Date of Award

Spring 5-18-2018

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Leadership

Department

Educational Administration

Major Professor

Brian Beabout

Second Advisor

Marc Bonis

Third Advisor

Christopher Broadhurst

Abstract

Teacher migration occurs frequently in public schools across the United States. As teachers transition and move to new schools, this can have implications for student achievement (Adnot, Dee, Katz, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013), school/family relationships (Simon & Johnson, 2015), and school administrators (Ingersoll, 2003b). The purpose of this phenomenological qualitative study is to better understand the experiences that led teachers to voluntarily migrate to different schools within their district. Data for this study was collected through semi-structured interviews and document analysis. Public district documents were evaluated to better understand specific policies and/or restrictions on migrating teachers. All data was compiled and categorized into four major themes: 1) school characteristics, 2) school-based relationships, 3) professional atmosphere, and 4) leader support. While this study shows that there was no essence to the phenomena of teacher migration, it does make light of the fact that extremely negative relationships with either teaching colleagues or the school principal were important considerations in teacher’s voluntary, intra-district migration decision.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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