Murray State Theses and Dissertations

Abstract

Teacher retention and job satisfaction are critical to ensuring a stable and effective instructional workforce. However, recent trends indicate that challenges in retaining and recruiting qualified teachers have led to an increasing dependence on alternatively certified teachers entering the profession without traditional teacher preparation. This study examines the likely retention rates and job satisfaction levels of traditionally certified teachers compared to alternatively certified teachers. Using a mixed methods approach, the study seeks to determine whether teacher certification pathways and preparation differences influence long-term satisfaction and commitment to the profession. Research uses Job Embeddedness Theory and Self-Efficacy Theory to analyze teachers’ attitudes toward remaining in the profession. Quantitative data will be collected through surveys assessing retention rates, job satisfaction, and related factors. Simultaneously, qualitative data will be gathered using semi-structured interviews and focus groups to capture in-depth insight into teachers' personal experiences with certification programs, support systems, and career challenges. Participants will include teachers from a single school site, spanning various certification backgrounds, career stages, and grade levels. The findings seek to contribute to informing preparation programs and educational leaders on ways to improve teacher retention and satisfaction across varying routes to certification.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

Teacher certification, teacher retention, teacher satisfaction

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Teresa Clark

Committee Member

Randal Wilson

Committee Member

Robert Mulder

Document Type

Dissertation - Murray State Access only

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