Nuances of Attrition: A Comparison of Factors Influencing Turnover of BIPOC Teachers and their White Peers

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dc.contributor.advisorAlonzo, Julie
dc.contributor.authorSwartz, Nazia
dc.date.accessioned2024-01-09T22:45:59Z
dc.date.available2024-01-09T22:45:59Z
dc.date.issued2024-01-09
dc.description.abstractThis study examines K-12 public school teacher turnover, with a particular focus on teachers of color. Recruiting and retaining well-qualified teaching staff is a challenge in the United States, where annually roughly 16% of teachers either leave the teaching profession entirely or transfer to a different school. This high rate of turnover is of concern given the relationship between a changing teaching workforce and low student learning outcomes. The literature on factors associated with teachers’ decisions to leave the workforce or change schools, along with the impacts on school districts, schools, and students, is synthesized, and the results of a mixed methods study are presented. Sources of data collected for this study include an online survey administered to 120 teachers in the state of Oregon as well as individual interviews with 15 teachers, and 4 focus groups, in which a total of 25 teachers participated. The survey sample includes 36 BIPOC teachers and 84 White teachers. Interview/focus group samples include 16 BIPOC and 9 White teachers. Quantitative findings from Phase 1 include an analysis of variables of interest- School Connectedness, Administrator Supports, Professional Development, Student Processes, Resources and School Diversity by teacher racial groups and intent to leave. When considering all 120 participating teachers in the online survey sample, those who intended to leave the profession reported a significantly less satisfaction with School Connectedness, Professional Development, Student Processes, and Resources. Teachers who had considered leaving their worksite reported a significantly less satisfaction with Administrator Support, and Professional Development. When comparing the experiences of BIPOC teachers with that of White teachers, BIPOC teachers reported a greater satisfaction with Professional Development compared to their White peers; BIPOC teachers who did not intend to leave their worksite also reported a higher satisfaction with Professional Development. Qualitative analysis of focus groups and individual interviews in Phase 2 provided evidence that for BIPOC teachers, race impacted both their experiences in the workplace and their dissatisfaction influencing their desire to leave their worksite or profession. Recommendations for further study, as well as implications for practice are discussed.en_US
dc.identifier.urihttps://hdl.handle.net/1794/29161
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectAdministrator supports to sustain teachersen_US
dc.subjectBIPOC teacher experienceen_US
dc.subjectBIPOC teacher voiceen_US
dc.subjectTeacher Attritionen_US
dc.subjectTeacher Retentionen_US
dc.subjectTeacher satisfaction in Oregonen_US
dc.titleNuances of Attrition: A Comparison of Factors Influencing Turnover of BIPOC Teachers and their White Peers
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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