Date of Award
5-2016
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Kelly S. Brown
Second Advisor
Sara E. Spruce
Third Advisor
H. Stanton Tuttle
Scholarship Domain(s)
Scholarship of Discovery, Scholarship of Teaching and Learning
Abstract
The need for quality child care and early childhood education has greatly increased over the last decade. The literature has provided multiple definitions of what constitutes quality care; one key factor was teacher consistency. This study examined the perspectives of leaders and teachers working in early childhood centers about their work environment and the relationship of the environment, including leadership characteristics, to teacher retention. Participants completed the Early Childhood Work Environment Survey about their perceptions of multiple organizational practices. Analysis of the data revealed that there was a significant relationship between a teacher’s perception of supervisor support and their commitment to stay at their current place of employment. Additional results indicated that the early childhood leader has a central role in the overall functioning of the childcare center with supervisor support having a significant relationship to all other dimensions of the work environment. Because of the multifaceted leadership role in early childhood it is suggested that leadership does influence a teacher’s retention decision.
Recommended Citation
Appel-Drazin, Karen, "Work Environment, Leadership, and Teacher Retention in Early Childhood Education" (2016). Ed.D. Dissertations. 92.
https://digitalcommons.olivet.edu/edd_diss/92
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Educational Leadership Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
Comments
Ed.D. dissertation completed in 2016 for Olivet Nazarene University.