Understanding Teacher Retention through the lens of secondary mathematics teachers in Hawai'i: A mixed methods study

dc.contributor.advisor Nguyen, Thanh Truc T.
dc.contributor.author Covell, Cynthia Ann
dc.contributor.department Educational Administration
dc.date.accessioned 2020-11-25T18:25:17Z
dc.date.available 2020-11-25T18:25:17Z
dc.date.issued 2020
dc.description.degree D.Ed.
dc.identifier.uri http://hdl.handle.net/10125/70373
dc.subject Education
dc.subject Education policy
dc.subject Educational psychology
dc.subject Hawaii mathematics teachers
dc.subject school leadership
dc.subject self-determination theory
dc.subject teacher job satisfaction
dc.subject teacher relationships
dc.subject teacher retention
dc.title Understanding Teacher Retention through the lens of secondary mathematics teachers in Hawai'i: A mixed methods study
dc.type Thesis
dcterms.abstract Abstract Mathematics teacher shortages have been a chronic problem in Hawaiʻi, particularly in middle and high schools. The purpose of this study was to gain a better understanding of the self-reported factors that impact secondary mathematics teachers’ retention decisions. Using Deci and Ryan’s (1995) self-determination theory, teachers’ perceptions of their sense of autonomy, competence and belonging were studied to examine how these factors relate to teachers’ feelings around motivation and job satisfaction. Using a mixed methods design, data were collected through an on-line survey of 101 secondary mathematics teachers followed by focus groups and interviews with an additional 15 teachers. Results suggest that making a difference in student academic and personal growth mattered most to teachers and was the strongest motivational factor influencing job satisfaction. Moderate significance was found in the relationship between job satisfaction and teacher relationships with colleagues, students, and administrators that kept them committed to teaching in Hawaiʻi’s public schools. Other factors that influenced teachers job satisfaction included having a supportive working environment, classroom autonomy, and acknowledgement received about the value of their work. Factors that negatively impacted teachers included low pay, perceptions of a lack of administrator support, and job stress. Study findings include implications for administrators, educators and policy makers such as fostering a culture of autonomy, efficacy and relationship-supportive behaviors which might include: consideration of competitive salaries, increased participation in relevant professional and leadership development, giving teachers voice and choice, providing strong instructional support, and creating collaborative opportunities for teachers to enhance student learning.
dcterms.extent 267 pages
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:10764
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