{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13065"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13065","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"The last bell : an embedded case study exploring teacher attrition and mobility in rural Oklahoma.","abstract":"The volume of teachers leaving the educational field is ever-pervasive across schools in the United States (Carver-Thomas & Darling-Hammond, 2019). Researchers have been highlighting the causes and implications of teacher attrition and mobility for decades (Bobbit et al., 1991; Carver-Thomas & Darling-Hammond, 2019; Ingersoll, 2001; Sutcher et al., 2016). However, less research exists for rural Oklahoma. This study explored the environmental, behavioral, and personal factors influencing the career decisions of classroom teachers within one rural Oklahoma school district. More pointedly, the study explored the experiences of six elementary and secondary classroom teachers to understand decisions regarding retention, attrition, and mobility. The study used an embedded single case study design guided by Bandura's (1986) triadic reciprocal determinism and a constructivist lens. In the fall of 2023, data collection commenced with a qualitative survey, followed by classroom observations and semi-structured interviews. The qualitative survey served as an instrument to select participants and glean first impressions on teacher retention and attrition. The current level of teaching assignment organically created the two embedded units, Embedded Unit A, consisting of two elementary and Embedded Unit B, consisting of four secondary teachers. I selected participants using criterion sampling from demographic questions. The open-ended questions revolved around their backgrounds and perspectives. I observed each participant once in the classroom and documented their behavior and surroundings. Lastly, I conducted in-person semi-structured interviews with participants to close the study's data collection. The semi-structured interviews provided in-depth commentary on participants' thoughts concerning teacher attrition and retention, supported by survey responses and classroom observations. The study's results illustrated the environmental, behavioral, and personal factors influencing rural teachers' retention and attrition decisions. Under the theme of retention influences, administrative support, professional development, salary and benefits, peer collaboration, commitment to students, and personal and family ties influenced participants. Within the theme of attrition, turnover, and mobility influences, a lack of resources, political and policy issues, administrative support, peer collaboration, emotional toll and feeling undervalued, and personal and family factors influenced participants. Furthermore, the findings illuminated the bi-directional pull discussed in Bandura's (1986) triadic reciprocal determinism.","abstract_html":"The volume of teachers leaving the educational field is ever-pervasive across schools in the United States (Carver-Thomas & Darling-Hammond, 2019). Researchers have been highlighting the causes and implications of teacher attrition and mobility for decades (Bobbit et al., 1991; Carver-Thomas & Darling-Hammond, 2019; Ingersoll, 2001; Sutcher et al., 2016). However, less research exists for rural Oklahoma. This study explored the environmental, behavioral, and personal factors influencing the career decisions of classroom teachers within one rural Oklahoma school district. More pointedly, the study explored the experiences of six elementary and secondary classroom teachers to understand decisions regarding retention, attrition, and mobility. The study used an embedded single case study design guided by Bandura's (1986) triadic reciprocal determinism and a constructivist lens. In the fall of 2023, data collection commenced with a qualitative survey, followed by classroom observations and semi-structured interviews. The qualitative survey served as an instrument to select participants and glean first impressions on teacher retention and attrition. The current level of teaching assignment organically created the two embedded units, Embedded Unit A, consisting of two elementary and Embedded Unit B, consisting of four secondary teachers. I selected participants using criterion sampling from demographic questions. The open-ended questions revolved around their backgrounds and perspectives. I observed each participant once in the classroom and documented their behavior and surroundings. Lastly, I conducted in-person semi-structured interviews with participants to close the study's data collection. The semi-structured interviews provided in-depth commentary on participants' thoughts concerning teacher attrition and retention, supported by survey responses and classroom observations. The study's results illustrated the environmental, behavioral, and personal factors influencing rural teachers' retention and attrition decisions. Under the theme of retention influences, administrative support, professional development, salary and benefits, peer collaboration, commitment to students, and personal and family ties influenced participants. Within the theme of attrition, turnover, and mobility influences, a lack of resources, political and policy issues, administrative support, peer collaboration, emotional toll and feeling undervalued, and personal and family factors influenced participants. Furthermore, the findings illuminated the bi-directional pull discussed in Bandura's (1986) triadic reciprocal determinism.","abstract_has_math":false,"creators":["Speer, Emma L., 1979-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["O'Connor Marsano, Erin."],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T01:08:02Z","subjects":["Teacher attrition.","Teacher turnover.","Teacher mobility.","Rural schools.","Triadic reciprocal determinism.","Oklahoma."],"languages":["en"],"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."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/13065","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["O'Connor Marsano, Erin."]},{"key":"dc:creator","label":"Author","values":["Speer, Emma L., 1979-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-12-19T15:57:16Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-19T15:57:16Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher attrition.","Teacher turnover.","Teacher mobility.","Rural schools.","Triadic reciprocal determinism.","Oklahoma."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["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."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/13065"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The volume of teachers leaving the educational field is ever-pervasive across schools in the United States (Carver-Thomas & Darling-Hammond, 2019). Researchers have been highlighting the causes and implications of teacher attrition and mobility for decades (Bobbit et al., 1991; Carver-Thomas & Darling-Hammond, 2019; Ingersoll, 2001; Sutcher et al., 2016). However, less research exists for rural Oklahoma. This study explored the environmental, behavioral, and personal factors influencing the career decisions of classroom teachers within one rural Oklahoma school district. More pointedly, the study explored the experiences of six elementary and secondary classroom teachers to understand decisions regarding retention, attrition, and mobility. The study used an embedded single case study design guided by Bandura's (1986) triadic reciprocal determinism and a constructivist lens. In the fall of 2023, data collection commenced with a qualitative survey, followed by classroom observations and semi-structured interviews. The qualitative survey served as an instrument to select participants and glean first impressions on teacher retention and attrition. The current level of teaching assignment organically created the two embedded units, Embedded Unit A, consisting of two elementary and Embedded Unit B, consisting of four secondary teachers. I selected participants using criterion sampling from demographic questions. The open-ended questions revolved around their backgrounds and perspectives. I observed each participant once in the classroom and documented their behavior and surroundings. Lastly, I conducted in-person semi-structured interviews with participants to close the study's data collection. The semi-structured interviews provided in-depth commentary on participants' thoughts concerning teacher attrition and retention, supported by survey responses and classroom observations. The study's results illustrated the environmental, behavioral, and personal factors influencing rural teachers' retention and attrition decisions. Under the theme of retention influences, administrative support, professional development, salary and benefits, peer collaboration, commitment to students, and personal and family ties influenced participants. Within the theme of attrition, turnover, and mobility influences, a lack of resources, political and policy issues, administrative support, peer collaboration, emotional toll and feeling undervalued, and personal and family factors influenced participants. Furthermore, the findings illuminated the bi-directional pull discussed in Bandura's (1986) triadic reciprocal determinism."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The last bell : an embedded case study exploring teacher attrition and mobility in rural Oklahoma."]}]}],"canonical_facts":{"dc:contributor.advisor":["O'Connor Marsano, Erin."],"dc:creator":["Speer, Emma L., 1979-"],"dc:date.accessioned":["2024-12-19T15:57:16Z"],"dc:date.available":["2024-12-19T15:57:16Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["The volume of teachers leaving the educational field is ever-pervasive across schools in the United States (Carver-Thomas & Darling-Hammond, 2019). Researchers have been highlighting the causes and implications of teacher attrition and mobility for decades (Bobbit et al., 1991; Carver-Thomas & Darling-Hammond, 2019; Ingersoll, 2001; Sutcher et al., 2016). However, less research exists for rural Oklahoma. This study explored the environmental, behavioral, and personal factors influencing the career decisions of classroom teachers within one rural Oklahoma school district. More pointedly, the study explored the experiences of six elementary and secondary classroom teachers to understand decisions regarding retention, attrition, and mobility. The study used an embedded single case study design guided by Bandura's (1986) triadic reciprocal determinism and a constructivist lens. In the fall of 2023, data collection commenced with a qualitative survey, followed by classroom observations and semi-structured interviews. The qualitative survey served as an instrument to select participants and glean first impressions on teacher retention and attrition. The current level of teaching assignment organically created the two embedded units, Embedded Unit A, consisting of two elementary and Embedded Unit B, consisting of four secondary teachers. I selected participants using criterion sampling from demographic questions. The open-ended questions revolved around their backgrounds and perspectives. I observed each participant once in the classroom and documented their behavior and surroundings. Lastly, I conducted in-person semi-structured interviews with participants to close the study's data collection. The semi-structured interviews provided in-depth commentary on participants' thoughts concerning teacher attrition and retention, supported by survey responses and classroom observations. The study's results illustrated the environmental, behavioral, and personal factors influencing rural teachers' retention and attrition decisions. Under the theme of retention influences, administrative support, professional development, salary and benefits, peer collaboration, commitment to students, and personal and family ties influenced participants. Within the theme of attrition, turnover, and mobility influences, a lack of resources, political and policy issues, administrative support, peer collaboration, emotional toll and feeling undervalued, and personal and family factors influenced participants. Furthermore, the findings illuminated the bi-directional pull discussed in Bandura's (1986) triadic reciprocal determinism."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/13065"],"dc:language.iso":["en"],"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."],"dc:subject":["Teacher attrition.","Teacher turnover.","Teacher mobility.","Rural schools.","Triadic reciprocal determinism.","Oklahoma."],"dc:title":["The last bell : an embedded case study exploring teacher attrition and mobility in rural Oklahoma."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:02Z"}