The effect of teacher leadership on retention plans and teacher attitudes among new North Carolina teachers

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Last Modified
  • March 22, 2019
Creator
  • Kendall, Lauren Tarabokia
    • Affiliation: School of Education
Abstract
  • In education, as in any field, attracting and sustaining highly trained and effective professionals is necessary for the health of the organization. Consequently, the high attrition rate of teachers in their first five years is especially troublesome for schools across the country. This is especially true in North Carolina, where new teacher attrition is higher than the national average. Previous studies suggested that teacher leadership, a term broadly defined in the literature, may promote teacher retention. Recognizing first, that teacher attrition presents a significant challenge to schools and second, that leadership opportunities may affect teachers' intentions to stay or leave, this study investigated the effect of leadership on new teachers' retention plans and attitudes about teaching using the 2007-2008 Schools and Staffing Survey (SASS). The results suggest surprising differences among the effects of formal and informal leadership opportunities on teachers' plans to remain in teaching.
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  • In Copyright
Note
  • "... in partial fulfillment of the requirements for the degree of Masters in Arts in Education in the School of Education."
Advisor
  • O'Sullivan, Rita G.
Degree granting institution
  • University of North Carolina at Chapel Hill
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Place of publication
  • Chapel Hill, NC
Access
  • Open access

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