Term
Fall 2024
Capstone
Dissertation
Degree Name
EdD
Primary Advisor/Dissertation Chair
Trish Harvey
Abstract
Art Education fosters students' creativity, critical thinking, and problem-solving skills. Still, the field needs help retaining Art Educators. This mixed-methods study explores the factors influencing the retention of Elementary Art Educators within a school or district. It uses an Art Educator Retention Theoretical Framework, through research focused on four aspects of retention: the role of administration, systemic isolation, sense of belonging, and teacher disposition. The methodology used surveys of 72 Art Educators and seven interviews. The data was analyzed using thematic analysis supported by Claude AI and the framework revealing that supportive administrators who value the arts, provide resources, and offer feedback are crucial for Art Teachers' job satisfaction. Systemic isolation, often due to the location of art rooms and lack of common planning time, contributed to feelings of disconnection. A strong sense of belonging fostered through relationships with colleagues and the wider school community was essential for overcoming challenges. Art Teachers' dispositions, including resilience, passion for art education, and commitment to student growth, helped them navigate difficulties. However, lack of support, validation, and connection led some Art Teachers to move districts or leave the profession altogether.
Keywords
Art Education, Staff Development, Teachers/ Teaching
Recommended Citation
Peters, Alicia, "Surviving an Artipelago: Art Educator Retention" (2024). School of Education and Leadership Student Capstone Theses and Dissertations. 4619.
https://digitalcommons.hamline.edu/hse_all/4619
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations
