46 Vonda Hayes, EdD Findings from Research Question 1 RQ1 focused on the teachers’ perceptions about factors that influenced teacher attrition. IQ1 and IQ2 were asked to provide insight into teachers’ perceptions about RQ1. Research Question 1 (RQ1) What are the perceptions of teachers about factors that influence teacher attrition? IQ 1: You have chosen to stay at your campus XX years. What makes you want to stay? IQ 2: Why do you think some teachers have left the campus? These interview questions supported RQ1 because they allowed participants to reflect on their reasons for remaining on the campus and the factors influencing teacher attrition. The two themes that emerged were the Theme of Environment of Growth and the Theme of Room for Improvement. Theme of Environment of Growth The theme Environment of Growth summarized the teachers’ perceptions of the influence of the environment, colleagues, administrators, and studentsas factors that influenced them to stay at the campus. While some teachers emphasized the students were an important factor in their staying, others talked about the relationships they had developed. They stated the school “feels like family.” They also acknowledged the positive relationships they had with each other as well as with the campus administrators. They also commented on working in a supportive environment where they had the resources needed to perform their job. They contributed much of their success to the support of the campus principal and other administrators. Theme of Room for Improvement The theme Room for Improvement summarized the reasons teachers gave for why they had remained at their campuses and why they thought some teachers had left the campus. The teachers’ responses indicated there is room for improvement, including improving procedures, connections, resources, training, and different leadership styles. Some teachers cited recent leadership changes were why some teachers had left. Some teachers stated that sometimes the leadership style may require a different fit or could be adjusted to improve motivation for staff. Findings from Research Question 2 RQ2 focused on the perceptions that teachers had about the support of the campus principal on teacher attrition in charter schools. IQ3 and IQ4 were asked to have the participants reflect about the support they received from the District and their principal and to establish if the support they received influenced their decision to remain on their campuses. Two themes emerged: Instructional Needs Matter and Principal Availability is Salient. their reasons for remaining on the campus and the factors influencing teacher attrition. The two themes that emerged were the Theme of Environment of Growth and the Theme of Room for Improvement. Figure 1 Common Themes for the Influence of Principal Support on Teacher Attrition Theme of Environment of Growth The theme Environment of Growth summarized the teachers’ perceptions of the influence of the environment, colleagues, administrators, and students as factors that influenced them to stay at the campus. While some teachers emphasized the students were an important factor in their staying, others talked about the relationships they had developed. They stated the school “feels like family.” They also acknowledged the positive relationships they had with each other as well as with the campus administrators. They also commented on working in a supportive environment where they had the resources needed to perform their job. They contributed much of their success to the support of the campus principal and other administrators. Influence of Principal Support on Teacher Attrition Theme of Environment of Growth Theme of Room for Improvement Theme of Instructional Needs Matter Theme of Principal Availability is Salient Theme of Principal Visibility and Common Communication is Key Theme of Resources and Availability Generate Appreciation Figure 1 Common Themes for the Influence of Principal Support on Teacher Attrition
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