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