Introduction Tracey Marston wrote a dissertation titled Factors that Contribute to Teacher Retention in High-Poverty Middle Schools. The purpose of the dissertation was clearly stated in the purpose of the study and also revealed in the review of literature. Marston (2014) purpose for the study was to examine the factors that supported a choice for educators in high poverty schools to choose to stay in those schools. The study was limited to eight teachers form two different middle schools. The teachers gave their thoughts and opinions regarding their decision to continue to teach at a high poverty school (Marston, 2014). The researcher stated that discovering what factors contribute to teacher retention in high poverty schools may be
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The case study method was used to analyze why teachers chose to teach in high poverty schools (Marston, 2014). The research presented chapters two in three in a well-organized manner.
Methods and Approach The researcher conducted interviews with teachers to provide data for the study. The data gathered concerning teacher’s thoughts and opinions of working in a high poverty school. Data was also gathered to determine why teachers chose to stay in a high poverty school. The researcher included question that address factors that attributed to the choice to remain in high-poverty schools. In the review of literature include some of the following topics: job turnovers in the United States, Reasons for turnover, demographic factors, workplace satisfaction factors, and reasons for teacher retention in high poverty schools. Marston (2014) explained that in the researcher perspective that she worked in a high-poverty school for five years. The researcher found that the experience provided insight on the difficulties of teaching in a low-socioeconomic …show more content…
In the study, the interviews and data were analyzed based on each teacher’s thoughts and opinion concerning working in a high-poverty school. The researcher performed a qualitative study to determine why teachers in high poverty schools stay in their positions. The sampling method used was purposeful sampling in efforts to select teachers for the interviews. Each participant was asked in-depth questions that centered around the attributes related to the teacher’s choice for remaining in high-poverty schools. Tracy Marston (2014) gave appropriate details in descriptions concerning the subject matter of teacher retention in high poverty schools. Information was provided describing the type of research designed performed and methods used.
Results and Outcomes Eight teachers were interviewed from two different schools. They were asked the five research questions and the data from their responses was gathered and analyzed. Eleven themes were developed from the researcher’s study. Five of the themes that Marston (2014) found were: relationships with other staff members, relationships with the school community, teacher abilities to work with high poverty kids, and student
The case study method was used to analyze why teachers chose to teach in high poverty schools (Marston, 2014). The research presented chapters two in three in a well-organized manner.
Methods and Approach The researcher conducted interviews with teachers to provide data for the study. The data gathered concerning teacher’s thoughts and opinions of working in a high poverty school. Data was also gathered to determine why teachers chose to stay in a high poverty school. The researcher included question that address factors that attributed to the choice to remain in high-poverty schools. In the review of literature include some of the following topics: job turnovers in the United States, Reasons for turnover, demographic factors, workplace satisfaction factors, and reasons for teacher retention in high poverty schools. Marston (2014) explained that in the researcher perspective that she worked in a high-poverty school for five years. The researcher found that the experience provided insight on the difficulties of teaching in a low-socioeconomic …show more content…
In the study, the interviews and data were analyzed based on each teacher’s thoughts and opinion concerning working in a high-poverty school. The researcher performed a qualitative study to determine why teachers in high poverty schools stay in their positions. The sampling method used was purposeful sampling in efforts to select teachers for the interviews. Each participant was asked in-depth questions that centered around the attributes related to the teacher’s choice for remaining in high-poverty schools. Tracy Marston (2014) gave appropriate details in descriptions concerning the subject matter of teacher retention in high poverty schools. Information was provided describing the type of research designed performed and methods used.
Results and Outcomes Eight teachers were interviewed from two different schools. They were asked the five research questions and the data from their responses was gathered and analyzed. Eleven themes were developed from the researcher’s study. Five of the themes that Marston (2014) found were: relationships with other staff members, relationships with the school community, teacher abilities to work with high poverty kids, and student