Confronting and Understanding Factors of Teacher Turnover: A Deep-rooted Phenomenon Employing an Autoethnographic Perspective

<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>

Name thesis:degree_name

Doctor of Education in Elementary and Early Childhood Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Elementary and Early Childhood Education

Year

2017

Author dc:creator

• Hill, Elizabeth G

Contributors dc:contributor

• Douglas Bell
• Camille Sutton-Brown-Fox

• autoethnography
• teacher turnover
• self-study
• coaching
• metaphorical narrative
• Early Childhood Education
• Elementary Education

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/eecedoc_etd/1

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:eecedoc_etd-1002