Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(teacher satisfaction AND retention). Showing records 1 – 30 of 294 total matches.

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of Houston

1. -3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: This study explored teacher retention rates within different Title I schools and why certain teachers stayed in the profession longer than the current five-year… (more)

Subjects/Keywords: Teacher retention; Teacher attrition; Teacher job satisfaction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-3458-4900. (2019). Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5590

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-3458-4900. “Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.” 2019. Doctoral Dissertation, University of Houston. Accessed March 07, 2021. http://hdl.handle.net/10657/5590.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-3458-4900. “Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.” 2019. Web. 07 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10657/5590.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5590

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Georgia

2. Gordy, Stephanie Lyn. Perceptions of new teachers for improving teacher retention in a Georgia suburban school district.

Degree: 2014, University of Georgia

 The purpose of this study was to determine which employee retention initiatives or incentives are preferred by employees in a Georgia suburban school system. If… (more)

Subjects/Keywords: Job Satisfaction; Motivation; Retention; Retention Initiative; Retention Strategies; Teacher Attrition; Teacher Motivation; Teacher Retention; Teacher Turnover

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gordy, S. L. (2014). Perceptions of new teachers for improving teacher retention in a Georgia suburban school district. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gordy, Stephanie Lyn. “Perceptions of new teachers for improving teacher retention in a Georgia suburban school district.” 2014. Thesis, University of Georgia. Accessed March 07, 2021. http://hdl.handle.net/10724/21509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gordy, Stephanie Lyn. “Perceptions of new teachers for improving teacher retention in a Georgia suburban school district.” 2014. Web. 07 Mar 2021.

Vancouver:

Gordy SL. Perceptions of new teachers for improving teacher retention in a Georgia suburban school district. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10724/21509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gordy SL. Perceptions of new teachers for improving teacher retention in a Georgia suburban school district. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

3. Eddins, Gregg M. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.

Degree: 2012, University of Missouri – Columbia

 The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the… (more)

Subjects/Keywords: teacher retention; educational leadership; teacher perception; teacher satisfaction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Eddins, G. M. (2012). The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/33026

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Thesis, University of Missouri – Columbia. Accessed March 07, 2021. https://doi.org/10.32469/10355/33026.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Web. 07 Mar 2021.

Vancouver:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Mar 07]. Available from: https://doi.org/10.32469/10355/33026.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/33026

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

4. Eddins, Gregg M. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.

Degree: 2012, University of Missouri – Columbia

 The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the… (more)

Subjects/Keywords: teacher retention; educational leadership; teacher perception; teacher satisfaction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Eddins, G. M. (2012). The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33026

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Thesis, University of Missouri – Columbia. Accessed March 07, 2021. http://hdl.handle.net/10355/33026.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Web. 07 Mar 2021.

Vancouver:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10355/33026.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33026

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

5. Tippens, Abby Spruill. Georgia agriculture teacher attrition.

Degree: 2014, University of Georgia

 The purpose of this study was to determine the primary factors contributing to the retention or attrition of Georgia agriculture teachers. Data was collected during… (more)

Subjects/Keywords: Teacher Attrition; Teacher Retention; Teacher Burnout; Teacher Shortage; Agricultural Education; Job Satisfaction; Teacher Working Conditions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tippens, A. S. (2014). Georgia agriculture teacher attrition. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tippens, Abby Spruill. “Georgia agriculture teacher attrition.” 2014. Thesis, University of Georgia. Accessed March 07, 2021. http://hdl.handle.net/10724/26517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tippens, Abby Spruill. “Georgia agriculture teacher attrition.” 2014. Web. 07 Mar 2021.

Vancouver:

Tippens AS. Georgia agriculture teacher attrition. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10724/26517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tippens AS. Georgia agriculture teacher attrition. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

6. Caffey, Randy D. The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay.

Degree: 2012, University of Missouri – Columbia

 There has been an ever increasing percentage of beginning teachers who leave the teaching profession within the first five years. The overall purpose of this… (more)

Subjects/Keywords: teacher attrition; teacher retention; job satisfaction; servant leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Caffey, R. D. (2012). The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14981

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Caffey, Randy D. “The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay.” 2012. Thesis, University of Missouri – Columbia. Accessed March 07, 2021. http://hdl.handle.net/10355/14981.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Caffey, Randy D. “The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay.” 2012. Web. 07 Mar 2021.

Vancouver:

Caffey RD. The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10355/14981.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caffey RD. The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/14981

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

7. Casselberry, Joseph J. Charting a Path: How a Group of Urban Elementary Music Teachers Understand Their Career Decisions.

Degree: MM, Music, 2017, Louisiana State University

 This qualitative study was an investigation of the career journeys of two elementary music teachers employed in a large urban district. The study also examined… (more)

Subjects/Keywords: music teacher migration; music teacher retention; music teacher administrative support; music teacher job satisfaction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Casselberry, J. J. (2017). Charting a Path: How a Group of Urban Elementary Music Teachers Understand Their Career Decisions. (Masters Thesis). Louisiana State University. Retrieved from etd-05232017-132408 ; https://digitalcommons.lsu.edu/gradschool_theses/4507

Chicago Manual of Style (16th Edition):

Casselberry, Joseph J. “Charting a Path: How a Group of Urban Elementary Music Teachers Understand Their Career Decisions.” 2017. Masters Thesis, Louisiana State University. Accessed March 07, 2021. etd-05232017-132408 ; https://digitalcommons.lsu.edu/gradschool_theses/4507.

MLA Handbook (7th Edition):

Casselberry, Joseph J. “Charting a Path: How a Group of Urban Elementary Music Teachers Understand Their Career Decisions.” 2017. Web. 07 Mar 2021.

Vancouver:

Casselberry JJ. Charting a Path: How a Group of Urban Elementary Music Teachers Understand Their Career Decisions. [Internet] [Masters thesis]. Louisiana State University; 2017. [cited 2021 Mar 07]. Available from: etd-05232017-132408 ; https://digitalcommons.lsu.edu/gradschool_theses/4507.

Council of Science Editors:

Casselberry JJ. Charting a Path: How a Group of Urban Elementary Music Teachers Understand Their Career Decisions. [Masters Thesis]. Louisiana State University; 2017. Available from: etd-05232017-132408 ; https://digitalcommons.lsu.edu/gradschool_theses/4507


Arizona State University

8. Halpert, Michael Aron. Factors Affecting Teacher Satisfaction in an Urban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors… (more)

Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Halpert, M. A. (2011). Factors Affecting Teacher Satisfaction in an Urban School District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8861

Chicago Manual of Style (16th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Doctoral Dissertation, Arizona State University. Accessed March 07, 2021. http://repository.asu.edu/items/8861.

MLA Handbook (7th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Web. 07 Mar 2021.

Vancouver:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2021 Mar 07]. Available from: http://repository.asu.edu/items/8861.

Council of Science Editors:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8861


University of South Carolina

9. Clamp, Lucas Christenberry. Should I Stay Or Should I Go? Secondary Teacher Mentors' and Non-Mentors' Perceptions of Job Satisfaction With Implications On Rentention.

Degree: EdD, Educational Leadership and Policies, 2011, University of South Carolina

  The purpose of this study was twofold: 1) To determine if teachers who chose to be a mentor to a first year teacher were… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Job Satisfaction; Teacher Attrition; Teacher Mentors; Teacher Retention

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Clamp, L. C. (2011). Should I Stay Or Should I Go? Secondary Teacher Mentors' and Non-Mentors' Perceptions of Job Satisfaction With Implications On Rentention. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/860

Chicago Manual of Style (16th Edition):

Clamp, Lucas Christenberry. “Should I Stay Or Should I Go? Secondary Teacher Mentors' and Non-Mentors' Perceptions of Job Satisfaction With Implications On Rentention.” 2011. Doctoral Dissertation, University of South Carolina. Accessed March 07, 2021. https://scholarcommons.sc.edu/etd/860.

MLA Handbook (7th Edition):

Clamp, Lucas Christenberry. “Should I Stay Or Should I Go? Secondary Teacher Mentors' and Non-Mentors' Perceptions of Job Satisfaction With Implications On Rentention.” 2011. Web. 07 Mar 2021.

Vancouver:

Clamp LC. Should I Stay Or Should I Go? Secondary Teacher Mentors' and Non-Mentors' Perceptions of Job Satisfaction With Implications On Rentention. [Internet] [Doctoral dissertation]. University of South Carolina; 2011. [cited 2021 Mar 07]. Available from: https://scholarcommons.sc.edu/etd/860.

Council of Science Editors:

Clamp LC. Should I Stay Or Should I Go? Secondary Teacher Mentors' and Non-Mentors' Perceptions of Job Satisfaction With Implications On Rentention. [Doctoral Dissertation]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/860


Texas A&M University

10. Hollas, Victoria. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.

Degree: PhD, Curriculum and Instruction, 2012, Texas A&M University

 In many critical subject areas our schools are facing a need for teachers, particularly in the "high-need" areas of mathematics, science, and bilingual education. Educators… (more)

Subjects/Keywords: working conditions; teacher retention; job satisfaction; education; science education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hollas, V. (2012). Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418

Chicago Manual of Style (16th Edition):

Hollas, Victoria. “Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.” 2012. Doctoral Dissertation, Texas A&M University. Accessed March 07, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418.

MLA Handbook (7th Edition):

Hollas, Victoria. “Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.” 2012. Web. 07 Mar 2021.

Vancouver:

Hollas V. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418.

Council of Science Editors:

Hollas V. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418


University of Pretoria

11. Mkhondo, Sello Samuel. The influence of leadership and management on teacher retention in Mpumalanga schools.

Degree: MEd, Education Management and Policy Studies, 2016, University of Pretoria

 Managing teacher retention is important for ensuring that quality teaching and learning take place in schools. Principals play an enormous role in creating conditions that… (more)

Subjects/Keywords: UCTD; Teacher retention; Leadership and management; Job satisfaction; Attrition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mkhondo, S. (2016). The influence of leadership and management on teacher retention in Mpumalanga schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60960

Chicago Manual of Style (16th Edition):

Mkhondo, Sello. “The influence of leadership and management on teacher retention in Mpumalanga schools.” 2016. Masters Thesis, University of Pretoria. Accessed March 07, 2021. http://hdl.handle.net/2263/60960.

MLA Handbook (7th Edition):

Mkhondo, Sello. “The influence of leadership and management on teacher retention in Mpumalanga schools.” 2016. Web. 07 Mar 2021.

Vancouver:

Mkhondo S. The influence of leadership and management on teacher retention in Mpumalanga schools. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2263/60960.

Council of Science Editors:

Mkhondo S. The influence of leadership and management on teacher retention in Mpumalanga schools. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/60960


University of Georgia

12. Osbon, Jennifer Newland. Making a difference.

Degree: 2014, University of Georgia

 Retaining qualified teachers within our schools is an increasing problem that affects all aspects of education. Current research has identified variables that contribute to teacher(more)

Subjects/Keywords: Possible selves; Teacher retention; Self concept; Motivation; Job satisfaction; Attrition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Osbon, J. N. (2014). Making a difference. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23704

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Osbon, Jennifer Newland. “Making a difference.” 2014. Thesis, University of Georgia. Accessed March 07, 2021. http://hdl.handle.net/10724/23704.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Osbon, Jennifer Newland. “Making a difference.” 2014. Web. 07 Mar 2021.

Vancouver:

Osbon JN. Making a difference. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10724/23704.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Osbon JN. Making a difference. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23704

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

13. Bailey, James Mitchell, Jr. A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction.

Degree: 2018, Liberty University

 American schools, like nations across the world, are faced with the challenge of recruiting and retaining highly qualified teachers. The purpose of this case study… (more)

Subjects/Keywords: Teacher Job Satisfaction; Administration; Teacher Retention; Burnout; Job Satisfaction; Novice Teacher; Education; Educational Administration and Supervision; Other Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bailey, James Mitchell, J. (2018). A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1896

Chicago Manual of Style (16th Edition):

Bailey, James Mitchell, Jr. “A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction.” 2018. Doctoral Dissertation, Liberty University. Accessed March 07, 2021. https://digitalcommons.liberty.edu/doctoral/1896.

MLA Handbook (7th Edition):

Bailey, James Mitchell, Jr. “A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction.” 2018. Web. 07 Mar 2021.

Vancouver:

Bailey, James Mitchell J. A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2021 Mar 07]. Available from: https://digitalcommons.liberty.edu/doctoral/1896.

Council of Science Editors:

Bailey, James Mitchell J. A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1896


University of Georgia

14. Johnson, Dianna Day. Job satisfaction and intent to remain in teaching of Georgia business education teachers.

Degree: 2014, University of Georgia

 Business education in Georgia has experienced a shortage of teachers for the past several years. Some relief was realized due to the decline in the… (more)

Subjects/Keywords: Job Satisfaction; teacher retention; business education teachers; Minnesoat Satisfaction Questionnaire; intent to remain

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, D. D. (2014). Job satisfaction and intent to remain in teaching of Georgia business education teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21860

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Dianna Day. “Job satisfaction and intent to remain in teaching of Georgia business education teachers.” 2014. Thesis, University of Georgia. Accessed March 07, 2021. http://hdl.handle.net/10724/21860.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Dianna Day. “Job satisfaction and intent to remain in teaching of Georgia business education teachers.” 2014. Web. 07 Mar 2021.

Vancouver:

Johnson DD. Job satisfaction and intent to remain in teaching of Georgia business education teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10724/21860.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson DD. Job satisfaction and intent to remain in teaching of Georgia business education teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21860

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Soza, Jesse Robert. Teacher Alienation: Reconceptualizing the Educational Work Environment.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  The following dissertation examined the relationship between dissatisfaction found within teacher working conditions and Melvin Seeman's theory of alienation. More specifically, it showed that… (more)

Subjects/Keywords: Alienation; Educational leadership; Educational work environment; Empowerment; Teacher retention; Teacher satisfaction; Education; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Soza, J. R. (2015). Teacher Alienation: Reconceptualizing the Educational Work Environment. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/184

Chicago Manual of Style (16th Edition):

Soza, Jesse Robert. “Teacher Alienation: Reconceptualizing the Educational Work Environment.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed March 07, 2021. https://digitalcommons.lmu.edu/etd/184.

MLA Handbook (7th Edition):

Soza, Jesse Robert. “Teacher Alienation: Reconceptualizing the Educational Work Environment.” 2015. Web. 07 Mar 2021.

Vancouver:

Soza JR. Teacher Alienation: Reconceptualizing the Educational Work Environment. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2021 Mar 07]. Available from: https://digitalcommons.lmu.edu/etd/184.

Council of Science Editors:

Soza JR. Teacher Alienation: Reconceptualizing the Educational Work Environment. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/184


University of Illinois – Urbana-Champaign

16. Sikma, Lynn. Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 In this research I investigate the social support networks of four novice elementary teachers. I obtained data through one-on-one interviews, egocentric social network map creation,… (more)

Subjects/Keywords: social networks; novice teachers; mentoring; induction; job satisfaction; novice teacher support; sense of community; teacher resiliency; career resiliency; novice teacher retention

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sikma, L. (2014). Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50505

Chicago Manual of Style (16th Edition):

Sikma, Lynn. “Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 07, 2021. http://hdl.handle.net/2142/50505.

MLA Handbook (7th Edition):

Sikma, Lynn. “Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency.” 2014. Web. 07 Mar 2021.

Vancouver:

Sikma L. Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2142/50505.

Council of Science Editors:

Sikma L. Examining social support networks: the relationship of interactions, mentoring, and community on novice teachers' satisfaction and career resiliency. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50505


University of Kentucky

17. Rowland, Kendra Horn. Work Life Balance for Agricultural Educators in Kentucky.

Degree: 2016, University of Kentucky

 Research indicates that Kentucky agricultural educators are overworked and experience job related stress. Balancing work and home can be a struggle and stress induces burnout… (more)

Subjects/Keywords: Work Life Balance; Job Satisfaction; Teacher Burnout; Agricultural Education; Teacher Retention; Teacher Attraction; Agricultural Education; Curriculum and Social Inquiry; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rowland, K. H. (2016). Work Life Balance for Agricultural Educators in Kentucky. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/cld_etds/28

Chicago Manual of Style (16th Edition):

Rowland, Kendra Horn. “Work Life Balance for Agricultural Educators in Kentucky.” 2016. Masters Thesis, University of Kentucky. Accessed March 07, 2021. https://uknowledge.uky.edu/cld_etds/28.

MLA Handbook (7th Edition):

Rowland, Kendra Horn. “Work Life Balance for Agricultural Educators in Kentucky.” 2016. Web. 07 Mar 2021.

Vancouver:

Rowland KH. Work Life Balance for Agricultural Educators in Kentucky. [Internet] [Masters thesis]. University of Kentucky; 2016. [cited 2021 Mar 07]. Available from: https://uknowledge.uky.edu/cld_etds/28.

Council of Science Editors:

Rowland KH. Work Life Balance for Agricultural Educators in Kentucky. [Masters Thesis]. University of Kentucky; 2016. Available from: https://uknowledge.uky.edu/cld_etds/28


Youngstown State University

18. Basich, Christopher William. Teacher Leadership: Effects on Job Satisfaction and Teacher Retention.

Degree: Doctor of Education (Educational Leadership), Department of Teacher Education and Leadership Studies, 2018, Youngstown State University

Teacher leadership may affect job satisfaction in positive ways, helping to retain teachers in the field of public education. Providing and facilitating these positions may… (more)

Subjects/Keywords: Education; Educational Leadership; Education Policy; Teacher Education; Teaching; Teacher leadership; teacher retention; job satisfaction; distributed leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Basich, C. W. (2018). Teacher Leadership: Effects on Job Satisfaction and Teacher Retention. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1525452300333868

Chicago Manual of Style (16th Edition):

Basich, Christopher William. “Teacher Leadership: Effects on Job Satisfaction and Teacher Retention.” 2018. Doctoral Dissertation, Youngstown State University. Accessed March 07, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1525452300333868.

MLA Handbook (7th Edition):

Basich, Christopher William. “Teacher Leadership: Effects on Job Satisfaction and Teacher Retention.” 2018. Web. 07 Mar 2021.

Vancouver:

Basich CW. Teacher Leadership: Effects on Job Satisfaction and Teacher Retention. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2021 Mar 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1525452300333868.

Council of Science Editors:

Basich CW. Teacher Leadership: Effects on Job Satisfaction and Teacher Retention. [Doctoral Dissertation]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1525452300333868


University of Louisville

19. Webb, Aimee G. New teacher job satisfaction : effects of general job facets and teacher job specific facets.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2007, University of Louisville

 This study addressed the job satisfaction of new teachers in Jefferson County Public Schools (JCPS). in Jefferson County, Kentucky. The JCPS district is the 29th… (more)

Subjects/Keywords: Job satisfaction; New teacher turnover; Teacher job satisfaction; New teacher retention; New teacher satisfaction; Teacher retention; Turnover; New teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Webb, A. G. (2007). New teacher job satisfaction : effects of general job facets and teacher job specific facets. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541

Chicago Manual of Style (16th Edition):

Webb, Aimee G. “New teacher job satisfaction : effects of general job facets and teacher job specific facets.” 2007. Doctoral Dissertation, University of Louisville. Accessed March 07, 2021. 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541.

MLA Handbook (7th Edition):

Webb, Aimee G. “New teacher job satisfaction : effects of general job facets and teacher job specific facets.” 2007. Web. 07 Mar 2021.

Vancouver:

Webb AG. New teacher job satisfaction : effects of general job facets and teacher job specific facets. [Internet] [Doctoral dissertation]. University of Louisville; 2007. [cited 2021 Mar 07]. Available from: 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541.

Council of Science Editors:

Webb AG. New teacher job satisfaction : effects of general job facets and teacher job specific facets. [Doctoral Dissertation]. University of Louisville; 2007. Available from: 10.18297/etd/1541 ; https://ir.library.louisville.edu/etd/1541


University of Michigan

20. Orlowski, Nicholas. Exploring Work Perceptions in High Poverty Schools: Middle School Teachers' Thriving, Vitality, and Learning at Work.

Degree: PhD, Educational Studies, 2018, University of Michigan

 The teaching profession has both retention and recruitment problems. High teacher turnover, paired with teacher shortages, has and will prove costly for all schools, particularly… (more)

Subjects/Keywords: Thriving; Teacher job satisfaction; High poverty middle schools; Teacher retention; Teacher learning; Teacher vitality; Management; Education; Social Sciences (General); Business and Economics; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Orlowski, N. (2018). Exploring Work Perceptions in High Poverty Schools: Middle School Teachers' Thriving, Vitality, and Learning at Work. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144143

Chicago Manual of Style (16th Edition):

Orlowski, Nicholas. “Exploring Work Perceptions in High Poverty Schools: Middle School Teachers' Thriving, Vitality, and Learning at Work.” 2018. Doctoral Dissertation, University of Michigan. Accessed March 07, 2021. http://hdl.handle.net/2027.42/144143.

MLA Handbook (7th Edition):

Orlowski, Nicholas. “Exploring Work Perceptions in High Poverty Schools: Middle School Teachers' Thriving, Vitality, and Learning at Work.” 2018. Web. 07 Mar 2021.

Vancouver:

Orlowski N. Exploring Work Perceptions in High Poverty Schools: Middle School Teachers' Thriving, Vitality, and Learning at Work. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2027.42/144143.

Council of Science Editors:

Orlowski N. Exploring Work Perceptions in High Poverty Schools: Middle School Teachers' Thriving, Vitality, and Learning at Work. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144143


Northeastern University

21. Knauer, Colleen E. Teacher attrition:: a case study of a Title I school.

Degree: EdD, School of Education, 2014, Northeastern University

 Over the past century, it has become increasingly difficult and costly to schools and students to retain teachers in the classroom. Many schools nationwide struggle… (more)

Subjects/Keywords: Human Capital Theory; Job satisfaction; Teacher attrition; Teacher burnout; Teacher retention; Education; Elementary and Middle and Secondary Education Administration; Other Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Knauer, C. E. (2014). Teacher attrition:: a case study of a Title I school. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004989

Chicago Manual of Style (16th Edition):

Knauer, Colleen E. “Teacher attrition:: a case study of a Title I school.” 2014. Masters Thesis, Northeastern University. Accessed March 07, 2021. http://hdl.handle.net/2047/d20004989.

MLA Handbook (7th Edition):

Knauer, Colleen E. “Teacher attrition:: a case study of a Title I school.” 2014. Web. 07 Mar 2021.

Vancouver:

Knauer CE. Teacher attrition:: a case study of a Title I school. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2047/d20004989.

Council of Science Editors:

Knauer CE. Teacher attrition:: a case study of a Title I school. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20004989


Georgia State University

22. Smits, Karen. The Quest to Retain Teachers: One School System's Story of Teacher Movement.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

 ABSTRACT THE QUEST TO RETAIN TEACHERS: ONE URBAN-SUBURBAN SCHOOL SYSTEM’S STORY OF TEACHER MOVEMENT by Karen Smits Recent data on teacher attrition indicate that approximately… (more)

Subjects/Keywords: teacher retention; teacher mobility; teacher turnover; job satisfaction; teacher migration; Education; Education Policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smits, K. (2009). The Quest to Retain Teachers: One School System's Story of Teacher Movement. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/45

Chicago Manual of Style (16th Edition):

Smits, Karen. “The Quest to Retain Teachers: One School System's Story of Teacher Movement.” 2009. Doctoral Dissertation, Georgia State University. Accessed March 07, 2021. https://scholarworks.gsu.edu/eps_diss/45.

MLA Handbook (7th Edition):

Smits, Karen. “The Quest to Retain Teachers: One School System's Story of Teacher Movement.” 2009. Web. 07 Mar 2021.

Vancouver:

Smits K. The Quest to Retain Teachers: One School System's Story of Teacher Movement. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2021 Mar 07]. Available from: https://scholarworks.gsu.edu/eps_diss/45.

Council of Science Editors:

Smits K. The Quest to Retain Teachers: One School System's Story of Teacher Movement. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/45


University of Georgia

23. Cypert, Chesley Baxter. Job satisfaction and empowerment of Georgia high school career and technical education teachers.

Degree: 2014, University of Georgia

 Several studies have found a positive correlation between teacher empowerment and levels of job satisfaction. Job satisfaction and empowerment have also been shown to influence… (more)

Subjects/Keywords: Job satisfaction; Empowerment; Georgia High School Career and Technical Education teachers; Teacher retention; Gender; Years of experience

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cypert, C. B. (2014). Job satisfaction and empowerment of Georgia high school career and technical education teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cypert, Chesley Baxter. “Job satisfaction and empowerment of Georgia high school career and technical education teachers.” 2014. Thesis, University of Georgia. Accessed March 07, 2021. http://hdl.handle.net/10724/25777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cypert, Chesley Baxter. “Job satisfaction and empowerment of Georgia high school career and technical education teachers.” 2014. Web. 07 Mar 2021.

Vancouver:

Cypert CB. Job satisfaction and empowerment of Georgia high school career and technical education teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10724/25777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cypert CB. Job satisfaction and empowerment of Georgia high school career and technical education teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

24. Jeffery, Tonya 1973-. A STUDY OF RELATIONSHIPS AMONG PERCEPTIONS OF POSITION FIT, JOB SATISFACTION AND RETENTION IN TEXAS SECONDARY TEACHERS.

Degree: EdD, Curriculum and Instruction, 2012, University of Houston

 The purpose of this study was to examine the relationships among teacher preparation pathway, perceptions of position fit, job satisfaction and retention rates in first-year… (more)

Subjects/Keywords: Retention; Teachers; Teacher retention; Position fit; Perception of position fit; Job satisfaction; Teacher preparation; Secondary teacher; Novice teachers; Beginning teachers; Teacher quality; Texas; Texas secondary teacher; Traditional teachers; Curriculum and instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jeffery, T. 1. (2012). A STUDY OF RELATIONSHIPS AMONG PERCEPTIONS OF POSITION FIT, JOB SATISFACTION AND RETENTION IN TEXAS SECONDARY TEACHERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/788

Chicago Manual of Style (16th Edition):

Jeffery, Tonya 1973-. “A STUDY OF RELATIONSHIPS AMONG PERCEPTIONS OF POSITION FIT, JOB SATISFACTION AND RETENTION IN TEXAS SECONDARY TEACHERS.” 2012. Doctoral Dissertation, University of Houston. Accessed March 07, 2021. http://hdl.handle.net/10657/788.

MLA Handbook (7th Edition):

Jeffery, Tonya 1973-. “A STUDY OF RELATIONSHIPS AMONG PERCEPTIONS OF POSITION FIT, JOB SATISFACTION AND RETENTION IN TEXAS SECONDARY TEACHERS.” 2012. Web. 07 Mar 2021.

Vancouver:

Jeffery T1. A STUDY OF RELATIONSHIPS AMONG PERCEPTIONS OF POSITION FIT, JOB SATISFACTION AND RETENTION IN TEXAS SECONDARY TEACHERS. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10657/788.

Council of Science Editors:

Jeffery T1. A STUDY OF RELATIONSHIPS AMONG PERCEPTIONS OF POSITION FIT, JOB SATISFACTION AND RETENTION IN TEXAS SECONDARY TEACHERS. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/788


Virginia Tech

25. Li, Songze. K-12 STEM Educators and the Inclusive Classroom.

Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech

 The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited… (more)

Subjects/Keywords: STEM education; students with disabilities (SWD); Limited English Proficiency (LEP); teacher professional development; teacher satisfaction and retention; School and Staffing Survey Teacher Questionnaire (SASS TQ); Logistic regression

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Li, S. (2016). K-12 STEM Educators and the Inclusive Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81252

Chicago Manual of Style (16th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 07, 2021. http://hdl.handle.net/10919/81252.

MLA Handbook (7th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Web. 07 Mar 2021.

Vancouver:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10919/81252.

Council of Science Editors:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81252

26. Ahmad, Khalid. Employee Retention Strategies : the case of a patent firm in Australia.

Degree: 2012, , School of Management

Retaining employees is an important goal of every organization. This thesis explores the factors that can significantly impact employee retention in an organisation. It… (more)

Subjects/Keywords: employee retention; job satisfaction; motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ahmad, K. (2012). Employee Retention Strategies : the case of a patent firm in Australia. (Thesis). , School of Management. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:bth-6017

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ahmad, Khalid. “Employee Retention Strategies : the case of a patent firm in Australia.” 2012. Thesis, , School of Management. Accessed March 07, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-6017.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ahmad, Khalid. “Employee Retention Strategies : the case of a patent firm in Australia.” 2012. Web. 07 Mar 2021.

Vancouver:

Ahmad K. Employee Retention Strategies : the case of a patent firm in Australia. [Internet] [Thesis]. , School of Management; 2012. [cited 2021 Mar 07]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-6017.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ahmad K. Employee Retention Strategies : the case of a patent firm in Australia. [Thesis]. , School of Management; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-6017

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

27. Moulthrop, Dorothy Russo. Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter.

Degree: PhD, Educational Studies, 2018, The Ohio State University

Teacher turnover is widely understood to be one of the most pressing challenges facing the American elementary and secondary education system. Studies indicate mid-career teacher(more)

Subjects/Keywords: Education; Education Policy; Educational Leadership; teacher retention; teacher attrition; mid-career teachers; mid-career teacher retention; teacher job satisfaction; life history research; qualitative study; education policy; career stages; working conditions; performativity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moulthrop, D. R. (2018). Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1521788878644674

Chicago Manual of Style (16th Edition):

Moulthrop, Dorothy Russo. “Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter.” 2018. Doctoral Dissertation, The Ohio State University. Accessed March 07, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1521788878644674.

MLA Handbook (7th Edition):

Moulthrop, Dorothy Russo. “Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter.” 2018. Web. 07 Mar 2021.

Vancouver:

Moulthrop DR. Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2021 Mar 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1521788878644674.

Council of Science Editors:

Moulthrop DR. Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1521788878644674


Liberty University

28. Hawks, Corbett. The Relationship between Satisfaction, Motivation, and Caseload and Teacher Retention.

Degree: 2016, Liberty University

Teacher retention has long been a major issue in the educational sector. In today’s schools, effective teachers are a necessity for meeting the fluctuating needs… (more)

Subjects/Keywords: Elementary Education; Motivation; Satisfaction; Special Education; Teacher Caseload; Teacher Retention; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hawks, C. (2016). The Relationship between Satisfaction, Motivation, and Caseload and Teacher Retention. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1140

Chicago Manual of Style (16th Edition):

Hawks, Corbett. “The Relationship between Satisfaction, Motivation, and Caseload and Teacher Retention.” 2016. Doctoral Dissertation, Liberty University. Accessed March 07, 2021. http://digitalcommons.liberty.edu/doctoral/1140.

MLA Handbook (7th Edition):

Hawks, Corbett. “The Relationship between Satisfaction, Motivation, and Caseload and Teacher Retention.” 2016. Web. 07 Mar 2021.

Vancouver:

Hawks C. The Relationship between Satisfaction, Motivation, and Caseload and Teacher Retention. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2021 Mar 07]. Available from: http://digitalcommons.liberty.edu/doctoral/1140.

Council of Science Editors:

Hawks C. The Relationship between Satisfaction, Motivation, and Caseload and Teacher Retention. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1140


University of Maine

29. Seymour, Mary Ellen. The Importance of Administrative Supports in Retaining Special Educators: A Comparison of Administrator and Teacher Perceptions.

Degree: PhD, Special Education, 2019, University of Maine

  This study compared the perceptions of special education administrators (SEAs) and special education teachers (SETs) regarding the importance of administrative supports in retaining SETs,… (more)

Subjects/Keywords: Special Education Teacher Retention; Special Education Teacher Attrition; Perceptions of Support; Special Educator Satisfaction; Administrative Supports; Educational Administration and Supervision; Special Education Administration; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Seymour, M. E. (2019). The Importance of Administrative Supports in Retaining Special Educators: A Comparison of Administrator and Teacher Perceptions. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/3124

Chicago Manual of Style (16th Edition):

Seymour, Mary Ellen. “The Importance of Administrative Supports in Retaining Special Educators: A Comparison of Administrator and Teacher Perceptions.” 2019. Doctoral Dissertation, University of Maine. Accessed March 07, 2021. https://digitalcommons.library.umaine.edu/etd/3124.

MLA Handbook (7th Edition):

Seymour, Mary Ellen. “The Importance of Administrative Supports in Retaining Special Educators: A Comparison of Administrator and Teacher Perceptions.” 2019. Web. 07 Mar 2021.

Vancouver:

Seymour ME. The Importance of Administrative Supports in Retaining Special Educators: A Comparison of Administrator and Teacher Perceptions. [Internet] [Doctoral dissertation]. University of Maine; 2019. [cited 2021 Mar 07]. Available from: https://digitalcommons.library.umaine.edu/etd/3124.

Council of Science Editors:

Seymour ME. The Importance of Administrative Supports in Retaining Special Educators: A Comparison of Administrator and Teacher Perceptions. [Doctoral Dissertation]. University of Maine; 2019. Available from: https://digitalcommons.library.umaine.edu/etd/3124


University of Georgia

30. Moran, Gwen Ann. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.

Degree: 2014, University of Georgia

 Much research has been done concerning alternative teacher preparationprograms, most often comparing teachers who have completed alternative route programswith those completing 4-year baccalaureate teacher preparation… (more)

Subjects/Keywords: Teacher preparation; Alternative certification; Job satisfaction; Professional commitment; Organizational commitment; Teacher retention; Socioeconomic status; Tenure; Occupational experience; Age; Career and technical education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moran, G. A. (2014). Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moran, Gwen Ann. “Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.” 2014. Thesis, University of Georgia. Accessed March 07, 2021. http://hdl.handle.net/10724/22973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moran, Gwen Ann. “Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.” 2014. Web. 07 Mar 2021.

Vancouver:

Moran GA. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10724/22973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moran GA. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]

.