The teacher shortage is a threat facing our nation as many school districts have difficulty filling vacancies with qualified, effective teachers. Research has shown that the greatest contributing factor to the teacher shortage is the considerable number of teachers exiting the profession preretirement (Becker & Grob, 2021; Geringer, 2003; Ingersoll, 2001; Shakrani, 2008; Sutcher et al., 2016). As a result, a vast amount of literature has focused on teacher retention, teacher turnover, and factors influencing teachers’ decisions to stay or leave. This quantitative research study contributed to the body of literature regarding teacher retention by considering a financial lens. Specifically, this study examined the extent to which the total amount expended on instructional staff training predicts teacher retention when controlling for factors that have been found to influence teachers’ decisions to remain or exit their respective schools. A conceptual framework underpinning this study incorporated the return on investment (ROI) model (Castellano, 2015; Flesher & Previts, 2013), the concept of investing in employee training (Devi & Shaik, 2012; Hanif et al., 2013; Rodriguez & Walters, 2017; Salas et al., 2012), self-efficacy theory (Bandura, 1977), and the organizational social capital construct (Leana & Van Buren, 1999).
","abstract_html":"<p>The teacher shortage is a threat facing our nation as many school districts have difficulty filling vacancies with qualified, effective teachers. Research has shown that the greatest contributing factor to the teacher shortage is the considerable number of teachers exiting the profession preretirement (Becker & Grob, 2021; Geringer, 2003; Ingersoll, 2001; Shakrani, 2008; Sutcher et al., 2016). As a result, a vast amount of literature has focused on teacher retention, teacher turnover, and factors influencing teachers’ decisions to stay or leave. This quantitative research study contributed to the body of literature regarding teacher retention by considering a financial lens. Specifically, this study examined the extent to which the total amount expended on instructional staff training predicts teacher retention when controlling for factors that have been found to influence teachers’ decisions to remain or exit their respective schools. A conceptual framework underpinning this study incorporated the return on investment (ROI) model (Castellano, 2015; Flesher & Previts, 2013), the concept of investing in employee training (Devi & Shaik, 2012; Hanif et al., 2013; Rodriguez & Walters, 2017; Salas et al., 2012), self-efficacy theory (Bandura, 1977), and the organizational social capital construct (Leana & Van Buren, 1999).</p>","abstract_has_math":false,"creators":["Holloway, Sunita"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Albert Jimenez","Dr. Arvin Johnson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-10-24T07:00:00Z","date_published":"2022-10-24T07:00:00Z","updated_at":"2026-07-24T02:43:58Z","subjects":["professional development","school climate","teacher turnover","novice teachers","school finance","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/34","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Albert Jimenez","Dr. Arvin Johnson"]},{"key":"dc:creator","label":"Author","values":["Holloway, Sunita"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional development","school climate","teacher turnover","novice teachers","school finance","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/34"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The teacher shortage is a threat facing our nation as many school districts have difficulty filling vacancies with qualified, effective teachers. Research has shown that the greatest contributing factor to the teacher shortage is the considerable number of teachers exiting the profession preretirement (Becker & Grob, 2021; Geringer, 2003; Ingersoll, 2001; Shakrani, 2008; Sutcher et al., 2016). As a result, a vast amount of literature has focused on teacher retention, teacher turnover, and factors influencing teachers’ decisions to stay or leave. This quantitative research study contributed to the body of literature regarding teacher retention by considering a financial lens. Specifically, this study examined the extent to which the total amount expended on instructional staff training predicts teacher retention when controlling for factors that have been found to influence teachers’ decisions to remain or exit their respective schools. A conceptual framework underpinning this study incorporated the return on investment (ROI) model (Castellano, 2015; Flesher & Previts, 2013), the concept of investing in employee training (Devi & Shaik, 2012; Hanif et al., 2013; Rodriguez & Walters, 2017; Salas et al., 2012), self-efficacy theory (Bandura, 1977), and the organizational social capital construct (Leana & Van Buren, 1999).
"]},{"key":"dc:title","label":"Title","values":["The Relationship between Instructional Staff Training Expenditures and Teacher Retention: Comparing Georgia Public Schools"]}]}],"canonical_facts":{"dc:contributor":["Dr. Albert Jimenez","Dr. Arvin Johnson"],"dc:creator":["Holloway, Sunita"],"dc:description.abstract":["The teacher shortage is a threat facing our nation as many school districts have difficulty filling vacancies with qualified, effective teachers. Research has shown that the greatest contributing factor to the teacher shortage is the considerable number of teachers exiting the profession preretirement (Becker & Grob, 2021; Geringer, 2003; Ingersoll, 2001; Shakrani, 2008; Sutcher et al., 2016). As a result, a vast amount of literature has focused on teacher retention, teacher turnover, and factors influencing teachers’ decisions to stay or leave. This quantitative research study contributed to the body of literature regarding teacher retention by considering a financial lens. Specifically, this study examined the extent to which the total amount expended on instructional staff training predicts teacher retention when controlling for factors that have been found to influence teachers’ decisions to remain or exit their respective schools. A conceptual framework underpinning this study incorporated the return on investment (ROI) model (Castellano, 2015; Flesher & Previts, 2013), the concept of investing in employee training (Devi & Shaik, 2012; Hanif et al., 2013; Rodriguez & Walters, 2017; Salas et al., 2012), self-efficacy theory (Bandura, 1977), and the organizational social capital construct (Leana & Van Buren, 1999).
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/34"],"dc:subject":["professional development","school climate","teacher turnover","novice teachers","school finance","Educational Leadership"],"dc:title":["The Relationship between Instructional Staff Training Expenditures and Teacher Retention: Comparing Georgia Public Schools"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:43:58Z"}