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A Qualitative Transcendental Phenomenology Study of Co-Teacher Attrition and Retention in International Inclusive Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Transcendental Phenomenology Study of Co-Teacher Attrition and Retention in International Inclusive Programs./
Author:	Aschenbrenner, Nicole Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	210 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28717369
ISBN:	9798460435432

A Qualitative Transcendental Phenomenology Study of Co-Teacher Attrition and Retention in International Inclusive Programs.
Aschenbrenner, Nicole Marie.

A Qualitative Transcendental Phenomenology Study of Co-Teacher Attrition and Retention in International Inclusive Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 210 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

This item must not be sold to any third party vendors.

A sizeable challenge global education systems are enduring is the high rate of attrition and the need for increased retention of high-quality co-teachers (also referred to as teacher aides, teacher assistants, instructional assistants, or paraeducators in other parts of the world). The purpose of this qualitative phenomenological study was to apply Bronfenbrenner's ecological systems theory to explore the complex phenomenon of co-teacher attrition and retention captured through the lived experiences and perspectives of 20 co-teachers working in early childhood through secondary inclusive international schools across Hong Kong. Semi-structured interviews were conducted with all participants and the data were analyzed using The Framework Method. Data analysis occurred in six stages - familiarization and triangulation of data, generating initial codes, diagramming, reviewing themes, defining and name themes, and producing the final analysis. The most salient aspects of co-teachers' lived experiences were related to systemic issues, such as (a) misaligned roles, responsibilities, and expectations; (b) limiting organizational and employment policies in regard to career advancement and monetary compensation; (c) interference from the pandemic transitions and the complexity and nature of the co-teacher role; and (d) needs for pre-service education, training, professional skills and knowledge, and empowerment. The most common pattern reducing attrition from the profession was co-teachers' collective desire to provide all students with quality educational experiences as well as live out their vision of the importance of education as a means of providing equity and opportunity for all students in an inclusive environment, as well as pursuing the dream of becoming a fully qualified lead teacher. The results provided a deeper understanding of the necessary characteristics of effective leadership, autonomy and trust, a positive school culture and climate, opportunities for professional growth and mentorship, along with a fair compensation and benefit package that are the features that support and encourage co-teachers to remain in their respective employment. Future research should focus on continuing to expand on how ecological systems theory can be applied to deepen understanding of teacher attrition and retention.

ISBN: 9798460435432Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Attrition

A Qualitative Transcendental Phenomenology Study of Co-Teacher Attrition and Retention in International Inclusive Programs.
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520 $a A sizeable challenge global education systems are enduring is the high rate of attrition and the need for increased retention of high-quality co-teachers (also referred to as teacher aides, teacher assistants, instructional assistants, or paraeducators in other parts of the world). The purpose of this qualitative phenomenological study was to apply Bronfenbrenner's ecological systems theory to explore the complex phenomenon of co-teacher attrition and retention captured through the lived experiences and perspectives of 20 co-teachers working in early childhood through secondary inclusive international schools across Hong Kong. Semi-structured interviews were conducted with all participants and the data were analyzed using The Framework Method. Data analysis occurred in six stages - familiarization and triangulation of data, generating initial codes, diagramming, reviewing themes, defining and name themes, and producing the final analysis. The most salient aspects of co-teachers' lived experiences were related to systemic issues, such as (a) misaligned roles, responsibilities, and expectations; (b) limiting organizational and employment policies in regard to career advancement and monetary compensation; (c) interference from the pandemic transitions and the complexity and nature of the co-teacher role; and (d) needs for pre-service education, training, professional skills and knowledge, and empowerment. The most common pattern reducing attrition from the profession was co-teachers' collective desire to provide all students with quality educational experiences as well as live out their vision of the importance of education as a means of providing equity and opportunity for all students in an inclusive environment, as well as pursuing the dream of becoming a fully qualified lead teacher. The results provided a deeper understanding of the necessary characteristics of effective leadership, autonomy and trust, a positive school culture and climate, opportunities for professional growth and mentorship, along with a fair compensation and benefit package that are the features that support and encourage co-teachers to remain in their respective employment. Future research should focus on continuing to expand on how ecological systems theory can be applied to deepen understanding of teacher attrition and retention.
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