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dc.contributor.advisorPatterson, Jean A.
dc.contributor.authorFriesen, Scott A.
dc.date.accessioned2016-11-14T19:51:40Z
dc.date.available2016-11-14T19:51:40Z
dc.date.issued2016-05
dc.identifier.otherd16010
dc.identifier.urihttp://hdl.handle.net/10057/12634
dc.descriptionThesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Educational and School Psychology
dc.description.abstractThe purpose of this study was to define and understand from a teacher's perspective, the factors that keep them teaching in small rural schools. A qualitative case study research design was used within the framework of an appreciative inquiry theoretical perspective. The study was also viewed through the lens of rural community culture. The research involved teachers from Stanton High School. This study strived to look at the reasons why the teachers remained in their profession and also to describe an environment that would keep them at SHS throughout their career. This study defined factors of why teachers remained at SHS including geographic location, community, family benefits, peer teachers, and job satisfaction. The implications from this study focused on school/community relationships, student/teacher relationships, extracurricular activities, administrative support, and geography in relation to teacher retention.
dc.format.extentix, 97 p.
dc.language.isoen_US
dc.publisherWichita State University
dc.rightsCopyright 2016 Scott A. Friesen
dc.subject.lcshElectronic dissertations
dc.titleA qualitative case study of teacher retention in a rural secondary school
dc.typeDissertation


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