{"id":{"repo_id":"loyola-thes","oai_identifier":"oai:ecommons.luc.edu:luc_diss-1323"},"canonical_url":"https://search.dev.ndltd.org/etd/loyola-thes/oai:ecommons.luc.edu:luc_diss-1323","repository":{"repo_id":"loyola-thes","name":"Loyola University Chicago","base_url":"https://ecommons.luc.edu/do/oai/"},"display":{"title":"Elementary School Teachers' Reasons for Staying in Their Current Schools: A Comparison Study","abstract":"<p>This study examines elementary school teachers' reasons for staying in their current schools, specifically, comparing two schools, one from a low-income district and one from a high-income district. The researcher assesses similarities and differences among teacher's perceptions of these factors in these two schools.</p><p>The researcher reviews literature on factors that explain teacher turnover and retention. Furthermore, literature on theories of motivation, such as Herzberg's two-factor theory and Vroom's expectancy theory to motivation was reviewed and also used as a methodological approach to analyze the data.</p><p>To examine elementary school teachers' reasons for staying in their current schools a quantitative and qualitative design is conducted. A self- administered survey is used to gather data from 20 teachers per school. Additionally, participants volunteered to participate in focus groups.</p><p>The findings suggest that most teachers are motivated to stay in their school by the <italics>work itself</italics>. Additionally, although important, satisfiers such as<italics> recognition</italics> and <italics>advancement</italics> are not a motivation for teachers in the high-income school to their decision to stay in their school contrary to the low-income teachers.</p>","abstract_html":"&lt;p&gt;This study examines elementary school teachers&#x27; reasons for staying in their current schools, specifically, comparing two schools, one from a low-income district and one from a high-income district. The researcher assesses similarities and differences among teacher&#x27;s perceptions of these factors in these two schools.&lt;/p&gt;&lt;p&gt;The researcher reviews literature on factors that explain teacher turnover and retention. Furthermore, literature on theories of motivation, such as Herzberg&#x27;s two-factor theory and Vroom&#x27;s expectancy theory to motivation was reviewed and also used as a methodological approach to analyze the data.&lt;/p&gt;&lt;p&gt;To examine elementary school teachers&#x27; reasons for staying in their current schools a quantitative and qualitative design is conducted. A self- administered survey is used to gather data from 20 teachers per school. Additionally, participants volunteered to participate in focus groups.&lt;/p&gt;&lt;p&gt;The findings suggest that most teachers are motivated to stay in their school by the &lt;italics&gt;work itself&lt;/italics&gt;. Additionally, although important, satisfiers such as&lt;italics&gt; recognition&lt;/italics&gt; and &lt;italics&gt;advancement&lt;/italics&gt; are not a motivation for teachers in the high-income school to their decision to stay in their school contrary to the low-income teachers.&lt;/p&gt;","abstract_has_math":false,"creators":["Adrianzen, Luzmila Beanira"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Theology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:23Z","subjects":["job satisfaction","motivation","teacher mobility","teacher retention","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/324","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Adrianzen, Luzmila Beanira"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:10:18Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Theology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["job satisfaction","motivation","teacher mobility","teacher retention","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/324"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["<p>This study examines elementary school teachers' reasons for staying in their current schools, specifically, comparing two schools, one from a low-income district and one from a high-income district. The researcher assesses similarities and differences among teacher's perceptions of these factors in these two schools.</p><p>The researcher reviews literature on factors that explain teacher turnover and retention. Furthermore, literature on theories of motivation, such as Herzberg's two-factor theory and Vroom's expectancy theory to motivation was reviewed and also used as a methodological approach to analyze the data.</p><p>To examine elementary school teachers' reasons for staying in their current schools a quantitative and qualitative design is conducted. A self- administered survey is used to gather data from 20 teachers per school. Additionally, participants volunteered to participate in focus groups.</p><p>The findings suggest that most teachers are motivated to stay in their school by the <italics>work itself</italics>. Additionally, although important, satisfiers such as<italics> recognition</italics> and <italics>advancement</italics> are not a motivation for teachers in the high-income school to their decision to stay in their school contrary to the low-income teachers.</p>"]},{"key":"dc:title","label":"Title","values":["Elementary School Teachers' Reasons for Staying in Their Current Schools: A Comparison Study"]}]}],"canonical_facts":{"dc:creator":["Adrianzen, Luzmila Beanira"],"dc:date.available":["2016-03-31T17:10:18Z"],"dc:description.abstract":["<p>This study examines elementary school teachers' reasons for staying in their current schools, specifically, comparing two schools, one from a low-income district and one from a high-income district. The researcher assesses similarities and differences among teacher's perceptions of these factors in these two schools.</p><p>The researcher reviews literature on factors that explain teacher turnover and retention. Furthermore, literature on theories of motivation, such as Herzberg's two-factor theory and Vroom's expectancy theory to motivation was reviewed and also used as a methodological approach to analyze the data.</p><p>To examine elementary school teachers' reasons for staying in their current schools a quantitative and qualitative design is conducted. A self- administered survey is used to gather data from 20 teachers per school. Additionally, participants volunteered to participate in focus groups.</p><p>The findings suggest that most teachers are motivated to stay in their school by the <italics>work itself</italics>. Additionally, although important, satisfiers such as<italics> recognition</italics> and <italics>advancement</italics> are not a motivation for teachers in the high-income school to their decision to stay in their school contrary to the low-income teachers.</p>"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/324"],"dc:subject":["job satisfaction","motivation","teacher mobility","teacher retention","Educational Administration and Supervision"],"dc:title":["Elementary School Teachers' Reasons for Staying in Their Current Schools: A Comparison Study"],"thesis:degree_discipline":["Theology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:55:23Z"}