K-12 Public Education to Big too Fail: How can K-12 Public School Funding be Directed in Order to Attract and Retain High Quality Educators who will be Highly Successful with students?
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research question addressed in this project was, how can K-12 public school funding be directed in order to attract and retain high quality educators who will be highly successful with students? It documents the thoughts of five Minnesota public school teachers from different grade levels, subjects, and school locations to find out what variable influences their job satisfaction and retention in the teaching profession. It integrated both qualitative and quantitative research methods to help better understand what mediating variable influences teacher job satisfaction and retention by asking both open ended interview questions and a survey question to collect data on ten different variables. The author documents the details of the results and finding by exploring themes that emerged from data and uses related research literature to construct meaning and validate the study. The project concludes that: 1) the mediating variable that influences teacher job satisfaction and retention is job security/funding stability of a school; 2) and the variable with least amount of influence on teacher job satisfaction and retention is national standards and standardized tests.
Griffin, Lauren Elizabeth, "K-12 Public Education to Big too Fail: How can K-12 Public School Funding be Directed in Order to Attract and Retain High Quality Educators who will be Highly Successful with students?" (2014). School of Education and Leadership Student Capstone Theses and Dissertations. 66.