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dc.contributor.advisorJimerson, Jo Bethen_US
dc.creatorSomerhalder, Michelle Rae
dc.date.accessioned2024-04-24T14:12:06Z
dc.date.available2024-04-24T14:12:06Z
dc.date.issued2024-04-24
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/64026
dc.description.abstractTeacher attrition is one of the most difficult challenges facing districts, schools, and leaders. The COVID-19 global pandemic forever altered the educational landscape by injecting a sense of uncertainty and accelerating the level of strain on the teaching workforce. This study was designed as an exploratory study, utilizing survey methods to describe, understand, and interpret teacher-reported factors related to teacher attrition. The perspectives and reported experiences of K-12 public-school teachers who worked during the COVID-19 global pandemic were examined. Results from this study indicated that teachers benefit from reduced stress and desirable working conditions, balance between job resources and job demands, increased autonomy, and additional support from leaders. Study recommendations are directed at policymakers and district and campus leaders, with considerations for future research centered around understanding the intricacies of teacher burnout and building teacher retention plans.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoenen_US
dc.subjectEducationen_US
dc.titleAn exploration of factors affecting teacher attrition during & following the COVID-19 pandemicen_US
dc.typeTexten_US
etd.degree.levelDoctor of Educationen_US
local.collegeCollege of Educationen_US
local.departmentEducationen_US
dc.type.genreDissertationen_US


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