The four-day school week in K-12 rural schools in Texas : experiences of conditions for retention.

This study is designed to investigate reasons for, and issues regarding, the implementation of the four-day school week in a rural school district and its impacts on the attrition of its teachers, specifically in the Career and Technology Education (CTE) ag science area. Data was examined to identify how the move to the modified schedule affected the attrition rate of the CTE teachers. The findings of the study provide literature on ways the working conditions of teachers are impacted by the four-day week and how it changed the retention rate and attrition of CTE teachers in a small rural Texas school district.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Doster, Kelly, 1973-

Advisor dc:contributor.advisor

• Urick, Angela.

• Teacher retention.
• Four-day week.
• Working conditions.
• Rual school district.
• Career and Technical Education (CTE)
• Teacher attrition.
• Modified school schedule.
• Teacher working conditions.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14651

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14651