2024 Doctoral Capstone Projects

This mixed-methods study of action research examines the teacher attrition rates in one district aligned to national measures and theories. The purpose of this study is to determine the satisfaction of teachers in their current positions, the reasons that cause them to remain or leave a district and how certain factors including the pandemic, finances and burn-out impact their perception of staying. The main questions that guide this research include what are the factors that have led to faculty leaving the district in the past three years? How do teachers view the way the district supports its staff? And what factors do teachers perceive would be helpful in retaining faculty members? Data collection consisted of surveys and interviews to current and former teachers of the district of study. These surveys and interviews provided insight to the rationale and factors leading to higher than historical average teacher attrition rates. This collection and analysis of quantitative data woven together with qualitative interviews provided a depth of understanding that can guide a district’s future steps in lowering attrition rates. The research concludes that while consideration of leaving a district is ultimately burn-out in the profession, most teachers only choose to leave based on location and family which are outside of the district’s control. However, to alleviate consideration and potential attrition of teachers due to burn-out in the profession, recommendations are included to guide district improvement in teacher support.

Districts across the nation are grappling with rising costs and staff shortages, leading many to adopt co-teaching models as their primary strategy to meet the needs of students
with disabilities. This shift is driven by legal mandates that fully advocate for the education of students in the "least restrictive environment" possible. The purpose of this study is to investigate the perceptions of secondary teachers who utilize co-teaching practices, examining the benefits, challenges, and limitations of this instructional model. Employing a concurrent mixed-methods research design, both quantitative and qualitative data were collected from secondary teachers currently or previously involved in co-taught
classes within the last school year via an anonymous online survey. Results indicate that while overall perceptions of co-teaching are positive, several concerns and critical factors
influencing its success were identified, including the need for adequate planning time, consistent professional development, and strong administrative support. The conclusions
suggest that addressing these areas is essential for enhancing the efficacy of the coteaching model, ultimately fostering more inclusive and supportive learning environments. Further research recommendations are also discussed.