Date of Award
Spring 2021
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
College
College of Education
Department
Department of Education
Primary Advisor
Dr. Amy Bratten
Second Advisor
Dr. James Anderson
Third Advisor
Dr. Anissa Brockington
Abstract
The purpose of this study was to determine factors influencing teacher retention in project-based learning (PBL) schools. Ascertaining these factors and devising a list of best practices could aid both PBL and non-PBL schools in bolstering their schools’ teacher retention rates. School administrators could examine the research to extrapolate specific practices that would benefit the unique culture of their schools. This mixed-methods study utilized a survey and interviews to address the two research questions. Themes that emerged from interviews with current PBL teachers were colleague interactions, administrative support, student interactions, autonomy, and motivation. Themes emerging from interviews with PBL school administrators were relationships and autonomy. Last, themes emerging from interviews with former PBL teachers were motivation, student interactions, colleague interactions, and benefits. By examining the themes associated with PBL teacher retention, administrators can devise best practices to positively influence teacher retention within their individual schools.
Recommended Citation
Bielling, Elizabeth C., "A QUALITATIVE STUDY OF TEACHER RETENTION IN PROJECT-BASED LEARNING SCHOOLS" (2021). Doctor of Education (Ed.D). 78.
https://firescholars.seu.edu/coe/78