are on the
same level?” followed by Sharon, “Does the district think were robots? My values in teaching do
not align with scripted programs especially when I have students leaving and going every few
weeks.” Considering the high degree of varying student needs coupled with the instability of
enrollment and attendance, findings suggest SES teachers need curricular support in curriculum
differentiation and implementation. Research suggests the success of a curriculum depends on
alignment across classrooms and adequate planning time on critical components such as scope
and sequence and teacher instructional moves that leverage student success (Darling-Hammond,
2017).
Christine, a second-year teacher appreciated having the comprehensive curriculum,
“…but it’s a lot and I need more time to process it. I have so many kids enrolling and
withdrawing, it’s like shooting for a moving target.” Julie, a teacher with 11 years of experience
liked the curriculum, but she felt it was too much too fast to successfully implement:
I like it, but it’s a massive curriculum, and I definitely do not have the capacity to run it
like the district expects us to. I need to address the critical part of relationship building,
and need help in modifying CCC.
Findings show SES teachers’ curriculum knowledge varied across all participants and additional
teacher programming focused on developing collective knowledge of instructional, assessment,
and curricular elements of CCC would benefit.
When asked about procedural knowledge of the various induction, mentoring,
professional learning communities (PLC’s), and the cycles of inquiry within these mediums
teachers reported minimal presence of these structures within the building. Erik was blunt about
his perception of the lack of SES procedures:
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 42
Procedures? It's a dog eat dog out there. Nah..it’s not that bad, but there is no coherence
in if this, then that situations. If a kid needs help in this, go to this person. I know there
are support people, but I only have a personal relationship with a few of them that I feel
comfortable going.”
Contemporary research suggest schools must operate multi-tiered systems of support that
provide students the necessary interventions and differentiated support (Darling-Hammond,
2017). The school consists of majority of teachers with less than five years of experience and the
as a result there is a need to repeat trainings to fully inform staff about SES procedures. Sam
also addresses the high degree of SES students who have experienced trauma posing an
additional knowledge need:
Having that many new teachers on staff at any given time means there less of a
knowledge base about serving students who have experienced trauma. It means that it's
hard for families to connect with the school, because kids get a new teacher every year. It
means there’s less cohesion on the staff, and we have to recover ground in professional
development that had already been covered and try to catch people up with where the
school is heading.”
A reoccurring theme throughout the interviews, was the need to develop a trauma-informed
program at SES. Research suggests when schools implement comprehensive trauma-informed
programs at their perspective schools, student achievement and school climate increases
(Darling-Hammond, 2017).
Survey responses from support personnel reflect a perceived varying degree of
procedural knowledge among teachers about support services with 50% agreeing or strongly
agreeing that teachers are adequately informed of the extent of their services and 50% disagree
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 43
(see Table 5 below). When triangulating evidence from responses between support personnel,
there is a disconnect between those that responded teachers are informed and the teachers whom
strongly reported lack of procedures. Table 6 below shows the SES Support Personnel Likert
response to their perception of SES teachers procedural knowledge gap in accessing their
services.
Table 6
Question Six Response from SES Support personnel
Survey Item Response n %N= 8
Q6. I believe all SES
teachers are
adequately informed
of the extent of my
services to support
students.
Strongly Agree
Agree
Disagree
Strongly Disagree
2
2
4
0
25%
25%
50%
0%

Findings from this section show SES teachers have a limited understanding of school
procedures such as discipline and acquiring support for their students. As mentioned in the
literature review several studies found novice teachers in need of assistance with motivating
students and handling student misbehavior (Meister & Melnick 2003, Romano, 2008). New
teachers need more direct experience in the school setting and continued assistance in discipline,
time management, and communication skills. Student discipline contributes to teacher attrition
(Borman & Dowling, 2006, Ingersoll & Smith, 2003). It is possible that the lack of experience
coupled with the absence of procedures and conduits of support exacerbates the gap in reaching
the teacher retention goal.
SES Teachers Need Metacognition Knowledge. For teachers to be successful, they
require tools for coping with challenges they encounter. Research suggests that critical reflection
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 44
is a viable tool to help teachers cope with problems that occur in the classroom and school
setting (Dewey, 1933: Van Manen, 1977). When the researcher elicited teachers’ reflection
processes, responses primarily focused on reflection occurring outside the classroom during
summer in isolation. For example, Sharon explained her approach: “My summer is my down-
time. I shut it down. I detach. I travel. If I didn’t have breaks, I would burn-out. That is my
strategy.” Susie pointed out the stress of the job and her solution to it: “Music, books, and
exercise is my therapy. I need it to get through the year.” Erik pointed to his inability to reflect
on his teaching during the school year: “It’s a grueling often 10-hour work day and I don’t get
the time to reflect on my practice. I feel as I am trying fix a plane in the air.” Teachers stated no
adult programming was dedicated towards teacher reflection and inquiry in their practice. While
this directly conflicted with the teacher collective bargaining agreement of what certain district-
wide teacher programming would be dedicated towards, SES teachers perceived no space or time
provided for reflection.
Knowledges influences greatly impact a teacher’s effectiveness in the classroom. SES
teachers do possess factual knowledge of the necessary relationships for effective practices along
with strong preparation programs. Nonetheless, the lack of procedures and process in acquiring
supports for their students coupled with no space to reflect on their practice contributes to the
knowledge influences that are barriers to SES teachers achieving the goal of 80% retention by
September 2020.
Motivation Influence Findings
The two categories of the motivation influence that were studied were self-efficacy and
utility value. Self-efficacy refers to a teacher's belief that he/she is effective in the classroom and
has a certain degree of control over their job experience that ultimately leads to whether they stay
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 45
in their school. Utility value refers to the usefulness of the adult programming is in relation to
being an effective teacher.
Teachers Need Self-Efficacy with the SES Student Population. Five of six teachers
interviewed expressed low self-efficacy in addressing the high social emotional needs of SES
students. Approximately a quarter of SES students are designated as homeless. This student
demographic places SES teachers in a higher risk of attrition statistically (Darling-Hammond,
2011). Support personnel responses reported high self-efficacy levels directly contradicting the
responses of teacher respondents. During individual teacher interviews, the theme of the
difficulty in serving diverse populations intersected with the impact of poverty on SES students
emerged. Susie explained:
Every year I wonder why I come back. I had a breakdown my first year and sought out
counseling. These kids have experienced so many ACE’s [Adverse Child Experiences]
that takes a toll on my own well-being…These kids need continuous wraparound services
including health and mental care. I am their teacher, not their doctor or counselor.
Research suggests when comprehensive and stable physical, mental, social, and emotional
supports are in place and accessible for students within the community, student outcomes
outpace those without these services (Hammond, 2017).
Sam addressed the lack of preparedness in serving the multiple cultures represented at
the school:
With over a dozen languages spoken in my class, it is nearly impossible to address the
necessary language learner needs along with the need to be culturally responsive to each
and every child. I wish I had more ELL [English Language Learner] support.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 46
Research suggests designated English language learners must have access to instructional
supports in their home language to learn (Hammond, 2014). While SES does have one English
Language Learner teacher, the structure in ELL support does not adequately support classroom
teachers.
When questioned about the external factor of classroom management support, Sharon, a
teacher leaving for another school at the end of the year, felt like she was failing in the classroom
and received no support for a troubling student:
I had one student this year with dangerous behavior and I feel like this was another thing
that drove me out of here as it was extremely unsafe. He would threaten to kill everybody
every day and nothing happened. It would be so severe, and it shouldn't just be up to me
to try to make a plan. He needed so much more than I was able to provide and so it was
so traumatic for all of us every day it just felt I was coming in and failing every day and
what I was being asked to do I didn't feel like I was capable of that and what ended up
happening he had to leave the room all the time.
This anecdote shows a structural gap in the necessary systems to support the needs of students
that will be addressed in the organizational findings section. While an alternative placement for
this student may be warranted, it is evident this teacher feels helpless further reinforcing her low-
efficacy perception.
In contrast to the teachers’ efficacy levels, SES support personnel report high levels of
self-efficacy. Table 7 shows Likert scale responses of support personnel’s skillset, satisfaction
levels, and problem-solving abilities.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 47
Table 7
Question 5,11, and 12 Response from SES Support personnel
Survey Item Response n %N= 8
Q5. I possess a skill
set to support all SES
students to achieve
positive educational
outcomes.
Strongly Agree
Agree
Disagree
Strongly Disagree
6
2
0
0
75%
25%
0%
0%
Q11. I enjoy working
with students
demonstrating high
need for academic,
social, and/or
emotional support
Strongly Agree
Agree
Disagree
Strongly Disagree
6
2
0
0
75%
25%
0%
0%
Q12. I am able to find
solutions for
problems I face in
with SES students
Strongly Agree
Agree
Disagree
Strongly Disagree
2
6
0
0
25%
75%
0%
0%

When triangulating evidence from responses between SES teachers and support
personnel it is possible that the lack of teachers utilizing support personnel even though support
personnel report strong ability to support SES students exacerbates the overall teacher attrition
rate at SES. As described in the literature review, Johnson and Birkeland (2003) argued
effectiveness was the primary consideration in teachers deciding to stay. There are clear
obstacles present in SES teachers’ ability to be effective in the classroom, including their impact
on the teacher’s well-being. This motivation influence is a barrier to SES teachers achieving the
retention goal.
Teachers Questioned the Utility Value of SES Teacher Programming. This topic
ascertains teachers’ perceptions of the teacher programming’s value occurring at SES, including
professional learning communities, professional development (PD), and other activities designed
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 48
to support teachers’ effectiveness. Support personnel responses indicated a need for additional
teacher programming further supporting teachers’ low utility perception. A theme emerged of
incremental improvement over the years, however, persistent lack of value to teachers dominated
responses.
Julie discussed how the trauma-informed education PD did not address what to do in the
real-time classroom, “Learning the chemicals in the brain that are stifled with trauma is
informative, but what do I do next when my kids are being evacuated from a student
experiencing a blow out in my room?” While the provided PD relevant information of students it
did not address the more immediate need in addressing an escalating student.
The utility value gap perception continued in SES professional learning communities
(PLC) in Sharon’s response:
I have a PLC [Professional Learning Community], but with the turnover in leadership,
and that last-minute PD [Professional Development] calendar released in the collective
bargaining agreement days before school started, it makes it hard to build a quality
program. It dictates what we do each week with two weeks being teacher-led. This often
meant, however, that teachers meet with their colleagues on Wednesdays twice a week,
but it wasn’t enforced nor felt expected, so there was no consistency across grade-levels.
People did what they wanted. A lot of people dipped out early.”
Research suggests high quality PLC’s are a critical component and leverage mechanism in
increasing collective efficacy and closing the achievement gap in schools (Goddard & Hoy,
2004). It is evident there is not a clear structure to SES PLC’s. Furthermore, the relevancy of the
adult programing at SES was raised by Christine. “At my last school, we had protocols for
looking at data and seeing where our students were at. I worry about our students of color
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 49
slipping even farther down the cracks.” Consistent with the teachers’ desire for increased utility
value in adult programing relevant to SES, the majority of support personnel responded that
additional programming would positively influence the use of such services. Figure 2 shows the
Likert scale response of support personnel’s perception the impact of additional adult
programming.
Figure 2
Question 10 Response from SES Support Personnel
Survey Item Response n %N= 8
Q10. I believe
additional
programming such as
professional
development,
professional learning
communities, and
other collaboration
time geared to
educate SES teachers
on support services
would positively
influence the use of
said services.
Strongly Agree
Agree
Disagree
Strongly Disagree
2
4
2
0
25%
50%
25%
0%

Findings from this section show SES teacher programming did not align to the school’s
vision and thereby teachers did not value most if not all coordinated activities. From the
literature review, the success of teacher induction programs highly depends on the quality and
relevance its components have with teachers (Smith & Ingersoll, 2004; Wang, Odell, & Schwill,
2008). Findings illuminate the necessary change in teacher programming to increase its value to
SES teachers. Also, increased access and professional development on academic, social, and
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 50
emotional supports may increase a teacher’s self-efficacy thereby increasing the likelihood of
retention.
Organization Influence Findings
Findings in this section address the organizational barriers to SES teachers achieving the
goal of 80% retention by September 2020. Clark and Estes (2008) suggested that an
organization’s culture, inadequate resources, and flawed policies and procedures are barriers to
employees accomplishing their goals. Per the organizational stakeholder influences, Gallimore
and Goldenberg (2001) organize culture through cultural settings and cultural models. Cultural
settings part of findings includes the high principal turnover impact, asymmetry of teaching
philosophies, lack of community, and low racial literacy among staff. The cultural model
includes the SES’s teachers’ perception of the toxic workplace and uncollaborative workplace
with support personnel responses corroborating similar cultural perceptions.
SES Teachers Perceived SES as Toxic and Uncollaborative Workplace. A toxic
workplace theme emerged from participants and no cultural attribute was deemed favorable.
Concerning school climate, Christine stated:
There’s a lot of negativity, toxic workplace, side conversations, shit talking about staff
members...I don’t feel like I’m a part of a team, when I moved up stairs, I barely talked to
teachers downstairs. This toxic culture is serving the adults and hurting the kids.
Erik explained that he doesn’t have hope things will change, “Whenever there is a new program
or a new initiative to change things around here it fails. Why you ask? The bad culture here
blocks it. What do they say? Culture eats strategy for breakfast.” Julie also expressed a sense of
hopelessness and no resources, “When I first came here it was like going back 50 years, with
shocking lack of facilities and support, there was no morning meeting, guided reading, or
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 51
balanced literacy.” The support personnel also agreed with 50% reporting an inadequate FTE
support for school year 2018-2019. Exacerbating the sense that things can’t change, Sam
discussed the continuous turnover of students which created a difficult ability to create
community, “I have lost 15 students over the year and gained another 10. The uncertainty is
really frustrating and makes people nervous.” SES has a limited influence on when students
enroll and unenroll, and it creates a challenge for the classroom teacher’s ability to maintain a
community.
Research suggests collaboration is critical for school success along with teacher retention
(Hirsch & Emerick, 2007). Suzie articulated that collaboration can make a difference, but was
fully aware it was not the norm at SES:
I got lucky, because I started with a first-year teacher last year and we have clicked, our
philosophies our on point, and we fit like a glove, so we collaborated a lot through
reading and math groups, but observing from a school wide point, that is definitely not
the norm. There isn’t an expectation for collaboration, so I know my situation is unique
and many teachers are not supported here.
Sharon concurred, “Collaboration is non-existent here, people operate here with closed doors.
You have to knock and often they crack it open asking what I want. It is silo-ing, even though I
work with two other same grade-level teachers.” Sharon, the teacher who is leaving SES, further
elaborated and felt strongly that the lack of collaboration influenced her to leave the school, “I
identify the things that keep me in a job are protective factors. The two to me are supportive
colleagues and administration. I didn’t really have either.” The lack of collaboration appears to
be a contributor of the gap in achieving the retention goal.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 52
High Principal Turnover Impact, Asymmetry of Teaching Philosophy, and Lack of
Community. Similar to student turnover as a barrier to culture improvement, five of the six
teachers interviewed brought up the constant turnover of the school principal - a general themed
response about organizational culture. Support personnel responses corroborated teacher’s
perception of a lack of community present at the school. Christine pointedly raised the problem
with leadership turnover:
We had six principals in one year. Each time a new principal changed they had a new
way of doing things, and one came for 14 days, and I don’t remember their name. It was
a running joke and revolving door. Plus, they were making big decisions like changing
teacher assignments and classrooms, which adds to the frustration.
Other issues arose about principal leadership. Sharon discussed the asymmetry of her teaching
philosophy with school leadership that contributed to her decision to leave:
She [Principal] gave us a half hour to tell her about our dreams and aspirations for the
school. That was good. Yet it gave us the illusion of leadership as she is married to her
curriculum, CCC. She walks in my classroom with the manual and expects me to be open
to the right page and reading the script. That is not how kids learn.
Erik also was not aligned with the Principal’s approach to discipline. He explained, “I felt at
times students when in crisis, were removed from the classroom, and then sent back too early. It
was super frustrating, because it threw off the lesson.” He continued with a desire to have
leadership build structures for professional development, “I wish there was a chance for me to
conduct walkthroughs to see other teachers teach, because I know that would allow growth for
me to observe other classrooms.” Research suggests teacher walkthroughs are an effective PD
tool for schools (Smith & Ingersoll, 2004)
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 53
Surveys of SES support personnel showed divergent responses concerning cultural
attributes, with some (25%) reporting they don’t believe they can impact teacher satisfaction,
50% don’t believe there is enough support personnel, and 37.5% don’t believe they are part of
the SES community. Table 8 shows more detailed Likert responses from SES support personnel.
Table 8
Question 8, 9, 14, and 15 Responses from Support Personnel
Survey Item Response n % N= 8
Q8. I believe my
services impact
overall teacher
satisfaction at SES,
and thereby the
retention of teachers.
Strongly Agree
Agree
Disagree
Strongly Disagree
2
4
2
0
25%
50%
25%
0%
Q9. I believe there
was adequate FTE
support personnel for
SES this school year
(18-19).
Strongly Agree
Agree
Disagree
Strongly Disagree
2
2
4
0
25%
25%
50%
0%
Q14. I understand the
mission, vision, and
the goals of SES
Strongly Agree
Agree
Disagree
Strongly Disagree
0
7
1
0
0%
87.5%
12.5%
0%
Q15. I feel I am part
of a community at
SES
Strongly Agree
Agree
Disagree
Strongly Disagree
4
1
3
0
50%
12.5%
37.5%
0%

Considering the high needs of SES student population, support personnel provide the
critical supports to students. Inadequate support personnel limit their ability to support teachers
in the classroom. Combining teacher reports of low morale with 37.5% of support personnel
(Question 15) reporting they do not feel part of a community is a barrier in moving the school
forward. This triangulation suggests there is larger school-wide perception in a lack of overall
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 54
community. Organizations depend on functioning adult relationships working together in
achieving its vision. This deficit impacts teacher satisfaction which is a hallmark of retention
(Guarino, Santibanz, & Daley, 2006)).
SES Perception of Poor Staff Racial Literacy. An area that was important to review at
SES due to its diverse student population was staff racial literacy and how it plays a role in the
organizational culture emerged. Teachers expressed a racial divide at SES and a confrontational
culture concerning discussions about race. Julie generalized the problem:
There is quite the divide with staff when talking about race. A lot of people get defensive
and walls goes up. The teachers running these [racial equity] professional developments
have to make a safe inclusive space and instead they are doing the opposite.
Sharon discussed the school’s inception of a racial equity team at the school, derived to improve
the educational outcomes for black and brown kids. One component of the teams is delivering
professional development. She discussed shortcomings:
It’s a start, but there was a lesson where the presenters took things that were said by staff
members of the school and labeled them as racially divisive. It created an unsafe space. I
completely understand microaggressions and the need to unpack them, but to me this is
not the way to do it.
Sam agreed with the presence of microaggressions but felt it could be address with a multiracial
staff, “I want to go to a school where there are systems of support in place and one with more
teachers of color. There are microaggressions thrown out here on a daily basis…so going next
year to a school with 50% teachers of color it’s a breath of fresh air.” However, Sam tempered
his enthusiasm about solutions at SES, “I want to be a teacher for many years, and I am scared
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 55
if I stay here, and I won’t even complete my 5-year contract to have my masters paid off.” Sam
is reflecting on his future within the SES organization.
The organizational barriers preventing SES from reaching its retention goal include a
toxic workplace, lack of collaboration, lack of resources, high principal turnover, asymmetry of
teaching philosophy, lack of community, and poor staff racial literacy.
Summary of Findings
In summary, findings show SES teachers have an understanding of attributes needed to
be an effective teacher and that support personnel are confident in their skills. However, these
attributes are not supported by procedural knowledge, especially access to support services,
ability to implement metacognition strategies, and a toxic workplace based on the cultural
elements of climate, resources, collaboration, school leadership, support personnel, and racial
literacy. The only positive comment about culture was from a teacher who bonded with another
first-year teacher and felt “lucky” to have some sort of collaboration. Racial tension also
emerged which many were unprepared to address in such a heterogeneous school. In addition,
the motivational spirit of teachers and support personal was greatly dampened due to factors
outside their control, including high student and principal turnover and students with unstable
home situations. These findings informed the following solutions and recommendations, along
with the implementation and evaluation plan located in Appendix G.
Solutions and Recommendations
Presented in this section are the proposed solutions and recommendations to assist
eliminating the knowledge, motivation, and organization gaps that impact teacher retention at
SES. A more comprehensive implementation and evaluation plan regarding the proposed
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 56
solutions and their effectiveness is presented in Appendix G using the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016).
Knowledge
Data concerning assessment of knowledge and skills necessary to reach the
organizational performance goal of increasing teacher retention revealed several knowledge
influences. The two assumed knowledge influences of this study were factual knowledge and
procedural knowledge (Krathwohl, 2002; Rueda, 2011). Factual knowledge is the knowledge of
rudimentary terminology, details, or elements related to a specific domain needed to solve a
problem (Krathwohl, 2002; Rueda, 2011). Procedural knowledge is the knowledge regarding the
process or steps on how to accomplish a goal or to solve a problem (Krathwohl, 2002; Rueda,
2011).
Concerning the most frequently mentioned knowledge influences that were revealed
during interviews and supported by the literature review that could achieve the stakeholders’
goals. Table 10 outlines the assumed knowledge influences and their probability of being
validated. Clark and Estes (2008) suggest that declarative knowledge about something is often
necessary to know before applying it to classify or identify, as in the case of SES teachers,
content knowledge and pedagogical knowledge. It is anticipated that influences listed in Table 9
have a high probability of being validated and have a high priority for achieving the
stakeholders’ goal. Table 9 also shows the context-specific recommendations for these highly
probably influences based on theoretical principles. Recommendations are described in detail
below in Table 9.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 57
Table 9
Summary of Knowledge Influences and Recommendations
Assumed Knowledge Influence

Principle and Citation Context-Specific
Recommendation
SES teachers need to have
solid content and pedagogical
knowledge.
(concept/theory - C -
Declarative)
Procedural knowledge
increase when declarative
knowledge required to perform
the skill is available (Clark et
al., 2008).

Creating schemata helps
learners to organize
declarative knowledge in a
domain (Schraw, Veldt, &
Olafson, 2009).
Provide a job aid that
contains definitions and
guidance for grade level
instruction (CCSS
curriculum maps,
curriculum guides, scope
and sequence, assessment,
differentiation)
SES teachers need to
understand available academic
and social emotional support
for students and the process of
accessing those supports.
(procedure/steps - P)
Acquiring skills for skills for
expertise frequently begins
with learning declarative
knowledge about individual
procedural steps (Clark et al.,
2008).

Learning is highly dependent
on “goal directed practice” and
“targeted feedback” (Ambrose,
Bridges, DiPietro, Lovett, &
Norman, 2010).
Provide a job aid that
compares the details of the
support provided by non-
classroom personnel and the
procedure required to access
such support.

Provide training that utilizes
case studies to practice the
procedures required to direct
a student to the necessary
academic social supports.
Teachers and support personnel
need to reflect on what they
know about positive influences
on teacher retention.
(Metacognitive)
The use of metacognitive
strategies facilitates learning
(Garrett, Mazzocco, & Baker,
2006).

Provide training and
continuous engagement with
peer models discussing
strategic planning
monitoring of their own
effectiveness, with a view
toward establishing systems
that reinforce their beliefs.

Increase SES Teachers’ Content and Pedagogical Knowledge to Increase the
Likelihood of Teacher Retention. The results and findings of this study indicated that 80% of
teachers need more in-depth declarative knowledge of content and pedagogical knowledge. A
recommendation rooted in information processing theory has been selected to close this
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 58
declarative knowledge gap. Schraw, McCrudden, Lehman, and Hoffmann (2011) found that how
individuals organize knowledge influences how they learn to apply what they know. This would
suggest providing teachers with graphic organizers displaying curriculum maps, guides,
differentiation strategies, and assessments would address knowledge gaps. This study identified a
knowledge gap at SES concerning the literacy program (CCC). Aligning efforts to increase the
pedagogical knowledge of teachers to facilitated implementation would like be well-received.
Ingersoll and May (2011) studied the relationship between the kinds and amounts of pre-
service education and preparation that beginning teachers receive before they start teaching and
the impact, they have on whether they leave teaching. The analyses show that after controlling
for the background characteristics of teachers and their schools, some aspects of the curricular
and pedagogical education that beginning teachers received in their first assignment were
significantly associated with their attrition (Ingersoll & May, 2014). What mattered was the
substance and content of new teachers’ pedagogical preparation. This study along with others
reinforce those with more training in teaching methods and pedagogy especially overall practice
in teaching, observation of other classroom teaching and feedback on their own teaching were far
less likely to leave teaching after their first year on the job (Carver-Thomas, Darling-Hammond,
2017; Zhang & Zeller, 2016).
According to Grissom and Bartanen (2019), professional development is critical to
solving teacher attrition and could be accomplished through various approaches. Clark and Estes
(2008) stated that the approaches to educating an individual are through information, job aids,
training, or education. However, which approach should be selected depends upon the type of
knowledge that is needed to accomplish a goal.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 59
Increase SES Teachers’ Knowledge of Available Student Academic, Social, and
Emotional Supports to Increase the Likelihood of Teacher Retention. The results and
findings of this study indicated that 100% of teachers need more in-depth procedural knowledge
of available student academic and social emotional supports. A recommendation rooted in social
cognitive theory has been selected to close this procedural knowledge gap. Wolters, Benzon, and
Arroyo-Giner (2009) found that modeled behavior is more likely to be adopted if the model is
credible, similar (e.g., gender, culturally appropriate), and the behavior has function. The
recommendation is to provide an induction program that utilizes case studies to practice the
procedures required to direct a student to the necessary academic and social supports available at
SES.
Krathwohl (2002) discusses the importance of knowing when to apply a particular
method or procedure. Research suggests that many teachers are underprepared for the behaviors
that students may bring into the classroom, resulting in challenges to teaching and learning. The
problem areas of concern that teachers share were classroom management, student discipline,
required adjustments to the physical demands of teaching, and managing the instructional
demands of profession (Coggins & Deffenbaugh, 2013). In a carefully constructed induction
program with case studies of actual SES student scenarios, SES teachers would be more likely
to engage in understanding the academic and emotional supports available. By making the
induction program more aligned with SES unique needs, teachers may feel more empowered to
embrace solutions for their school. This alignment is reinforced in literature in creating schools
that retain its teachers (Ingersoll & Strong, 2011; Headden, 2014).
Increase SES Teachers’ Metacognitive Knowledge to Increase Likelihood of
Teacher Retention. The results and findings of this study indicate 100% of teachers need
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 60
additional space and time to reflect on what they know about positive influences on teacher
retention. Understanding and deployment of metacognitive strategies will close this knowledge
gap. Garrett, Mazzocco, and Baker (2006) found that metacognitive strategies such as self-
monitoring and self-assessment facilitate learning. This principle suggests that providing learners
with opportunities to debrief the thinking process upon completion of a learning task or talking
out loud to assess strengths and weaknesses would be beneficial for learning (Garrett, Mazzocco,
& Baker, 2006). To facilitate metacognition, the recommendation would be for teachers to
review teacher retention strategies, including their own, and talk aloud with peers to reflect on
how different strategies affect teacher retention.
There has been some promising research that suggests that teachers will use critical
reflection as a problem-solving tool if educated to think in that way (Dieker & Monda-Amaya,
1997; Yost, Sentner, & Forlenza-Bailey, 2000). In fact, a study has shown that using critical
reflection throughout the teacher education experience has resulted in a marked ability of first
year teachers to reflect on critical levels (Yost, 2006; Yost, Forlenza-Bailey, & Shaw, 1999).
Resources prioritizing self-care mindsets should also be enacted. Teachers and other
professionals such as medical personnel who are directly exposed to trauma, experience their
own vicarious trauma (American Counseling Association, 2018). This secondary trauma affects
teachers’ brains much in the same way that if affects students, emits a fear response, releasing
excessive cortisol and adrenaline that can increase heart, blood and respiration, and release a
flood of emotions (Keck, 2017). For new teachers, the stretch between mid-October and
Thanksgiving is the most emotionally challenging phase of the school year (Mori, 1990). After
six to eight weeks of nonstop work and stress, new teachers enter the disillusionment phase of
low morale and questioning of competence (Mori, 1990). Schools who have implemented self-
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 61
care activities such as yoga, systems of release breaks, enacted work-life balance mindsets, and
regular dissemination of tips to maintain self-care report positive organizational morale (Keck,
2017).
Motivation
The two assumed motivation influences of this study were self-efficacy theory (Bandura,
1997; Rueda 2011) and utility value (Eccles, 2006; Pintrich, 2003). Motivation influences in
Table 11 list the complete list of motivation influences based on the most frequently mentioned
during interviews and supported by the literature review and the review of motivation theory that
could influence achievement of stakeholders’ goals. Clark and Estes (2008) suggests that there
are three indicators of motivation in task performance, choice, persistence, and mental effort.
Choice is going beyond intention to start something. Persistence is continuing to pursue a goal in
the face of distractions, and mental effort is seeking and applying new knowledge to solve a
novel program or perform a new task. As described in the results and findings, SES teachers’
inability to address the social-emotional needs of SES’s transient student population drove the
low teacher self-efficacy perception. Also, the lack of coordinated teacher programming and
perceived low quality drove the low utility perception from SES teachers. The right-hand column
in Table 10 lists a context-specific recommendation to address these gaps and are described in
detail.
Table 10
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence

Principle and Citation Context-Specific
Recommendation
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 62
Self-Efficacy

Teachers lack confidence
when addressing social
emotional needs of their
students. (SE)
Self-efficacy is increased as
individuals succeed in a task
(Bandura, 1997)

Collective teacher efficacy -
Individuals with higher self-
efficacy, great belief in their
own competence, and higher
expectancies for positive
outcomes will be more
motivated to engage in,
persist at, and word hard at
a task or activity (Rueda,
2011).
Provide workshops or training
where social emotional
instructional strategies are
modeled, then teachers can
develop potential
examples with
colleagues, and lastly implement
the strategies. After
implementation, the
teacher will meet with their
colleagues to receive targeted and
immediate feedback on
performance and assess
their confidence level to further
revise instructional strategies.

Utility Value

Teachers have a low
perception utility value on
SES adult programs within
the school including
professional learning
communities, mentors, and
collaboration.
Rationales that include a
discussion of the importance
and utility value of the work
or learning can help learners
develop positive values
(Eccles, 2006; Pintrich,
2003).
Learning and motivation are
enhanced if the learner
values the task (Eccles,
2006)
Provide widely
recognized and
respected peer models during
training to
demonstrate the
positive impact
resulting from SES Professional
Development, Professional
Learning Communities, and
Collaboration.

Increase Teachers' Self-efficacy in Addressing the Social Emotional Needs of
Students to Increase the Likelihood of Teacher Retention. Eighty percent of teachers were
not confident that they can address the social emotional needs of their students. A
recommendation rooted in self-efficacy theory has been selected to close this motivational gap.
Pajares (2006) found that modeling and feedback increases self-efficacy. This would suggest that
providing learners with a demonstration of what they need to do and then providing feedback on
their performance would increase their self-efficacy. The recommendation is for the organization
to provide a demonstration with opportunities for practice and feedback in identifying and
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 63
aligning appropriate actions to students’ social and emotional needs. This combination of
modeling, practice, and frequent targeted feedback within formal and informal organizational
activities such as staff meetings, and/or quarterly inquiry cycles strengthens self-efficacy.
Clark and Estes (2008) state that “beliefs are (almost) everything” suggesting that when
individuals have positive beliefs about their ability to do something, they are more likely to
pursue the goal and increase performance. Rueda (2011) found that individuals with higher self-
efficacy, great belief in their own competence, and higher expectancies for positive outcomes
will be more motivated to engage in, persist at, and work hard at a task or activity. This would
suggest that teachers need to be able to be provided opportunities to increase their self-efficacy
prior to engaging in a difficult task. When teachers experience mastery over these social and
emotional challenges, teaching becomes more enjoyable, and they feel more efficacious
(Goddard, Hoy, & Woolfolk Hoy, 2004). An optimal classroom climate is characterized by low
levels of conflict and disruptive behavior, smooth transitions from one type of activity to another,
appropriate expressions of emotion, respectful communication and problem solving, strong
interest and focus on task, and supportiveness and responsiveness to individual differences and
students’ needs (La Paro & Pianta, 2003).
When teachers lack the resources to effectively manage the social and emotional
challenges within the particular context of their school and classroom, children show lower
levels of on-task behavior and performance (Marzano, Marzano, & Pickering, 2003). In addition,
the classroom climate deteriorates, triggering in the teacher what we refer to as a “burnout
cascade.” The deteriorating climate is marked by increases in troublesome student behaviors, and
teachers become emotionally exhausted as they try to manage them. Under these conditions,
teachers may resort to reactive and excessively punitive responses that do not teach self-
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 64
regulation and may contribute to a self-sustaining cycle of classroom disruption (Osher et al.,
2007). Emotionally exhausted teachers are at risk of becoming cynical and callous and may
eventually feel they have little to offer or gain from continuing, and so drop out of the teaching
workforce. Ambrose, Bridges, DiPietro, Lovett, and Norman (2010) found that effective
observational learning is achieved by first organizing and rehearsing modeled behaviors, then
enacting it overtly. Following these principles, teachers need to be provided opportunities to plan
and practice behaviors that are modeled prior to implementation. Shaughnessy (2004) suggests
teachers who set goals, who persist, who try another strategy when one approach is found
wanting- in other words, teachers who have a high sense of efficacy and act on it – are more
likely to have students who learn.
Increase Utility Value of SES Adult Programming to Increase the Likelihood of
Teacher Retention. Seventy five percent of the teachers do not value the SES adult programs
within the school including professional learning communities and professional development.
Utility value is the understanding of how well a task helps achieve goals (Eccles, 2009). A
recommendation rooted in utility theory has been selected to close this motivational gap.
Learning and motivation are enhanced if the learner values the task (Eccles, 2006). The
recommendation is to provide widely recognized and respected peer models during training to
demonstrate the positive impact resulting from SES professional development, professional
learning communities, and collaboration. This combination of modeling, practice, and frequent
targeted feedback within formal and informal organizational activities will increase utility value
of SES programming.
Workplace conditions play a key role in keeping teachers in the field. After interviewing
and surveying 59 mostly experienced teachers, Yee (1990) found that teachers highly involved in
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 65
their work attributed their decision to stay in teaching more to supportive workplace conditions
than to pay; other highly involved teachers reported unsupportive workplace conditions as the
main reason they left the field. Supportive workplace conditions included appropriate workload,
opportunities for collegial interaction, professional development, participation in decision
making, and support for student discipline.
Recent case studies illustrate that teachers who are growing and changing their beliefs
and practices need structural and cultural support (Nelson & Hammerman, 1996) and that
assuming leadership roles for teachers can lead to enhanced understanding about their teaching
(Darling-Hammond, 2003). Similarly, increased participatory decision-making has been
associated with increased professional development activity and curricula reform (Darling-
Hammond, 2003). The worst-case scenario seems to be that teachers, who have fewer well-
developed skills, tend to be placed in the most demanding situations in the most difficult schools
with the neediest students (Chapman & Green, 1986). Moreover, they often have no access to
professional support systems that could help them deal with demanding situations (Chapman &
Green, 1986). More able new teachers are more likely to value school-level autonomy,
opportunities for individual teacher initiatives and substantial professional control of resources
than the less able (Hart & Murphy, 1990). Even talented candidates who are entering teaching
may be expected to have difficulty sustaining their initial commitment unless workplace
conditions become more supportive (Darling-Hammond, 2003).
Motivational factors in organizations are often disguised as knowledge and organizational
gaps. While they are all interconnected, motivation in the context of SES certain influences a
teacher’s desire to stay at the school. Considering the needs of the SES student population, high
self-efficacy mindsets are critical for teachers to be effective and successful. Designing high
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 66
quality teacher programming that is perceived by teachers as such with high utility would
reinforce the self-efficacy influence. That is, if SES leverages high quality and effective teacher
programming, it will impact student achievement, which ultimately will increase the likelihood
of meeting the 80% retention rate goal by September 2020.
Organization
Three assumed organizational influences were explored for this study. The organizational
influences or barriers are described as those which may impact performance including the overall
structure of the organization, which rules and guidelines are in place, and the values that are
espoused as compared to those that are actually in play (Clark & Estes, 2008). As noted in the
results and findings culture can be divided in cultural models and cultural settings. Cultural
models exist within organizations, societies, or individuals (Rueda, 2011) and serve as an
invisible toolkit on how to perceive or approach situations (Gallimore & Goldenberg, 2001).
Cultural models are taken-for-granted and are only noticed when an individual is introduced to
an organization or society that carries dissimilar models (Gallimore & Goldenberg, 2001). The
two cultural settings are needed resources at SES to align with the school’s vision and mission
and build the necessary structures to provide guidance in developing effective teacher
programming. Also, a new cultural model is needed to address the toxic culture that can impact
schools with high teacher turnover. All three organizational influences were validated through
data collected during qualitative interviews with teachers and quantitative surveys with support
personnel. These influences were prioritized based on most urgent organizational needs. The
organizational influences are listed below in Table 11.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 67
Table 11
Summary of Organization Influences and Recommendations
Assumed Organization
Influence

Principle and Citation

Context-Specific
Recommendation
Cultural Setting 1: The school
needs appropriate resources to
implement a comprehensive
teacher programming including
professional development,
professional learning
communities, and collaboration
opportunities.
Effective change efforts
ensure that everyone has the
resources (equipment,
personnel, time, etc.) needed
to do their job and that if there
are resource shortages, then
resources are aligned with
organizational priorities
(Clark & Estes 2008)
Establish, from the beginning,
what the priorities are, so that
when decisions in regard to
resource allocation must be
made for teacher
programming, the guidance
and priorities have been
established.
Cultural Setting 2: Structures
are needed to provide guidance
and accountability in teacher
professional development
program
Effective organizations insure
that organizational, messages,
rewards, policies and
procedures that govern the
work of the organization are
aligned with or are supportive
of organizational goals and
values (Clark & Estes, 2008).
Conduct an informal
assessment of policies and
procedures to check for
alignment or interference with
goals.
Cultural Model 1: The
organization needs to have a
culture model conducive to
teacher success
Administrative support and a
culture of autonomy can lead
to higher faculty retention
(Guarino, Santibanz, & Daley,
2006)
Conduct and analyze teacher
perception surveys on a
routine basis to inform the
influences that best lead to
teacher success.

Cultural Setting 1: Allocate Resources for Teaching Programming to Increase the
Likelihood of Teacher Retention. As mentioned above, cultural settings are where “people
come together to carry out a joint activity that accomplishes something they value” (Gallimore &
Goldenberg, 2001, p. 48). This cultural setting recommendation relates to allocating the
resources for effective teacher programming. All teachers interviewed report inadequate
resources designated towards adult programming at SES. A recommendation rooted in allocating
organizational resources in a manner that provides the best opportunity for goal achievement has
been selected to close this organizational gap. According to Clark and Estes (2014), effective
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 68
organizations ensure that everyone has the resources (equipment, personnel, time, etc.) needed to
do their job, and if there are resource shortages, then resources are aligned within organizational
priorities. This suggests the allocation of time and money must happen in a way that supports the
overall organizational goal and allows for goal achievement. The recommendation is for the
organization to allocate resources to maximize adult programming that impact teacher retention.
Research suggests that professional development can support teachers by providing them
with opportunities to grow as professionals and, thus, have an indirect effect on their intent to
stay (Billingsley, 2004). In one large-scale study Gersten (2001) investigated factors influencing
the retention of 887 special educators. The teachers reported that their participation in relevant
professional development resulted in reduced levels of stress, increased levels of competency
and teacher effectiveness, and an increased commitment to the field. Gehrke and McCoy (2007),
investigating teachers working in a variety of settings including urban, found that training that
prepared teachers to collaborate with general educators in inclusive settings was important to the
special educators' job satisfaction.
Also, as mentioned in the literature review, SES may benefit from its own comprehensive
induction program for its beginning teachers including those new to the profession and those
simply new to SES. Components of this induction program should include in-house mentorship,
protected release time for new teachers to conduct observation protocols, as well as additional
targeted professional development in the engaged content and/or current pedagogical teacher
move. When performed comprehensively, research shows the effect it has on teacher rates
(Darling-Hammond, 2014; Ingersoll, 2008). An induction program for new teachers specific to
the contexts of SES may reduce the barrier to SES teachers to achieving the retention goal by
September 2020.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 69
Cultural Setting 2: Align Communication to Organizational Goals to Increase the
Likelihood of Teacher Retention. Seventy five percent of the participating teacher respondents
reported communication does not align with organizational goals. A recommendation rooted in
communication theory has been selected to close this organizational gap. Clark and Estes (2008)
indicate that organizational performance increases when individuals communicate constantly and
candidly to others about plans and processes. This suggests that teachers need to be included
fully in formal and informal communications about teacher programming. The recommendation
is for the organization to develop a check-list of approved formal and informal communication
methods to ensure teachers receive communication.
Ronfeldt and McQueen (2017) investigated whether different kinds of induction supports
and adult programming predict teacher turnover among nationally representative samples of
first-year teachers. The findings included receiving induction and adult programming supports in
predicts less teacher migration and attrition (Ronfeldt & McQueen, 2017), Through Schools and
Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study
specifically asked about communication structures. Teachers in those existing adult
programming reported positive communication structures within their organization contribute to
their satisfaction at their school (National Teachers, 2016). SES teachers reported limited buy-in
to teacher programming. A recommendation to empower teachers in decision-making structures
of the school may increase participation and ultimately, effectiveness.
Cultural Model 1: Improve School Culture to Influence Teacher Satisfaction to
Increase the Likelihood of Teacher Retention. Seventy five percent of teachers reported a poor
school culture for educational success. A recommendation rooted in cultural model theory has
been selected for this organizational gap. Administrative support and a culture of autonomy can
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 70
lead to higher faculty retention (Guarino, Santibanz, & Daley, 2006). Rueda (2011) asserts
schools are not neutral or blank canvases but shift through the interaction of both new and
existing elements. Based on interviews, it is important for the organization to develop support
systems for teachers. According to Gallimore and Goldenberg (2001), cultural models are
“shared mental schema or normative understanding of how the world works, or ought to work”
(p. 47). The cultural model recommended for SES is an environment that leads to the expectation
that school leadership will seek to provide solutions.
Varrati, Lavine and Turner, (2009) found beginning teachers view principals as key
figures for “support and guidance” (p. 481). According to Darling-Hammond (2003), keeping
good teachers should be one of the most important agenda items for any school leader. This is
especially true for placements in urban areas, facilities and correctional settings. Principals play a
vital part in improving teacher retention by providing support in the following domains
(environmental, instructional, technical and emotional). As the building’s instructional leader,
school principals reinforce the institutional culture by providing guidance and support and
offering instructional and institutional resources. Billingsley and Cross (1992) reported that job
satisfaction and intent to stay in the field is associated with greater leadership support, more
work involvement, and lower levels of role conflict and stress. Otto and Arnold (2005) found
that when administrative support was perceived by the teachers to be present, it was considered
an incentive for retention; and the absence of administrative support was considered a cause for
leaving the profession.
There were multiple reports of a gossip and toxic culture. Gossip can be a barometer for
the overall interpersonal health of an organization. Left unmanaged, rampant gossip fuels toxic
cultures, which are further characterized by individuals working independently all the time,
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 71
warring camps, divisions across racial or ethnic lines, perpetual negativity, hostile faculty
meetings, and misdirected values focused on enforcing rules, teaching basic skills, and serving a
small group of elite students (Deal and Peterson, 2009). Robbins (2007) argues creating gossip-
free zones in which people commit to speaking positively about others. If you have an issue or
complaint about someone, you take it directly to that person, get some coaching or feedback
about how to resolve the issue, or let it go. This is needed as even the most resilient person
cannot thrive in a toxic culture. SES must develop systems of communication and activities
focused on relationship building to increase morale and climate. SES teachers interviewed that
were leaving, reported a toxic culture as a large influence in their decision.
This study showed organizational barriers discussed in the literature (Clark & Estes,
2008) that affect SES’s ability to retain its teachers. With a focus on cultural change, solutions
are proposed to improve the culture at SES. Culture as defined by Schein (2004) is a “shared
basic assumptions that was learned by a group as it solved its problems...that has worked well
enough to be taught to new members as the correct way to perceive, think, and feel in relation to
those problems” (p. 18). SES needs to revamp its social schema in developing solution-based
environments where teachers feel supported in addressing whatever challenges SES students
bring them to school. In Appendix G there is an implementation and evaluation plan for the SES
recommended solutions.
Recommendations for Future Research
The findings of this study generate many possible areas of future research. As public
schools become more diverse, it is imperative further research on the connection between
teachers’ cultural responsiveness and retention is warranted. School districts expend a large
amount of every year on induction programs for teachers to acclimate to their schools.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 72
Revamping the induction programs with a culturally responsive approach may increase
likelihood of teacher retention. Conducting qualitative research on the experience of new
teachers in these programs may yield positive retention results and help urban school districts
combat attrition problems. Another consideration is the intersection of high poverty schools and
students with adverse childhood experiences. Schools connecting wrap-around services to help
students in need increases emotional preparedness to learn and succeed inside and outside the
classroom. Conducting research in these comprehensive services schools may yield solutions and
recommendations to implement across other districts. Lastly, as mentioned in the literature of the
review school leadership has a strong influence on teacher retention. Given SES has a long-term
principal, it would be worthy to conduct this study again to see how the knowledge, motivation,
organizational gaps change and interact with stable leadership. In conclusion, the biproduct of all
these supports to students in schools is supporting the thousands of first year teachers that start in
our public schools every school year.
Conclusion
The purpose of this study was to examine the factors that influence teacher retention at
SES. Developing organizational programming designed to build emotional resilience in teachers,
coalesce siloed teachers, and provide support for teachers to acquire support from non-classroom
personnel are being recommended. To develop the organizational programming
recommendations, it was essential to examine the knowledge, motivation, and organizational
theories and factors that support or impede overall teacher retention.
The study revealed areas for growth in factual and procedural knowledge focused on the
organizational understanding of trauma informed education. To increase motivation, the study
makes recommendations for the development of professional learning communities and
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 73
opportunities to see the benefits of engaging in the various activities including professional
development, collaboration, and adult relationship building. John Hattie (2014) identified
collective teacher efficacy as the single most powerful influence on student achievement. In fact,
a study by Hoy, Sweetland, and Smith (2002), found that collective teacher efficacy had a greater
influence on student achievement than socioeconomic status. This the mission of the school
needs to focus on a system building off of people’s strengths instead of deficits. Studies on
positive imagery suggest that employees who hold self-images of competence and success are
more likely to achieve high levels of performance than those with poor self-esteem (Mohr &
Watkins, 2002). Learning is accelerated when people feel safe. Having a culture that believes it
can accomplish great things is vital for the health of a school (Eells, 2011).
As many as half of all workers in high-stress jobs suffer from some form of burnout in
their career (Salzberg, 2013). Burnout is also more prevalent among teachers who do not feel
supported by their administrators or who have dysfunctional relationships with supervisors, and
also among teachers who don’t have strong relationships with their students (Hirschkorn, 2009;
Howard and Johnson, 2004; Yost, 2006). The restructuring of Maslow’s pyramid tells us
something critical about ‘who we are’. Love and belonging might seem like a convenience we
can live without, but our biology is built to thirst for connection because it is linked to our most
basic survival needs (Lieberman, 2013). Based on this study, to retain teachers at SES, it is clear
that new programming and methods are required to make every teacher feel like they belong.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 74
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Century. Journal of Teacher Education, Vol. 51, pp. 39–49.
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Zeller, N., & Zhang, G. (2016). A Longitudinal Investigation of the Relationship between
Teacher Preparation and Teacher Retention. Teacher Education Quarterly. Retrieved
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INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 94
Appendix A: Participating Stakeholders with Sampling Criteria for Surveys and Teacher
Interviews

Participating Stakeholders
Survey Sampling Criteria and Rationale
Criterion 1. All members of the 20 SES support personnel were invited to take part in
the survey process. This includes a school social worker, counselor, occupational therapist,
physical therapist, speech language pathologist, school psychologist, academic interventionist,
English Learner teacher, nurse, and special education teachers and educational assistants.
Survey Sampling (Recruitment) Strategy and Rationale
When all SES support personnel are asked to participate in the survey it serves notice that
a collective voice about perceptions in relation to what is needed in an induction program is
desired, including how to access support services to ultimately influence teacher retention.
Teacher Sampling Criteria and Rationale
Criterion 1. The stakeholder population in focus are teachers that have been at the site
under study for at least one year to ensure there is a minimum articulation of contextual
influences related to teacher retention. This population can articulate the phenomenon behind
retaining teachers during all points in their careers from beginning to retirement with a specific
emphasis on those who stay at schools where the majority of students come from low-income
families. Literature suggests that if the majority of students in a school are receiving lunch
assistance, these schools show a high level of attrition, a large number of teachers teaching out of
their field, high rates of student poverty, a high number of non-proficient students, and a
significant achievement gap among various groups of students (Ingersoll, Merrill, & May, 2014).
Criterion 2. The purposed sample interviewed include a diverse set of participants based
on demographics including age, race, gender, location of education preparation, subject matter
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 95
assignment, and grade-level assignment. Creswell and Creswell (2017) describe random
sampling as each individual in a population has an equal probability of being selected. The
method of data collection will be conducted through six individual teacher interviews. Namey,
Taylor, Eley & Kevin McKenna (2015) studied the outcomes from individual interviews and
focus groups and found individual interviews were more effective at generating a broad range of
items and eliciting more personal responses. To accurately answer the study’s research questions,
the responses must truly reflect the contextual environment of these teachers and their influences
related to retention.
The recruiting efforts will involve email invitations to participate and detailing the
purpose and goal of the research to improve teacher retention efforts within SES. This process
will screen for teachers that show interest in the research as well as for those who express
comfort in speaking of their experience as an SES teacher.
Teacher Interview Sampling Strategy and Rationale
The primary reason to use teacher interviews in this study is that teacher perception
concerning key “school-specific” factors cannot be adequately assessed without iterative
discussions during interviews. Due to the rapidly changing educational environment and the
research that shows school-specific factors contribute to teacher retention, including
compensation, induction and mentoring, and teaching conditions (Ingersoll & Strong, 2011). For
example, an experienced teacher relatively new to SES from out-of-state may have not had
access to a wide-range of support personnel in their former school and is extremely pleased with
SES, whereas a novice teacher with two years of experience might feel overwhelmed with the
need to teach and deal with the many other students’ issues that require support making them feel
inadequate. Such “nuanced” perceptions can only be captured via individual discussions and can
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 96
greatly contribute to developing specific induction program elements to increase SES teacher
retention. Furthermore, the pre-planned list of prompts will allow for probing discussions
through the Clark & Estes (2008) framework of understanding an organization through the lens
of knowledge, motivation, and organizational barriers to retention.
The researcher’s rationale for conducting interviews with any teacher who has been at
SES for one or more years will likely capture both inexperienced and experienced teachers.
There is a plethora of research suggesting the first three years of teaching determine not only a
teacher’s general career long effectiveness, but also his/her likelihood to remain in teaching
(Adamson & Darling-Hammond, 2011). Hence, having teachers with limited experience can
greatly inform the development of an induction program. By also including experienced teachers
at SES in the research sampling, their perspective can provide themes that may be missed as they
are likely more comfortable with teaching and have more familiarity with integrating support
services to improve student achievement. Experienced teachers’ perspectives are important as
per Ware and Kitsantis (2007), teacher efficacy has been positively correlated to higher academic
achievement and higher levels of teacher job commitment.
A final rationale for using individual interviews, is the researcher's high level of
confidence at being an effective moderator. As the researcher was a former beginning teacher at
one point in time, he was always comfortable to share his story of being a new teacher to others
in a similar situation. The researcher hopes to recreate this same rapport in order to acquire those
critical nuances in people’s perspective in their current decision making around whether they
might stay in their classrooms or not. While there have been many studies around teacher
retention, as previously mentioned, few have addressed the rapid transformation of expanding
support personnel services and integration of such services with increasingly demanding
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 97
curriculum. The researcher seeks to inquire about variables beyond those already acknowledged
concerning teacher retention.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 98
Appendix B: Protocols

Qualitative and Quantitative Data Collection and Instrumentation

Interview Protocol. Bogdan and Biklen (2007) detail the importance of establishing a
good interview partnership with participants. The introductory language included in this study is
an effort to begin a collaborative relationship: restating the purpose of the study, reviewing
ethical considerations, discussing pseudonyms, ensuring data is confidential, and reviewing
informed consent information. Below is the interview protocol that will be used to conduct for
teacher interviews.
Good Afternoon. I would like to thank you again for participating in this study on teacher
retention. To review, the purpose of this study is to evaluate the knowledge, motivation, and
organizational influences that would inform the development of an induction program for all new
teachers to [SES] that would prompt teachers to continue to be part of the at [SES]faculty.
Pseudonyms are used to protect you and others participating in the study. To be transparent,
while in this study I am a researcher, I am also an assistant principal at a school within the
district. Nonetheless, my role is non-supervisory or non-evaluative of your professional
performance, but to understand your story regarding teaching and the influences that impact your
satisfaction here at the school. Personal identifiable information gathered, including, interview
recordings, will not be shared with anyone, will be destroyed following the analysis of the data,
and adhere to the approved institutional review board’s guidelines. I would also like to reiterate
the informed consent process: you can decline to answer any question and can withdraw from the
study at any time. What questions do you have before we begin?

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 99
Qualitative Interview Questions
Question Influence Question Probe
Q1 M What made you want to be a
teacher?
What makes you get up every
day?
Q2 K Describe the characteristics of
an effective teacher.
Which characteristic of
effective teaching most
influences your satisfaction
with your job and ideally,
your desire to stay in the
teaching profession?
Q3 K Describe your teacher
preparation program.
How has this program
impacted your professional
growth and satisfaction in a
career in teaching?
Q4 K As the landscape of education
changes with technology, 21st
century standards, and
increasingly diversified student
populations, do you feel
prepared?
Has the changing landscape
increased or decreased your
desire to remain in the
profession and why do you
feel this way?
Q5 O What has been the impact of the
mentor program on your
teaching practices?
How has mentoring
contributed overall to
teaching practices you
implement?
Q6 O How would you describe the
culture in your school?
Probe in relation to teaching
conditions (resources,
administrative support,
mobility, professional
development)
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 100
Q7 O What are the most important
school functions contributing to
your job satisfaction and
professional growth?
What is the most important
organizational support to your
success? Probe into use of
support personnel and
addressing challenging
students.
Q8 O Do you feel you have adequate
support from support personnel
(school psychologist, counselor,
interventionist, social worker)?
Where is the organization
lacking in appreciation and
what would like to see done
to feel more appreciated?
Now I am going to ask specific questions regarding the commonalities for exiting teachers. I
must remind you this information is completely confidential and will be used solely for the
purpose of this study and bears no role in evaluation or supervision of your performance.
Q9 M Rank these in order of
importance, and explain why:
compensation, mentor and
induction, preparation, and
teaching conditions.
Probe on the highest ordered
and the lowest ordered.
Q10 M Name up to three issues that
would make you considering
leaving the profession -
excluding personal issues, such
as the need to move for a spouse
or illness
Describe at what point would
you feel you had to leave the
teaching profession? Probe
about what elements of a
comprehensive, school
specific induction program
could solve these issues.
Q11 M & O How much of your personal
identity is tied to your identity
as a teacher?
What role does this identity
play in your belief in
remaining in the classroom?
Thank you for participating in this interview. I will stop the recorder now. As stated, before in
the informed consent process, I will apply pseudonyms to ensure anonymity in this study.
Also, at any point prior to the finalization of this process, you are free to inform me of your
intent and withdrawal from the study.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 101
Teacher Interview Procedures
The principal of SES accepted the request from the researcher and assisted in the
communication of the study to elicit teacher participation. The interviews were scheduled during
the days following the end of school. The intention behind this schedule is to alleviate scheduling
conflicts and allow teachers flexibility.
To ensure the comfort of the participants, interviews took place in a location convenient
to them, which will most likely be a classroom or conference room at SES. Prior to the
interviews, teachers were given time to consent to the study and received a copy of the interview
questions. The interview sessions will follow a semi-structured formation. This format provides a
consistent protocol for each interview and allows for the use of probes to go deeper into an
interviewee’s response (Creswell & Creswell, 2017). Given the questions, each interview session
will take 60-75 minutes and will be limited to the designated time to not be too burdensome to
the busy demand of teachers’ schedules.
The interviews were digitally recorded, with the permission of the participants, and then
transcribed. Weiss (1995) argues field notes never capture exactly what was said as speech
patterns are flattened and simplified. The digital files were saved to the University of Southern
California’s Google Drive secure file storage system. In addition to the recordings, field notes
documenting participants’ emotions, the physical environment, research reflections, and
emerging patterns will be written at the conclusion of each interview. Bogdan & Biklen (2007)
suggest field notes facilitate researcher to fill in context to questions when data is analyzed for
themes and connections. To ensure confidentiality, participants were assigned pseudonyms. The
hard-copy list of participants and linked pseudonyms will be in a locked cabinet in the
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 102
researcher’s home. Once the interviews were completed, the data were analyzed to determine the
emerging themes from the participants’ responses.

Survey Procedures
KMO Quantitative Survey
No. KMO
Construct
Survey Item
(question and
response)
Scale of
Measurement
Potential
Analyses
Visual
Representation
Q1 N/A How many years
have you worked at
SES? Include this
school year.

0-5 years
5-10 years
10-15 years
15-25 years
25+ years
Ratio Mean,
Standard
Deviation,
Range
Table
Q2 N/A What gender do you
identify with?
Male
Female
Other
Prefer Not to
Answer
Nominal Percentage,
Frequency
Table, Pie
Chart
Q3 N/A What is your age
group?
(<30, 30-39, 40-49,
50+)
Interval Percentage,
Frequency,
Mode,
Median,
Mean,
Standard
Deviation,
Range
Table, Pie
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 103
Q4 N/A What is your
demographic?
American Indian or
Alaska Native
Asian
Black or African
American
Hispanic, Latino, or
of Spanish origin
Native Hawaiian or
Other Pacific
Islander
White
Nominal Percentage,
Frequency
Table, Pie
Chart
Q5 K-M I possess a skill set
to support all SES
students to achieve
positive educational
outcomes.
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q6 O-S I believe all teachers
are adequately
informed of the
extent of my services
to support students.
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q6 M-E I believe all teachers
actively pursue
integrating my
services to help their
students
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 104
Q8 O-S I believe my services
impact overall
teacher satisfaction
at SES, and thereby
the retention of
teachers.
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q9 O-
Resources
I believe there was
adequate FTE
support personnel
for SES this school
year (18-19).
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q10 O-CS I believe additional
programming such
as professional
development,
professional learning
communities, and
other collaboration
time geared to
educate SES
teachers on support
services would
positively influence
the use of said
services
(strongly disagree,
disagree, agree,
strongly agree
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 105
Q11 M-E I enjoy working with
students
demonstrating high
need for academic,
social, and/or
emotional support
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q12 M-E I am able to find
solutions for
problems I face in
with SES students
(strongly disagree,
disagree, agree,
strongly agree).
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q13 O - CS SES and District
Leaders positively
influence my desire
to remain at the
school. (strongly
disagree, disagree,
agree, strongly
agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q14 O - CS I understand the
mission, vision, and
goals of SES.
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart
Q15 O - CS I feel I am part of a
community at SES.
(strongly disagree,
disagree, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table, Stacked
bar chart

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 106
KMO Construct Key
K-P Knowledge-Procedural
K-C Knowledge-Metacognitive
M-GO Motivation-Goal Orientation
M-E Motivation-Self-efficacy
O-CM Cultural-Model
O-CS Cultural-Setting

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 107
Appendix C: Credibility and Trustworthiness

Lincoln and Guba (1985) correlate credibility and trustworthiness as the qualitative
paradigm of validity and reliability. In terms of validity, Maxwell (2012) discusses two types of
threats to validity that are most common in qualitative studies: research bias and reactivity.
Research bias is defined as the selection of data that fit the researcher’s existing theory, goals
and/or preconceptions, thus the researcher is unable to review all data that may be pertinent
(Maxwell, 2012). Reactivity is defined as the influence of the research on the setting or
individuals studied. (Maxwell, 2012). Data triangulation, member checking, and searching for
disconfirming evidence enhance the validity of a qualitative study (Creswell & Creswell, 2017)
which are elements that were incorporated in this study data analysis. As a former teacher, the
researcher had predispositions toward teacher turnover and while it served as a strength in
building rapport with teacher participants, it may have also biased the researcher’s data analysis
and conclusions. The researcher explicitly used questions to offer alternatives of influences
(disconfirming evidence), restated participant’s responses (member checking), and sought
themes from multiple interviews of teachers with varying level of experiences and backgrounds
(data triangulation).
To ensure reliability in qualitative research, examination of trustworthiness is crucial.
Seale (1999) while establishing good quality studies through reliability and validity in qualitative
research states that the trustworthiness of a research report lies at the heart of issues
conventionally discussed as validity and reliability. Reliability, or in qualitative paradigm,
trustworthiness, is defined as the extent to which results are consistent over time, are an accurate
representation of the total population under study, and if the results of a study can be reproduced
under a similar methodology (Joppe, 2000). Salkind and Winter (2017) suggests test-retest,
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 108
parallel forms, and internal consistency reliability methods can minimize threats to reliability.
Test-retest reliability examine consistency over time, parallel forms reliability examine
consistency across different forms of same test, and internal consistency reliability measures the
extent to which items are consistent with one another (represent one dimension, construct, or
area of interest). For example, this study had eight teacher interviews along with multiple survey
responses from teachers and support personnel with varying levels of experience at SES. The
goal was to achieve a representative sample and saturation point of similar responses from the
data gathered.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 109
Appendix D: Validity and Reliability

For the study to present insights and conclusions credible to readers, practitioners, and
other researchers, the study needed to be rigorously conducted. Validity and reliability are
concerns that can be approached through careful attention to a study’s conceptualization and the
way in which the data are collected, analyzed, and interpreted, and the way in which findings are
presented (Merriam & Tisdell, 2016). Reliability refers to the extent to which research findings
can be replicated (Salkind and Winter, 2017). Firestone (1987) argues a quantitative aspect of a
study must convince peers and others that valid collection procedures have been faithfully
followed. A key concept is the validity threat: a way that the researcher’s findings are wrong.
Huck and Sandler (1979) called them “rival hypothesis” often conceptualized as alternative
explanations or interpretations. The researcher’s survey procedures and administration was be
conducted in ways to minimize validity threat. As this was an evaluation study, there was no pre
and post survey for participants, eliminating the possibility of potential history, maturation, and
statistical regression validity threats. Also, surveys were administered to all support personnel to
acquire a representative sample of SES.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 110
Appendix E: Ethics
While an institutional review board’s approval in social science research act as a
safeguard to participants, the researcher themselves are ultimately responsible for protecting all
study participants. Glesne (2011) suggests a researcher’s primary ethical obligations are to their
subjects and these supersede the goal of seeking new knowledge. As a social science researcher,
informed consent is more than acquiring a signed statement approving participation in the study,
participants must also be informed of the study’s rewards and risks, told the study is voluntary
and confidential, and told they can quit participating at any time (Krueger & Casey, 2009). This
study asked participants to be vulnerable about their beliefs and ideas around their career in
teaching including their longevity projections in their current assignment. Support personnel
were asked about their ability to support teachers and students. This information, if exposed
granularly, could have damaged the view of participants’ supervisors, students, and colleagues. It
was imperative to protect the confidentiality through pseudonyms, appropriately securing data
(recordings, notes, etc.), and timely destroying information that may identify the participants
following the analysis and publication of the study. The researcher-researched relationship code
of ethics instructed researchers to protect the rights of participants to privacy, and to reflect on
and mitigate deceptive aspects of research (Glesne, 2011).
The researcher’s professional role as an Assistant Principal in another school within the
same district as the school chosen to be studied was also addressed as a potential conflict of
interest. While the researcher did not directly supervise the participants in the study as they were
selected from a different school, the researcher acknowledged his own bias as a supervisor,
discussed his dual role with participants, and reiterated and reinforced that his administrative role
should not have been viewed as coercion to be a study participant. Rubin and Rubin (2005)
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 111
argued when one interviews people who see them as important, official, or having power over
them, they might feel they have no choice but to submit to an interview and/or question. It was
critical that during the entire interview process, questions were formulated with non-
interrogation wording and a repetitive statement of the option to pass or not answer was
communicated. This extended to the ability for participants, if desired, to have retracted
something said or deny the use of the interview in the study (Smythe & Murray, 2000).
As the researcher was a key instrument in the study, it was important for the researcher to
address his assumptions and biases in the data collection, data analysis, and reporting process.
The researcher was formerly a beginning teacher in a high poverty school and experienced
negative emotions regarding the influences on his decision to remain in his school assignment.
The researcher resisted the urge to make strong statements reflecting his moral beliefs around
particular influences around teacher retention during the interview. Rubin and Rubin (2012)
suggested an interview is not about educating or debating with the interviewee but hearing what
he or she has to say. While establishing trustworthiness and credibility with participants as a
former teacher in a high poverty school was beneficial, extending his assumed influences on
teacher retention would have been inappropriate and harmful to the entire study. This
philosophical approach needed to continue through the data analysis component. Glesne (2011)
addressed an ethical dilemma when the researcher assumes an “advocate” role in the study who
champions a cause. It was important to contextualize all findings so that responses are framed
within the differential realities of the lives of the study participants.
Above all research needs, the core obligations of study interviews were to ensure no harm
to participants, no deceit was used at any point during interviews, no pressure was applied to
force discussions, mutual respect was established, and all the promises made were kept. These
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 112
obligations were fulfilled, and the requirements of the institutional review board and moral and
ethical social research were met. Discussing one’s professional career is extremely personal.
Teaching is understandably a personal and emotional job as the quality of teaching, in part,
depends on the relationships teachers can establish with their students. Obtaining teachers’
articulation of their experiences about the influences on their professional satisfaction is very
important to develop programs to retain teachers; however, it is also very important to protect
disclosure of non-anonymized discussions to prevent undue harm to teacher study participants.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 113
Appendix F: Limitations and Delimitations
Several limitations should be considered when interpreting the findings of this study:
● Six teachers interviewed does not guarantee representativeness of the perceptions of
approximately 28 SES teachers. It would be inappropriate to generalize the responses to
the entire SES teaching faculty.
● Sampling through email recruitment may result in bias responses.
● Self-efficacy and perception of factual and procedural knowledge responses may differ
from reality.
The delimitations include choosing to interview the teachers and survey support
personnel. Interviewing support personnel may have produced further evidence in beliefs of
teacher retention at SES. Also, another delimitation is not acquiring evidence from other
stakeholders around SES teacher retention including school leadership, students, other staff,
guardians/caregivers, and community members.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 114
Appendix G: Implementation and Evaluation Plan

The integrated implementation and evaluation plan used for this study is the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The process of evaluating training and
development programs is imperative to ensuring their efficaciousness and value (Kirkpatrick &
Kirkpatrick, 2016). The model consists of four disparate levels of evaluation that are followed in
reverse of its numerical order: (4) Results, (3) Behavior, (2) Learning, and (1) Reaction
(Kirkpatrick & Kirkpatrick, 2016). Each level of the evaluation model asks key questions
regarding the training intervention which are:
● were the targeted outcomes a result of the training and what are the leading indicators
that determine this (Level 4);
● are participants applying what they have learned and what are the critical behaviors that
determining this (Level 3);
● did participants gain the required knowledge, skills, attitudes, confidence, and
commitment (Level 2); and
● was the reaction of participants positive and did they find value in the training (Level 1)?
SES’s mission is “To create an inclusive community we build academic, social, and
emotional success in our students. We build trust and have high expectations for our learners.
Our excitement in learning gives us energy and balance.”” The stakeholder group for this study
are SES teachers. This study evaluated and recommended solutions to a teacher’s knowledge,
motivation, and organizational that closes the gap of increasing the SES retention percentage
goal.

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 115
Level 4: Results and Leading Indicators
Table 12 shows the results and leading indicators in the form of outcomes, metrics, and
methods for both external and internal outcomes for teacher retention at SES established prior to
study completion. While both sets of outcomes are important for the achievement of the overall
organizational goal, the internal outcomes take priority. As internal outcomes are achieved, the
external outcomes demonstrated by family and student stakeholder groups will be accomplished.
Table 12 below outlines the desired outcomes as a result of the implementation and the metrics
and methods in measure the success of those outcomes.
Table 12
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Welcoming and
culturally-responsive
school climate.
Percentage of increase on
parent/caregiver satisfaction
survey scores.
Annual Perception Survey
administered to parent/caregiver
School educational
quality.
Percentage of increase on
parent/caregiver satisfaction
survey scores.
Annual Perception Survey
administered to parent/caregiver
Internal Outcomes
Teacher retention 75% of certificated teachers
return to SES to teach each year
starting in 2020-2021 school
year
A comprehensive teacher
retention program to increase
retention
Professional culture
(collaboration, mutual
respect, effective process
for making group
decisions and solving
problems,
communication,
continuous professional
learning is highly valued)
Percentage of increase on
teacher satisfaction survey
scores.
Annual Perception Survey
administered to faculty and
staff.

Professional practice
(common understanding
of best practices, support
Percentage of increase on
teacher satisfaction survey
scores.
Annual Perception Survey
administered to faculty and
staff.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 116
to differentiate and
modify instruction for
students, process and plan
for identifying students
who struggle, support for
student behavior and
discipline problems.

Level 3: Behavior
Critical behaviors. As the primary stakeholder group, SES certificated teachers must
demonstrate critical behaviors found in Table 13 to reach Level 4 outcomes.
Table 13

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Teachers will
participate in
professional
development,
professional learning
communities, and
collaborative
activities.
Percentage level
participation in
Professional Learning
Communities based
on rubric (preparation,
discussion, action)
School leadership team
will assess Professional
Learning Community
Indicators
Monthly
2.Teachers will
increase emotional
resilience and self-
care.
Percentage positive
ratings on self-
reported surveys
School leadership will
track self-reported
essays
Biannually assessed
3. Teachers
implement trauma-
informed instruction
developed from
professional
development.
Rate of desired
instructional Shifts in
classroom
School leadership and
peer walkthroughs in
classrooms
Monthly

Required drivers. The critical behaviors are supported by the organization through
required drivers that reinforce, monitor, encourage, and reward performance (Kirkpatrick &
Kirkpatrick, 2016). To assist SES teachers in achieving the stated goal, the organization and
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 117
leadership should provide job aids to help them with information on PLC implementation, self-
care and emotional resilience, and trauma informed instruction. There should also be
opportunities to meet with colleagues to share best practices for developing trauma-informed
instruction. Table 14 outlines the recommended drivers to support critical behaviors of SES
teachers.
Table 14
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors Supported
Reinforcing
School leadership provides
templates for PLC’s to drive
data analysis including key
steps and checklists.
Ongoing 1
A job aid that fully details the
curriculum, instruction, and
assessment materials to
appropriately deliver trauma
informed education.
Ongoing 3
A job aid that fully details
components necessary to
address teacher self-care and
emotional resilience.
Ongoing 2
Encouraging
Encourage communication to
address potential
misunderstandings about the
rationale and importance of
the adult programming
activities
Weekly 1, 2, 3
Peer modeling during team
meetings.
Monthly 1, 2, 3
Rewarding
School leadership publicly
acknowledges teachers’
success in progress toward
teacher retention such as
internal newsletters, all staff
meetings, and group
meetings.
Monthly 1, 3
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 118
Monitoring
School leaders conduct
observations and feedback
loop with all teachers to
monitor implementation of
trauma informed instruction.
Monthly 1
School leaders conduct
observation of professional
learning communities to
provide support, coaching,
and monitoring.
Weekly 2, 3

Organizational support. Organizational support is vital if any of the organization's
recommendations are to be implemented. Having the requisite job aids, communication systems,
and team meetings in support of best practices will increase the likelihood that SES teachers will
successfully achieve the stated performance goal. The organization will benefit from a stable
teaching faculty that support all stakeholders and the mission.
Level 2: Learning
Learning Goals. Following completion of the recommended solutions through
implementation of professional development events, SES teachers will:
1. Summarize solid content and pedagogical knowledge in trauma-informed education
(Declarative knowledge).
2. Apply available academic and social emotional supports for students and the process in
accessing those supports (Procedural Knowledge).
3. Reflect on what they know about positive influences on teacher retention (Metacognitive
Knowledge).
4. Be confident when addressing social emotional needs of their students (Self-efficacy).
(Emotional resilience, self-care from compassion fatigue).
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 119
5. Value adult programming within the school including professional learning communities,
mentors, and collaboration (Utility Value).
6. Apply self-care and emotional resilience activities (Metacognitive).
Program. Based on knowledge, motivation, and organizational needs the professional
development program tailored for the organization inclusive of the teaching faculty will support
them in achieving the learning goals listed above. The program will engage the organization in
increasing its collective content and pedagogical knowledge, application of available supports to
address student social and emotional needs, and reflection in efforts to develop emotional
resilience. The organization will also develop systematic opportunities for collaborative learning
and sharing to increase collective efficacy.
Components of learning. For the teaching faculty to develop content and pedagogy
knowledge, and self-efficacy in addressing the social and emotional needs of students, they need
to feel they have the requisite declarative knowledge. The five components of learning are
knowledge, skills, attitude, confidence, and commitment (Kirkpatrick & Kirkpatrick, 2016).
Therefore, it is important to evaluate the extent to which teachers have learned both declarative
and procedural knowledge. Teachers must also see the value in the professional development
program for accomplishing day-to-day tasks. Table 15 outlines the evaluation methods as well as
the timing.
Table 15
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Assessment of trauma-informed practices Minimum two observation during the school
year
Self-reported assessment of self-care and self-
efficacy
During and immediately after the program
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 120
Procedural Skills “I can do it right now.”
Checklist of observation During the program
Scenarios in which procedural knowledge is
demonstrated in the solution
During and after
Attitude “I believe this is worthwhile.”
Discussion about the value and rationale During and after the program
Teachers’ comments on the value of what they
are being asked to do on the job.
During and after the program
Confidence “I think I can do it on the job.”
Observations during team collaboration During and after the program
Commitment “I will do it on the job.”
Discussions following practice and feedback. During the workshop and at planning
meetings.
Create an individual action plan During the program

Level 1: Reaction
Level One measures participants’ engagement, relevance, and participant satisfaction
reactions from a program experience (Kirkpatrick & Kirkpatrick, 2016). Table 16 outlines the
components to measure reactions to the program.
Table 16
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Attendance Records At the beginning of the program
Asking meaningful questions During the program
Completion of practice scenario After the program
Relevance
Pulse check via survey and/or discussion Before and after breaks during the program
Anonymous Survey After the program
Customer Satisfaction
Dedicated observer who gauges student
commentary and body language
During each professional development
Anonymous Survey After each professional development

INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 121
Evaluation Tools
It is recommended that the evaluation of the training will use various methods to assist
the facilitators understand the participant’s experience and the learning outcomes and how to
adjust to meet the program training needs. The sections below summarize the evaluation tools to
be used during and immediately following the training program as well as the delayed timeline
recommended in the New World Kirkpatrick Model.
Immediately following the program implementation. School leadership will conduct
pulse checks during the program to gather Level One data on the engagement, relevance, and
satisfaction. Also, following the beginning of the year activities participants will be asked to
complete a survey that measures their attitudes and opinions about the program. Table X
illustrates the survey questions. The objective of the survey is to ascertain if there was perceived
value in the training and if participants are committed to and confident in applying what they
have learned. School leadership will determine the overall understanding of Level One
components including relevance of material covered and program quality.
For Level Two, facilitators will ask participants to share a piece of knowledge obtained
from the content. Teacher participants will share their understanding via scenarios derived from
program materials. Participants will have opportunities to discuss and reflect on what they know
and understood from the course content.
Delayed for a period after the program implementation. A few weeks after the
program concludes, an evaluation will be conducted giving participants time to provide more
objective comments. A blended evaluation approach will capture the four levels of the
evaluation model: reaction (satisfaction, engagement, and relevance), learning (confidence in
knowledge acquired), behavior (application on the job), and results (impact in the workplace)
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 122
(Kirkpatrick & Kirkpatrick, 2016). Appendix B is a sample of the blended evaluation survey
where all four levels are represented.
Data Analysis and Reporting
For all school staff (teachers and non-classroom teachers) data analysis and reporting
should be basic and transparent. First, the analysis should simply measure the number of faculty
who have received information pamphlets, job aids, and who have participated in trauma-
informed lesson demonstrations. There also should be progress monitoring of adult programming
implementation in classrooms. Ultimately, the stakeholder goals and Level 4 goal is measured by
percentage of teachers retained from year to year at SES. Also, both short-term and delayed-term
survey results should also be disseminated. Table 18 below demonstrates a dashboard with Level
4 goals. It provides a longitudinal history of overall teacher retention percentage over three
school years. Also, the percentages are disaggregated in two groups, teachers with less than five
years of experience at SES and those with more than five years. Table 17 also shows the
organizational goal for school year 2020-2021.
Table 17
Dashboard of SES Annual Teacher Retention Percentage with 2020-2021 Goal
SES Annual Teacher Retention Percentage with 2020-2021 Goal
School Year 2017-2018 2018-2019 2019-2020 Goal 2020-2021
% Faculty
Retained
from last year
65% 65% 70%

80% faculty
retained from
19-20
% Faculty
Retained with
less than 5 years
at SES
65% 70% 75%
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 123
% Faculty
Retained with
over 5 years at
SES
90% 95% 95%

Summary
The framework used for this evaluation was the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016). The model focuses on the development of proposed solutions,
the creation of implementation plans, and a roadmap for an overall evaluation of the plan. The
New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) begins with the end result or
desired outcome to ensure everyone on the team is striving to achieve the same goal. Next, the
model helps the organization determine and monitor critical behaviors and required drivers that
are needed once the team members are back at their jobs and beginning to implement the
program and the strategic plan. This element of the model is called Level 3 Behavior. “Active
execution and monitoring of required drivers are perhaps the biggest indicator of program
success for any initiative” (Kirkpatrick & Kirkpatrick, 2016, p. 14).
The next focus is on Level 2 Learning, which measures the degree to which participants
develop additional knowledge, improved skills, positive attitudes, and increased confidence and
commitment to achieve their goals. Helping the team members learn how to close the learning
gap in these areas will be critical success factors in order to ensure the team achieves their
organizational goal. Finally, the evaluation process focuses on Level 1 Reaction which assesses
engagement, relevance, and overall customer satisfaction. While this level is less critical than the
other levels, it is still an important element of the plan to ensure all of the team members are
actively engaged and focused on achieving both their own goals and the goals of the
organization.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 124
Appendix H: Consent Form

Influence Teacher Retention: An Evaluation Study
Informed Consent Form

Abstract: The study intends to illuminate teacher retention influences in an urban context at a
public elementary school. Through a mixed methods approach of teacher interviews and survey
non-classroom support personnel, this dissertation will evaluate the knowledge, motivational,
and organizational factors of teacher retention at the site under the study.

● I voluntarily agree to participate in this research study.
● I understand that even if I agree to participate now, I can withdraw at any time or
refuse to answer any question without any consequences of any kind.
● I understand that I can withdraw permission to use data from my interview within two
weeks after the interview, in which case the material will be deleted.
● I have had the purpose and nature of the study explained to me in writing and I have
had the opportunity to ask questions about the study.
● I understand that teacher participation involves a 45-60 minute one on one interview
with questions on teacher retention (preparation, compensation, induction & mentoring,
and teaching conditions).
● I understand that non-class teacher participation involves an electronic survey with
questions on their influences to teacher retention.
● I agree to my interview being audio-recorded. I understand that all information I
provide for this study will be treated confidentially.
INFLUENCING TEACHER RETENTION: AN EVALUATION STUDY 125
● I understand that in any report on the results of this research my identity will remain
anonymous. This will be done by changing my name and disguising any details of my
interview which may reveal my identity or the identity of people I speak about.
● I understand that disguised extracts from my interview may be quoted in the
dissertation.
● I understand that signed consent forms and original audio recordings will be retained
in 8716 Sand Point Way NE Apt. #10, Seattle, WA, 98115.
● I understand that a transcript of my interview in which all identifying information has
been removed will be retained for six months.
● I understand that under freedom of information legalization I am entitled to access the
information I have provided at any time while it is in storage as specified above.
● I understand that I am free to contact any of the principal investigator, Chris Cordell, to
seek further clarification and information.

By signing below, I agree that I have read the above declarations and give permission to
participate in this study:

_____________________________________ _______________
Signature of research participant Date

_____________________________________ _______________
Signature of researcher Data

Abstract (if available)

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Asset Metadata

Creator Cordell, Christopher (author)

Core Title Influencing teacher retention: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 11/21/2019

Defense Date 10/14/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag induction and mentoring,OAI-PMH Harvest,teacher retention,teacher turnover,teaching conditions

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Stowe, Kathy (committee chair), Ott, Maria (committee member), Tiwana, Ravneet (committee member)

Creator Email ccordell@usc.edu,CORDELLCHRIS75@GMAIL.COM

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-234456

Unique identifier UC11673498

Identifier etd-CordellChr-7949.pdf (filename),usctheses-c89-234456 (legacy record id)

Legacy Identifier etd-CordellChr-7949.pdf

Dmrecord 234456

Document Type Dissertation

Rights Cordell, Christopher

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA