Re-Examining Teacher Turnover in the Era of COVID-19

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dc.contributor.committeeMemberDavis, Bradley W.
dc.contributor.committeeMemberFranklin, Delesa
dc.contributor.committeeMemberKlussmann, Duncan F.
dc.contributor.committeeMemberWoolbaugh, Walter
dc.creatorMwapea, Chrispus Mlambo
dc.creator.orcid0000-0002-3670-3491
dc.date.accessioned2022-12-31T19:43:04Z
dc.date.available2022-12-31T19:43:04Z
dc.date.createdAugust 2022
dc.date.issued2022-06-15
dc.date.updated2022-12-31T19:43:05Z
dc.description.abstractBackground: Teacher turnover is a global problem that continues to have serious ramifications on many governments’ ability to educate their children. Nationally, the estimated annual turnover rate ranges from 13 to 15%, with some recent figures showing beginning teacher turnover rates in Texas to be 36% after four years on the job. With the outbreak of the coronavirus in late 2019 and the subsequent global crisis that resulted in the worldwide closure of educational institutions, the problem of teacher turnover has taken a new dimension. Purpose: The purpose of this study was to investigate the impact of COVID-19 on teacher turnover and identify strategies school leaders have used to mitigate the effects of COVID-19 on turnover. This study also explored pandemic leadership lessons from the principals’ perspective and how these lessons can be used effectively as a strategy to retain teachers. Research questions: Three research questions guided this study: 1) What measures have school leaders put in place to support teachers during the COVID-19 pandemic? 2) What are the perceptions of teachers regarding the measures school leaders put in place to support them during the COVID-19 pandemic? 3) What do teachers and principals perceive as the major determinants of teacher turnover since the onset of the COVID-19 pandemic? Methods: This qualitative study used the methodological approach of interview research to collect data from fourteen teachers and thirteen principals. Through semi-structured open-ended interviews, the study gave a deeper understanding of teachers’ and principals’ perceptions of the reasons for turnover. For data analysis, a combination of Microsoft TEAMS software for recording and transcription, and Dedoose for coding and analysis was used. Additionally, a priori codes were used based on the theoretical framework, the research purpose, and the research questions. Results: This study affirmed the central and multifaceted role principals play in teacher turnover decisions. The key drivers of turnover are perceived differently by teachers and principals. COVID-19 was also found to have a significant impact on teacher turnover due to health and safety concerns, but principal leadership played an outsized contribution. Conclusion: COVID-19 upended education in unparalleled ways in the history of education. The endemic problem of teacher turnover was exacerbated by COVID-19, but school leaders, through their support, have the biggest influence on teacher turnover decisions. As such, school districts must refocus their principal hiring protocols to meet the challenges of leading today’s schools. Furthermore, teachers place a high value on teacher voice and respect for their professionalism, so principals must factor these qualities in their daily practice to reduce turnover.
dc.description.departmentEducational Leadership and Policy Studies, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/13213
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectCOVID-19
dc.subjectTeacher turnover
dc.subjectCrisis leadership
dc.subjectPandemic
dc.titleRe-Examining Teacher Turnover in the Era of COVID-19
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.disciplineProfessional Leadership, Education
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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