EMPHASIZING PROFESSIONALISM TO ADDRESS TEACHER TURNOVER AT DILLARD MIDDLE SCHOOL

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Gary W. Hales (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: The dissertation examines the effects professional learning communities can have on improving teacher retention in a high needs school. The goal is to positively impact teacher retention by emphasizing and encouraging professionalism. For the purpose of this study , professionalism is defined as providing teachers with the necessary structures and support to effectively transition teachers from isolated working environments to environments , which build school level support networks through collaborative , collegial interaction. Improvement science methodology was utilized to implement , structure , and support the professional learning communities. While improvement of teacher retention was the primary goal , a secondary goal was to also positively impact discipline and student achievement by providing a more positive , collaborative , and stable learning environment. Survey data was collected throughout the year , and North Carolina School Report Card Data was utilized to determine success of implementation. After one year of professional learning community implementation , data supported the positive impact on teacher retention in a high needs school. However , the secondary impact of improving student discipline and student achievement was not as successful after one year. A sustained , focused approach and continued training will be necessary to affect change to discipline and achievement and would require further study.

Additional Information

Publication

Dissertation

Language: English

Date: 2017

Keywords

Professionalism, Support from Principal

Subjects

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