This qualitative autoethnographic study explores the phenomenon of teacher turnover as it relates to the researcher’s specific contexts and personal experiences. Through the acts of journaling, coaching, and narrative writing, teachers can better understand influences of culture on their beliefs, values, attitudes, and decisions – especially in regards to actions of movement from one setting to another. The findings indicate that beliefs, values, attitudes, and decisions are learned through a school’s culture, and they can change depending on perspective. The findings also indicate that there is power in dialogue – even for teachers who never felt they had influence or a voice at all.
","abstract_html":"<p>This qualitative autoethnographic study explores the phenomenon of teacher turnover as it relates to the researcher’s specific contexts and personal experiences. Through the acts of journaling, coaching, and narrative writing, teachers can better understand influences of culture on their beliefs, values, attitudes, and decisions – especially in regards to actions of movement from one setting to another. The findings indicate that beliefs, values, attitudes, and decisions are learned through a school’s culture, and they can change depending on perspective. The findings also indicate that there is power in dialogue – even for teachers who never felt they had influence or a voice at all. </p>","abstract_has_math":false,"creators":["Hill, Elizabeth G"],"institution":null,"degree_name":"Doctor of Education in Elementary and Early Childhood Education","degree_level":"Dissertation","degree_discipline":"Elementary and Early Childhood Education","degree_department":null,"school":null,"contributors":["Douglas Bell","Camille Sutton-Brown-Fox"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-07T07:00:00Z","date_published":"2017-05-07T07:00:00Z","updated_at":"2026-07-24T02:43:17Z","subjects":["autoethnography","teacher turnover","self-study","coaching","metaphorical narrative","Early Childhood Education","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eecedoc_etd/1","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Douglas Bell","Camille Sutton-Brown-Fox"]},{"key":"dc:creator","label":"Author","values":["Hill, Elizabeth G"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Elementary and Early Childhood Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Elementary and Early Childhood Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autoethnography","teacher turnover","self-study","coaching","metaphorical narrative","Early Childhood Education","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eecedoc_etd/1"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative autoethnographic study explores the phenomenon of teacher turnover as it relates to the researcher’s specific contexts and personal experiences. Through the acts of journaling, coaching, and narrative writing, teachers can better understand influences of culture on their beliefs, values, attitudes, and decisions – especially in regards to actions of movement from one setting to another. The findings indicate that beliefs, values, attitudes, and decisions are learned through a school’s culture, and they can change depending on perspective. The findings also indicate that there is power in dialogue – even for teachers who never felt they had influence or a voice at all.
"]},{"key":"dc:title","label":"Title","values":["Confronting and Understanding Factors of Teacher Turnover: A Deep-rooted Phenomenon Employing an Autoethnographic Perspective"]}]}],"canonical_facts":{"dc:contributor":["Douglas Bell","Camille Sutton-Brown-Fox"],"dc:creator":["Hill, Elizabeth G"],"dc:description.abstract":["This qualitative autoethnographic study explores the phenomenon of teacher turnover as it relates to the researcher’s specific contexts and personal experiences. Through the acts of journaling, coaching, and narrative writing, teachers can better understand influences of culture on their beliefs, values, attitudes, and decisions – especially in regards to actions of movement from one setting to another. The findings indicate that beliefs, values, attitudes, and decisions are learned through a school’s culture, and they can change depending on perspective. The findings also indicate that there is power in dialogue – even for teachers who never felt they had influence or a voice at all.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eecedoc_etd/1"],"dc:subject":["autoethnography","teacher turnover","self-study","coaching","metaphorical narrative","Early Childhood Education","Elementary Education"],"dc:title":["Confronting and Understanding Factors of Teacher Turnover: A Deep-rooted Phenomenon Employing an Autoethnographic Perspective"],"thesis:degree_discipline":["Elementary and Early Childhood Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Elementary and Early Childhood Education"]},"updated_at":"2026-07-24T02:43:17Z"}