Date of Award:
5-2022
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Applied Sciences, Technology, and Education
Committee Chair(s)
Tyson Sorensen
Committee
Tyson Sorensen
Committee
Trevor Robinson
Committee
Michael Pate
Committee
Wade Goodridge
Committee
Scott Greenhalgh
Abstract
Teacher retention is a significant issue impacting educational agencies around the country. Factors that have been found to be predictors of teacher retention include sense of belonging, sense of efficacy, and job satisfaction. Many personal and professional characteristics of a teacher also have been found to predict teacher retention. The purpose of this research was to explore how these factors predicted Technology and Engineering Educators' (TEE) teachers’ persistence to remain in the teaching profession. Furthermore, this research sought to identify programs that existed to help support TEE teachers in their persistence intentions.
This research found teacher job satisfaction was a significant predictor of TEE teachers’ persistence intentions, while teacher sense of efficacy and teacher sense of belonging were not. Additionally, this research found job satisfaction was predicted by teacher sense of belonging. This research also found that most in-house professional development offered to teachers to support persistence intentions was perceived as ineffective to TEE teachers, while professional development offered through professional associations and state agencies was perceived as being more beneficial.
Checksum
4a6f5447fb16e05a66d22e6fb2990a85
Recommended Citation
Ortiz, Cory J., "What Keeps Technology and Engineering Teachers in the Classroom? A National Mixed Methods Study" (2022). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8410.
https://digitalcommons.usu.edu/etd/8410
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