HOW CAN THE PROBLEM OF LOW TEACHER RETENTION RATES BE IMPROVED AT
Acknowledgments (Optional)
The acknowledgments page provides the opportunity for the candidate to acknowledge individuals who influenced the writing and completion of the capstone project. This page is optional.
Dedication (Optional)
The dedication is a page in which the candidate dedicates the manuscript. This page is optional.
Table of Contents
1.0 Introduction to the Project and related Literature.. 7
The Educational Setting and Background. 9
Introduction to the Problem.. 11
Significance of the Problem.. 13
Executive Summary
The project aims to solve the problem of low teacher retention rates at Ewa Makai Middle School and to design appropriate teacher retention interventions to have the issue addressed. Ewa Makai Middle School is a learning institution located on 91-6291 Kapolei Pkwy, Ewa Beach, HI 96706, United States. The vision of the school is to “empower, explore, and excel together.” At Ewa Makai Middle School, the institution has experienced a decline of student-teacher ratio from 19:1 to 18:1 in the last five years. The direct consequence of poor teacher retention affects the consistency and integrity of the school’s education standards, system, programs, and practices. Further, low retention rates have a negative effect on student learning and educational achievement. A high turnover of teachers reduces the motivation and satisfaction among the remaining teachers. Subsequently, the school’s performance and productivity concerning education continue to decline as more teachers leave the institution. The researcher will adopt quantitative and qualitative approaches (mixed methodology) in the project. A quantitative approach amounts to the collection of data, which is quantifiable, while the qualitative approach leads to gathering non-numerical data. Quantifiable data will be collected using structured questionnaires, while qualitative data will be gathered using interviews and focus groups.
1.0 Introduction to the Project and related Literature
Overview
The purpose of the capstone project is to investigate how the problem of low teacher retention rates can be improved in Ewa Makai Middle School, rural Hawaii. According to the Public School Review (2019), there has been a constant decline in the student-teacher ratio because of low teacher retention rates. In Ewa Makai Middle School, the institution has experienced a decrease in student-teacher ratio from 19:1 to 18:1 in the last five years. The direct consequence of poor teacher retention affects the consistency and integrity of the school’s education standards, system, programs, and practices. A higher turnover ratio among the teachers also contributes to lowering teacher’s motivation and satisfaction that negatively influences the creation of lasting relationships and interactions with the students, the surrounding community, and other educational stakeholders.
Further, as expected, like in any organization, high turnover among the employees (teachers) affects the institution’s productivity. In this case, low teacher retention rates impact on student performance and learning. Different students have dissimilar learning capabilities. While some students do not require specialized attention after class, others need teachers to understand the concepts learned in class. According to Ronfeldt et al. (2013), students’ educational achievement is affected when a school faces continued low teacher retention rate. Specifically, it amounts to changes in the teaching quality, which directly impacts students’ learning. Guin (2004) conducted a study to examine the relationship between school-level turnover and the number of students who met the required standards on state assessments in math and reading. Pearson correlation was negative and significant, depicting that schools that experienced high teacher turnover also recorded low achievement among their students.
While there are effects to the students, it is crucial to understand why a school such as Ewa Makai Middle School experiences low teacher retention rates. Largely, Shaw and Newton (2014) have attributed the issue of teacher turnover to motivation, satisfaction, and caseload. Teachers who experience increased workloads that are different from their typical responsibilities have a high likelihood of leaving the profession or looking for alternative schools where they find the working conditions appealing. Consequently, different learning institutions are bound to provide teachers with dissimilar experiences that influence their decision to quit or not. The capstone project seeks to investigate the factors surrounding the low teacher retention rates at Ewa Makai Middle School. Conducting this study is beneficial to several stakeholders, including the management of Ewa Makai Middle School, the United States Department of Education, Hawaii Department of Education, Policymakers, students, parents, and other learning institutions. Through the findings, these stakeholders can identify the causes of low teacher retention rates and devise mechanisms and strategies to discourage turnover among the teachers. Implementation of these strategies would, in turn, lead to increased student performance and achievement. The section has been organized into five sections, the overview, the education setting, and the background which provides context related to the problem, and the introduction to the problem which introduces the reader to the specific educational problem of practice and provides justification for the evidence-based project within an educational setting. The other section is the significance of the problem. It begins with a description of the practical contributions that the project makes to the organization and, finally, the purpose statement that clearly and succinctly states the focus and intentions of the proposed capstone project.
The Educational Setting and Background
Ewa Makai Middle School is a learning institution located on 91-6291 Kapolei Pkwy, Ewa Beach, HI 96706, United States (Public School Review, 2020). The school vision is to “empower, explore, and excel together.” Ewa Makai Middle School has a strong academic program and thriving arts, STEAM, and progressive athletics programs (Ewa Makai Middle School, 2020). The school has been implementing standards-based instructions across content areas. For example, some of the school initiatives are AVID, Google Classroom, and Naviance. The school has adopted a student-centred culture, and students are challenged using numerous co-curricular programs for adequate preparation in relation to high school studies and higher learning. Ewa Makai Middle School’s mission is to cultivate safe, nurturing, and a vibrant school environment, enhance engagement using a dynamic and responsive curriculum, foster a sense of pride, and employ technologies in helping students to become productive and highly successful citizens (Ewa Makai Middle School, 2020). At the school, there are three primary teams composed of core teachers across the grade levels. The staff members are focused on providing high-quality education and support to all students to meet their needs. Ewa Makai Middle School’s academic, financial plan focuses on improving the education system in terms of effectiveness, efficiency, sustainability, and responsiveness, as well as standards-based learning (Ewa Makai Middle School, 2020). Over the years, Ewa Makai Middle School was serving a student population of around 882 students in grades 7 and 8 (Public School Review, 2020). However, the school invested more than $24 million in the construction of a new classroom wing, thus accommodating students in grade 6 (Khon2, 2019).
In this case, the school recruited around 450 grade 6 students from Ewa Elementary, Ewa Beach Elementary, and Keoneula Elementary (Khon2, 2019). The student population at Ewa Makai Middle School now stands at around 1400 students (Ewa Makai Middle School, 2020). The teacher population at the school had remained at around 50 teachers until 2019, when the number increased to around 72 (Public School Review, 2020; Ewa Makai Middle School, 2020). The current student: teacher ration stands at 18:1, which is higher than most schools in Hawaii State. However, due to poor teacher retention at the school, this ratio has been declining. The school community council has been playing a significant role in enhancing the education system in Hawaii State (Hawaii State Department of Education, 2020). At Ewa Makai Middle School, it is the basis upon the organization structure, and it has been improving student achievement, learning, school performance, and accountability in the education system. The organization structure is composed of school administrators led by the Principal, Kim Sanders, and four assistant principals (Ewa Makai Middle School, 2020). There is also a chairperson and associate chairperson, a secretary, as well as teachers, community, parents, and student representatives. The school structure promotes active participation among all stakeholders. In this case, the school also focuses on empowering teachers which has enhanced teacher leadership, thus creating a sense of pride, belonging, and ownership. It has also been helping in building the required stability and capacity at the school (Ewa Makai Middle School, 2020). Moreover, this has helped maintain the education system, programs, and practices consistency and integrity which is essential for enhancing teacher satisfaction, active student learning, and the creation of better relationships between the school, parents, and the community. However, teacher retention has become a significant issue in this learning institution. The student-teacher ratio has been declining due to teacher turnover (Public School Review, 2020).
Most teachers leave the learning institution for other schools or different jobs, affecting learning and school performance. Therefore, it is essential to examine and understand the issues of teacher retention at Ewa Makai Middle School.
Introduction to the Problem
The education problem facing Ewa Makai Middle School is the low teacher retention rate which needs to be improved for the realization of the school vision and mission. Ewa Makai Middle School structure has been promoting active participation and teachers’ empowerment to create a sense of leadership, pride, and ownership (Ewa Makai Middle School, 2020). However, according to the Public School Review (2019), the student-teacher ratio has been declining due to low teacher retention rates. For example, for the last five years, the ratio decreased from 19:1 to 18:1 (Ewa Makai Middle School, 2020). As a result, it has been affecting consistency and integrity at the school education standards, system, programs, and practices. The teacher turnover rate has also been lowering teachers’ satisfaction and influencing better relationships and interactions among stakeholders.
Moreover, this problem has been affecting student learning and performance (Lindqvist et al., 2014). In this case, it is essential to conduct in-depth research on this problem to establish how teacher retention rate can be improved and managed for the successful accomplishment of students, teachers, and school goals. Evidence shows most teachers have been leaving school for jobs in other schools, and some search for different jobs and quit teaching (Geiger & Pivovarova, 2018). Losing teachers during school days and academic year has been disrupting learning and instructional time thus affects performance (United States Department of Education, 2020). Subsequently, it also affects teacher/student relationships, thus damaging the education and academic support system.
Low teacher retention rate at Ewa Makai Middle School has been affecting the school environment, thus reducing the effectiveness of learning, curriculum, and the well-designed school programs. It has introduced staffing issues at the school (Ewa Makai Middle School, 2020). For instance, this has limited the school administrators from maximizing their capacity and full potential at leading the school. Moreover, recruiting highly qualified teachers for replacing the lost staff members has been costly to the school and time-consuming (United States Department of Education, 2020). The research capstone is essential for establishing the root causes of teacher turnover rate at Ewa Makai Middle School. Chiefly, the school has implemented effective strategies for improving teacher satisfaction and retention. For example, the school vision focuses on empowering teachers and exploring career growth opportunities to facilitate collaboration and excellence (Public School Review, 2020). The school also has a strong academic program, as well as thriving arts, STEAM, and progressive athletics programs that enable teachers to fully maximize their potential, skills, and competencies (Ewa Makai Middle School, 2020). These programs also enhance their experiences. Ewa Makai Middle School has also implemented standards-based instructions across various content areas, such as AVID, Google Classroom, and Naviance, among others (Ewa Makai Middle School, 2020). Additionally, the school has cultivated a safe, nurturing, and rich teaching and learning environment. The curriculum is also engaging, dynamic, and responsive (Ewa Makai Middle School, 2020). Moreover, at the school, there are three primary teams composed of core teachers, and they raise the issues facing teachers in the course of their work. However, the school has been registering a low teacher retention rate. Therefore, it is essential to conduct a study on this issue to establish the reasons and factors contributing to Ewa Makai Middle School’s low teacher retention rate.
Limited research has been conducted on the issue of low teacher retention rates at Ewa Makai Middle School, which means that the research and knowledge gap will be addressed adequately in this study. According to Adnot et al. (2017), most of the available studies have focused on examining this issue at national and state levels rather than focusing on specific schools. Besides, there is limited information on the benefits of improving teacher’s retention rate at Ewa Makai Middle School. These knowledge and research gaps will be addressed in this study on how the problem of low teacher retention rates can be improved in Ewa Makai Middle School Rural Hawaii.
Significance of the Problem
Teacher’s turnover rate has been growing over the years at Ewa Makai Middle School and other schools in Hawaii State, which is also reflected in the United States (Hawaii State Department of Education, 2020). The study will help measure and assess this problem for the introduction of effective policies and strategies for addressing this education challenge. In this case, the research on how the problem of low teacher retention rates can be improved in Ewa Makai Middle School Rural Hawaii will be beneficial to a wide range of stakeholders. Such stakeholders include Ewa Makai Middle School, the United States Department of Education, Hawaii Department of Education, Policymakers, students, and parents. The findings will also be beneficial to other schools and new entrants, the local, state, national governments, scholars, researchers, and other stakeholders. The study will introduce new knowledge on staff retention and measures that can be taken to reduce workers’ turnover rate in learning institutions. Besides, the research will highlight the major causes of low teacher retention rates at Ewa Makai Middle School and how this affects the education system, as well as school, learners, and teacher’s performance.
Consequently, it will be beneficial to other schools because Ewa Makai Middle School acts as a representative of other learning institutions in Hawaii, and the United States. The study will also help in providing evidence that can be used in the formulation of effective policies and strategies for improving teacher retention rates at Ewa Makai Middle School and other schools. Besides, it will be beneficial to the education department and system because it will improve academic performance, learning, and teacher’s productivity and effectiveness in the working environment (Geiger & Pivovarova, 2018; Rinke, 2014). The study will also provide policymakers and stakeholders at Ewa Makai Middle School with sufficient data to enhance teacher’s satisfaction, retention, and loyalty. As a result, this will improve morale and dedication in the school environment leading to better learning experiences and achievement.
Moreover, the study will provide schools with strategies for improving teacher retention rates, thus reducing new staff members’ acquisition time and costs (Hawaii State Department of Education, 2020). The research will provide the United States Department of Education, Hawaii Department of Education, and Policymakers with information to create effective education policies for improving teacher retention in learning institutions. Improving teacher’s retention rates at Ewa Makai Middle School will promote consistency and integrity in learning as well as the cultivation of safe, nurturing, and a rich school environment, enhance engagement using a dynamic and responsive curriculum. Also, it will foster a sense of pride, and employ technologies in helping students to become productive and highly successful citizens in line with the school mission. Teachers at the school will also maintain their focus on the provision of high-quality education and support all students for meeting their academic needs (United States Department of Education, 2020). Teacher retention will improve the education system in terms of effectiveness, efficiency, sustainability, and responsiveness, as well as standards-based learning.
The teacher population at Ewa Makai Middle School will also increase. There will be more accountability in the education system due to teacher leadership’s improvement at the school. Moreover, solving the problem will create better relationships between the school, parents, and the community (Adnot et al., 2017). Besides, the school learning environment and conditions will improve, thus enhancing students learning experiences, academic achievement, and creation of personal and professional growth opportunities (Geiger & Pivovarova, 2018). The study will also reduce the learning disruptions caused by teacher turnover rates (Sullivan et al., 2019). Researchers and scholars will benefit from this study because they will be exposed to new knowledge on low teacher retention rates and will enable them to conduct further studies on this issue successfully. Thus, enhancing the education system and learning standards in private and public schools. Moreover, the study will suggest other areas for future research.
Purpose Statement
The purpose of this project is to solve the problem of low teacher retention rates at Ewa Makai Middle School and to design appropriate teacher retention interventions to have the problem addressed. It is crucial to solving this problem for numerous reasons: high turnover among teachers has a negative effect on the students in relation to their learning and educational achievement. For excellence in education, learners and teachers should have a robust and lasting relationship. However, with a lack of teacher retention, the relationship between the teachers and the students is weak, which amounts to poor academic performance. When the ratio of students to teachers declines each year, it becomes impossible to have students who are low learners provided with individualized attention during and after class.
Solving this problem is also essential for the reputation of Ewa Makai Middle School. Parents will avoid taking their children to a school with a history of low teacher retention rates as it points to the school management’s failure to put in place adequate measures to control the situation. Therefore, it is necessary to have the problem addressed or risk the school from experiencing low new student admission rates as well as high turnover among students to neighboring institutions. The researcher will utilize two approaches regarding data collection. The two approaches are quantitative and qualitative, which essentially means that a mixed methodology will be adopted in the project. A quantitative approach amounts to the collection of data, which is quantifiable, while the qualitative approach leads to gathering non-numerical data. The use of both approaches in this project is critical. The researcher can gain depth and breadth of corroboration and understanding while exploiting the opportunity to offset the weaknesses present when only one of the approaches is used. One of the essential benefits of using a mixed methodology approach is the possibility of triangulation that refers to the use of various means (data sources and methods) in examining the same phenomenon. Through triangulation, the researcher can identify components of a phenomenon accurately by approaching it from varying vantage points utilizing different techniques and methods. Concerning the collection of quantitative data, the researcher will employ structured questionnaires to investigate low teacher retention rates at Ewa Makai Middle School. The survey will have close-ended questions that will allow a more in-depth understanding of this particular problem. Concerning gathering qualitative data, the researcher will adopt interviews and focus groups. A set of questions will be prepared in advance, and the researcher will conduct the interviews and lead the focus group interviews. Through both sets of findings (from the interviews/focus groups and questionnaires), the researcher will validate the obtained results.
The quantitative data collected using questionnaires will be analyzed using descriptive statistics where graphs and tables will be adopted in presenting the data. Qualitative data from the interviews and focus groups will be analyzed using thematic analysis to identify and detail common themes that repeatedly occur from the gathered data. A discussion of these findings will be essential in concluding and making recommendations for consideration on how to address the low teacher retention rates at Ewa Makai Middle School.
2.0 PROCEDURES
Overview
The study aims to find a remedy to the teacher retention menace at Ewa Makai Middle School by coiling a perfect teacher retention strategy to enable the institution to live by its motto. Remedying the teacher retention menace is necessary because of various reasons that include but not limited to the fact that high teacher turnover negatively interferes with students’ mindsets, manifested through poor performance (Cummins, 2014). It is because teacher turnover affects the already established teacher-student relationship. Teacher turnover affects slow learners most because they need time to grasp content as opposed to fast learners.
Though there exist different issues in different learning institutions, the problem at Ewa Makai Middle School is a low teacher retention strategy, which makes it hard for the institution to live by its vision and mission. However, it is worth noting that Ewa Makai Middle School has one of the unique structures that advocate for employee empowerment, among other things. Still, the public review indicates a decline in its student-teacher ratio (Cummins, 2014). Low teacher retention tends to interfere with consistency, which is essential for maintaining a high education standard within the learning institution. The study intends to carry out in-depth research on teacher retention menace to find a way through which it can be improved so that the associated problems are eradicated to ensure high student performance is realized.
Permissions
Project approval is an essential factor because it ensures that the research participants’ rights are fully adhered to and help if a case is filed against a researcher. Written permission to conduct the capstone project will be obtained from Ewa Makai Middle School principal and the gatekeeper (Samson, 2010). The principal’s written consent is necessary because he is the institution’s CEO; thus, his permission makes the intended research participants provide the required information freely (Samson, 2010). Written permission from the gatekeepers shows that the researcher has been legally allowed into the school compound. The intended principal’s and gatekeeper’s written permission application is in appendix A.
The Investigator’s Role
I am a parent of two students at Ewa Makai Middle School, and this makes me approach the study, especially the data collection phase, with the information my children have told me in mind (Nadiri, & Tanova, 2010). Therefore, my data collection tool design will be based on the assumption that the institution’s administration is responsible for low teacher retention. The low-teacher retention rate is experienced due to the institution’s inability to incorporate strategies that ensure the teachers feel comfortable to stir excellent academic performance. It is worth noting that I will employ similar assumptions when analyzing my data, especially the qualitative one; thus, the results may lean towards my thoughts (Nadiri, & Tanova, 2010).
Ethical Considerations
Several ethical issues will and must be considered in line with the safety of the information that will be collected, and the study participants (Brunk, 2010). First, no respondent will be required to write his or her name within the data collection tool to ensure that the concept of anonymity is embraced so that victimization issues that generally arise when the identity of the participant is revealed are avoided. The second ethical consideration is regarding the information that will be collected (Brunk, 2010). The papers will be kept in a file and locked in a safe to ensure no third party can access the information. Once the information has been used, the documents will be appropriately disposed to ensure nobody comes across and use them in the future for any unintended purpose.
Questions
Ewa Makai Middle School in Hawaii was once an academic giant, but has witnessed several poor performances in the last two years due to high teacher turn over that has negatively impacted the student-teacher ratio (Scheopner, 2010). It implies that teachers have a huge workload as they are teaching many students and even before a satisfactory relationship is established, some leave for other institutions. The caption project aims at resolving the low teacher retention menace at Ewa Makai Middle School to ensure high performance is realized to help revive the institution’s reputation. The project will have a central question and three sub-questions that will be addressed in the data collection phase to help achieve an enhanced understanding of the problem in question (Scheopner, 2010).
Central Question: How can the menace of low-teacher retention rates at Ewa Makai Middle school in rural Hawaii be solved for continuous near-perfect teacher-student relationship attainment and excellent academic result realization?
Sub-question 1. How will administrators in an interview solve the teacher retention menace witnessed in the last two years at Ewa Makai Middle School in rural Hawaii?
Sub-question 2. How will educators in a focus group solve the issue of low-teacher retention at Ewa Makai Middle School in rural Hawaii to eradicate poor academic performance witnessed in the last two years?
Sub-question 3. How will the quantitative survey data and information inform the low-teacher retention rates menace witnessed at Ewa Makai Middle School in the rural Hawaii responsible for the institution’s poor academic performance?
Data Collection and Analysis
Interviews
The first sub-question for my caption project explores how the administrators in an interview will solve the teacher retention menace at Ewa Makai Middle School.
There will be a face to face interview between the researcher and six administrators. The six administrators will be one school principal, four assistant principals, and one senior teacher. The researcher will interview each participant separately where questions will be asked and the answer recorded on a tape. The interview format that will be used is an open-ended question where the researcher shoots a question then waits for the answer. In the open-ended question format, there will be no disruptions and limitations (Rosenthal, 2016). There will be ten interview questions directed to each respondent separately.
The qualitative strategy of data will be used. Qualitative data is manifested through questions that require non-numerical answers (Rosenthal, 2016). The interview will be carried out on June 5, 2020, from eight o’clock in the morning to five o’clock in the evening. For interview questions see appendix D
Interview Questions
- What is low-teacher retention rate? It is designed to enable the researcher to get an insight into what low teacher retention is. Scholars view low-teacher retention rate as a scenario where teacher turnover is high to the level that students’ performances start dropping (Liu, & Onwuegbuzie, 2012).
- What is the cause of low-teacher retention in your school? Understanding the cause of low-teacher retention enables the researcher to formulate the appropriate solution to the menace. Lack of proper compensation and inappropriate workloads are a few of the low-teacher retention causes (Adnot, Katz, & Wyckoff, 2017).
- What are some of the effects of low-teacher retention? The questions help the researcher know how low-teacher retention affect schools. Poor performance and institution eradication are a few of the effects of low-teacher retention (Brunk, 2010).
- What role does your school administration play in keeping teachers within the institution? The question ensures that the specific roles of the institution’s administration come forth (Cummins, 2014). Maintenance of the social welfare of the workers is the main role of school administration.
- Who is affected most when there is low teacher-retention in your institution? The question assists in understanding low-teacher retention victims. Students suffer the most because they are hit directly (Ewa Makai Middle School, 2020).
- In what way does low-teacher retention affect your institution? It enables people to understand whether there exist a direct effect of low-teacher retention to the school or not. Low-teacher retention demeans school reputation (Geiger, & Pivovarova, 2018).
- What are some of the ways you use to solve low-teacher retention? The question helps the researcher formulate the appropriate solutions to the menace. Proper workload assignments and adequate compensation make teachers love their work (Liu & Onwuegbuzie, 2012).
- What is teacher turnover? The question makes people understand why there is low teacher retention in the institution. Teacher turnover is a process where teachers leave their current places of work for greener pastures (Guin, 2004).
- How can you classify the teacher turnover rates at your institution? The question helps in understanding the number of teachers at Ewa Makai Middle School (Ewa Makai Middle School, 2020.
- What is the impact of the current student-teacher ratio in your school? It makes people know the reason why there is low teacher-retention at Ewa Makai Middle School (Ewa Makai Middle School, 2020.
The collected data will be transcribed and analyzed using thematic analysis.
Focus Group
The second sub-question in the capstone project will explore how educators in a focus group will solve the issue of low-teacher retention at Ewa Makai Middle School in rural Hawaii.
The focus group will comprise three teachers and two administrators from Ewa Makai Middle School as the study participants. The participants will meet in the institution’s staff room for the discussion on how to solve the issue of low-teacher retention for three hours, and ten questions will be discussed (Lin, & Wang, 2012). A Focus group is a qualitative data collection strategy that ensures questions are discussed comprehensively. For focus group questions see appendix E
Focus Group Discussion Questions
- What is low-teacher retention? The first question is designed to get what teacher retention is according to educators so that the appropriate definition is used. The Low-teacher retention concept traces back to the early 19th century when it first hit the field of academia (Izadinia, 2015).
- What causes low-teacher retention at Ewa Makai Middle School? The second discussion question help us understand what stirs low-teacher retention witnessed at Ewa Makai middle school, according to the educators. (Lin, & Wang, 2012) states the main issue behind low teacher retention in most of the learning institutions as low compensation which makes it hard for them to support their families.
- How does low-teacher retention impact your institution? The question helps in understanding the effects of low teacher-retention in a learning institution. The main effect it brings forth is the institution’s reputation damage (Hawaii State Department of Education, 2020).
- Which role do educators play in ensuring a high teacher-retention rate is achieved? It is designed to enable learners understand the role of educators in curbing low-teacher retention. Everybody has a role to play in averting the low-teacher retention menace witnessed in different learning institutions (Izadinia, 2015).
- Who suffers most due to the low-teacher retention in the institution? The question helps in understanding those who benefit from teachers in an institutional setting and who are hard-hit with teacher turnover (Izadinia, 2015). Teachers, parents, and students are affected in one way or another when there is low-teacher retention.
- Is Ewa Makai Middle school affected by low-teacher retention? The question is designed to help comprehend if low-teacher retention has a direct effect on an institution. Low-teacher retention cause Ewa Makai Middle School lose potential students as parents feel the education provision process is wanting (Lin, & Wang, 2012).
- How is low-teacher retention menace resolved? The question enables educators to come up with some of the ways appropriate in solving low-teacher retention menace (Lindqvist, Nordanger, & Carlsson, 2014).
- How is teacher turnover related to low-teacher retention? The question helps people establish the relationship between low-teacher retention and teacher turnover. Teacher turnover is responsible for the low teacher retention experienced worldwide (Nadiri, & Tanova, 2010).
- What causes teacher turnover at Ewa Makai Middle School? The concept assists the researcher with an idea of why low teacher retention rates are experienced. The turnover comes up because teachers are looking for greener pastures (Liu & Onwuegbuzie, 2012).
- How does low-teacher student ratio affect learning institutions? The 10th question is designed to provide an insight into how low-teacher student ratio affects the learning process (Lindqvist, Nordanger, & Carlsson, 2014).
The collected data will be transcribed and coded, then analyzed using thematic analysis.
Survey
The third sub-question for the capstone project explored how the quantitative survey data and information will inform the low-teacher retention rates menace witnessed at Ewa Makai Middle School in rural Hawaii. The low teacher retention rate is responsible for the institution’s poor academic performance internally and even within the external ranking (Carletto, Zezza, & Banerjee, 2013).
I will send out six surveys implying that there will be six respondent who are the teachers and administrators at Ewa Makai Middle School. The quantitative data will be collected through the provision of surveys that are sent out in physical forms, and the questions answered (Carletto, Zezza, & Banerjee, 2013). For survey questions see appendix F
Demographic Questions
- What is your gender?
Male Female
- What is your age bracket?
Below 18 18-35 36-50 Above 51
- What is your marital status
Single Married
Survey Questions
- Low-teacher retention rate is witnessed at Ewa Makai Middle School
1 2 3
Yes No Unsure
The question helps in knowing whether low-teacher retention is a problem at Ewa Makai Middle School. When low- teacher retention is an issue in a school environment, it needs a solution to ensure top-notch performance is realized (Carletto, Zezza, & Banerjee, 2013).
- Improper compensation and being overworked are the major causes of low-teacher retention at Ewa Makai Middle School
1 2 3
True False Unsure
The question assists in knowing the main causes of low-teacher retention not only at the Ewa Middle School, but also in other institutions. When teachers are underpaid or overworked, they tend to look for other workplaces (Public School Review, 2020).
- Low-teacher retention spoils the institution’s name among potential clients and scare them away
1 2 3 4 5
Never Rarely Sometimes Often Always
The question assists us in understanding how low-teacher retention affect an institution. Nobody wants his or her kid admitted to a school with insufficient teachers because it is a weakness that can likely interfere with the child’s performance (Rinke, 2014).
- Educators and administrators play a significant role in ensuring that low-teacher retention is eliminated.
1 2 3
False True Unsure
The question is designed to provide an insight into the participant’s perception of the educators’ and administrator’s involvement in low-teacher retention elimination (Carletto, Zezza, & Banerjee, 2013). The administrators and educators work together with teachers, therefore greatly involved in their retention.
- Who suffers most in case an institution has a low-teacher retention problem?
1 2 3 4 5
Students Teachers Administrators Institution Parents
The question assists in understanding the person who is affected most when there is a low-teacher retention problem in a learning institution. Students, teachers, parents, and the institution are normally affected in one way or another (Ronfeldt, Loeb, & Wyckoff, 2013).
- How does low-teacher retention affect the institution?
1 2 3
Directly Indirectly None
The question plays a significant role in helping the involved people understand whether an institution is affected directly or indirectly when low-teacher retention hit (Rosenthal, 2016). The institution normally suffers directly, but in some instances, there are indirect effects.
- Provision of better remunerations and appropriate workload assignments are ways of resolving the low-teacher retention menace witnessed at Ewa Makai Middle School.
1 2 3
True False Unsure
The question assists in understanding what needs to be done to avoid low-teacher retention. Better salaries will always make employees unwilling to join other companies (Rosenthal, 2016).
- Teacher turnover refers to the movement of teachers from their initial places of work to other areas to for better pay
1 2 3
Yes No not sure
The question assists with the definition of teacher turnover. Teacher turnover is where teachers move from their current places of work to other institutions with a promise of a better working environment as well as remuneration (Samson, 2010).
- Low salary in comparison to the workload stir teacher turnover.
1 2 3
True False Unsure
The question enlightens people on what causes teacher turnover in most institutions. Teachers deserve better pay that is directly proportional to the workload assigned, and lack of it make them look for other jobs (Scheopner, 2010).
- Low-teacher retention results in poor academic performance among the learners.
1 2 3
True False Unsure
The question provides an insight into one of the greatest effects of low-teacher retention rates on learners. Low-teacher retention implies the student-teacher ratio is affected as a teacher has to attend to several students, and the result is poor academic performance (Shaw, & Newton, 2014).
The collected data will be tabulated then analyzed by the use of excel then presented in a pie chart (Sullivan, Johnson, & Simons, 2019)
Document Analysis
The documents that will be collected are letters, meeting minutes, records, and legal papers. The rationale for settling on letters is that they are documents that were written by the teachers to the administrators notifying them of their resignation intention (Lancaster, & Ritter, 2014). Through the letters, the researcher can establish why there is low-teacher retention rate at Ewa Makai Middle School. The second document used is meeting minutes, the rationale for settling on it is that it provides first-hand information on when the meeting was held, where it was held, all the agendas, and the people who were present. The meeting minutes extend into providing the information on what every member said and all the agreements made (Lancaster, & Ritter, 2014). Therefore, meeting minutes are best placed primary data collection tools that can be used in addressing all the intended questions and provide a satisfactory answer.
The third document that will be settled on in the study will be the records. The rationale of settling on records is that they provide all the details that an individual or a researcher might need on an issue. Secondly, records tend to be many, implying that they can easily be used to supplement each other for adequate, unbiased, and reliable data realization. Whenever the data is comprehensive and accurate, accurate results are eminent (United States Department of Education 2020). Finally, legal documents will also be collected, and the rationale for collecting them is for defense purposes in case the researcher finds himself before a court of law.
Observations
Observation is defined as a way of collecting data through the use of eyes and ears. Therefore, the researcher must be present where the discussion or other activities of data collection are going on but should not make his or her presence known (Kipping, Rodger, Miller, & Kimble, 2012). In using observation as a method of data collection, I will look for a way to be part of the discussion of how low-teacher retention rate at Ewa Makai Middle School can be resolved. As an observant, I would get to the meeting venue as early as 8 a.m. and leave last. Using a notebook and a pen, I will record down everything discussed and then do analysis at a later time (Kipping, Rodger, Miller, & Kimble, 2012). In the discussion, I will be a contributor. The reason for contributing is to make the participants buy the notion that I am one of them, thus not feel uneasy about my presence.
In the observation process, I will record both descriptive and reflective information. Descriptive data refers to the factual information on the ground at the time of observation and include things like the time, date, setting as well as the actions, conversations, and behaviors observed (Kipping, Rodger, Miller, & Kimble, 2012). Reflective data implies a record of personal thoughts, ideas, and questions during the process so that both aspects are considered at the analysis desk. For observation protocol see appendix B
Summary
The section signals that every capstone project is done on purpose. The study targets solving the low-teacher retention rates witnessed at Ewa Makai Middle School that has led to poor academic performance not only institutional-wise but also on students. The implication is that the school’s reputation is at stake, thus scaring away potential students as they feel the probability of getting excellent academic performance unreailizable. Despite the effort by Ewa Makai Middle School to live by its mission and vision, the low-teacher retention menace makes the realization of the set targets a nightmare.
The procedure targets the collection and analysis of data on how to improve the low-teacher retention rates at Ewa Makai Middle School. The process will begin by seeking permission to research within the institution, and the permissions will be sort for from the principal and the gateman. The study being a site-specific project, there will be no need for IRB permission. The issue of biasness is inevitable as the researcher has two children schooling at Ewa Makai Middle School; thus, the information they pass will be part of the research outcome. The anonymity of the study participants and information safety are the main ethical considerations that will be put in place.
In addressing the project’s concern, one central question and three sub-questions are formulated. The central question reads “How can the menace of low-teacher retention rates at Ewa Makai Middle school in rural Hawaii be solved for continuous near-perfect teacher-student relationship attainment and excellent academic result realization?” The three sub-questions are:
Sub-question 1. How will administrators in an interview solve the teacher retention menace witnessed in the last two years at Ewa Makai Middle School in rural Hawaii?
Sub-question 2. How will educators in a focus group solve the issue of low-teacher retention at Ewa Makai Middle School in rural Hawaii to eradicate poor academic performance witnessed in the last two years?
Sub-question 3. How will the quantitative survey data and information inform the low-teacher retention rates menace witnessed at Ewa Makai Middle School in the rural Hawaii that is responsible for the institution’s poor academic performance internally and even within the external ranking?
Interviews, focus group discussions, and surveys will be used in addressing the three sub-questions respectively. Letters and recordings, plus meeting minutes are a few of the documents that will be used in the research. The section ends with evaluation observation as a data collection technique in handling the project’s questions.
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APPENDIX or APPENDICES
Appendix A
PERMISSION REQUEST LETTER
Date: June 6, 2020
To
Principal
Ewa Makai Middle School
P.O Box 81146 Hawaii
USA
Subject: Permission Request Letter to Conduct a Research at Ewa Makai Middle School
Dear Sir/Madam
Hello, I hope you are doing fine. I am ……………… from …………………….. University pursuing a doctoral degree in education. In partial fulfillment of my degree, I am to do a capstone project on how to improve teacher retention rates. I am requesting you to allow me to research at Ewa Middle School on June 28, 2020.
If you accord me the opportunity I will highly appreciate it. Waiting to hear from you
Yours Sincerely
……………………
Appendix B
OBSERVATION PROTOCOL Sample
Appendix C
DATA COLLECTION QUESTIONS
Appendix D
INTERVIEW QUESTIONS
- What is the low teacher retention rate?
- What is the cause of low-teacher retention in your school?
- What are some of the effects of low-teacher retention?
- What role does your school administration play in keeping teachers within the institution?
- Who is affected most when there is low teacher-retention in your institution?
- In what way does low-teacher retention affect your institution?
- What are some of the ways you use to solve low-teacher retention?
- What is teacher turnover?
- How can you classify the teacher turnover rates at your institution?
- What is the impact of the current student-teacher ratio in your school?
Appendix E
FOCUS GROUP DISCUSSION QUESTIONS
- What is low-teacher retention?
- What causes low-teacher retention at Ewa Makai Middle School?
- How does low-teacher retention impact your institution?
- Which role do educators play in ensuring a high teacher-retention rate is achieved?
- Who suffers most due to the low-teacher retention in the institution?
- Is Ewa Makai Middle school affected by low-teacher retention?
- How is low-teacher retention menace resolved?
- How is teacher turnover related to low-teacher retention?
- What causes teacher turnover at Ewa Makai Middle School?
- How does low-teacher student ratio affect learning institutions?
Appendix F
SURVEY
Demographic Questions
- What is your gender?
Male Female
- What is your age bracket?
Below 18 18-35 36-50 Above 51
- What is your marital status
Single Married
Survey Questions
- Low-teacher retention rate is witnessed at Ewa Makai Middle School
1 2 3
Yes No Unsure
- Improper compensation and being overworked are the major causes of low-teacher retention at Ewa Makai Middle School
1 2 3
True False Unsure
- Low-teacher retention spoils the institution’s name among potential clients and scares them away
1 2 3 4 5
Never Rarely Sometimes Often Always
- Educators and administrators play a significant role in ensuring that low-teacher retention is eliminated.
1 2 3
False True Unsure
- Who suffers most in case an institution has a low-teacher retention problem?
1 2 3 4 5
Students Teachers Administrators Institution Parents
- How does low-teacher retention affect the institution?
1 2 3
Directly Indirectly None
- Provision of better remunerations and appropriate workload assignments are ways of resolving the low-teacher retention menace witness at Ewa Makai Middle School.
1 2 3
True False Unsure
- Teacher turnover refers to the movement of teachers from their initial to other areas to get better pay
1 2 3
Yes No Not sure
- Low salary in comparison to the workload stir teacher turnover.
1 2 3
True False Unsure
- Low-teacher retention results in poor academic performance among the learners.
1 2 3
True False Unsure