Chapter II -- Planning / Subtopics / research This assignment is intended to begin the planning process for Chapter II of your dissertation (821 class). Theme 1 for all studies is the Historical Bac

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Crook, R. W. (2022). A quantitative study of the impact of four-day school weeks on teacher retention in rural public school districts (Order No. 29069384). Available from ProQuest Dissertations & Theses Global. (2659234301). Retrieved from https://wmcarey.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/quantitative-study-impact-four-day-school-weeks/docview/2659234301/se-2

Crook’s quantitative research work is concerned with the relationship between teacher induction programs and the retention rate of teachers in urban school districts. The study, based on a sample of 1,200 teachers from five states, uses statistical analysis to show that teachers involved in organized induction programs have a 25% higher chance of staying in their jobs after three years than those who have no support. It is pointed out by the authors that the main reasons for the phenomena are the mentoring and constant professional development. At the same time, it is mentioned in the research report that the programs of induction that lack administrative support usually do not have enough results. This is an indispensable source of support for my study, as it offers firsthand research data indicating that the introduction of effective programs is the best way to achieve, which I will use for the development of a policy induction essay. In addition to that, points about the leadership role that will be further analyzed have been raised.

Jacob, B. A. (2007). The Challenges of Staffing Urban Schools with Effective Teachers. Future of Children, 17(1), 129–153. https://doi-org.wmcarey.idm.oclc.org/10.1353/foc.2007.0005
This is an essential reference because it draws attention to the ongoing challenges within the urban school setting. The urban schools have a challenge of finding qualified instructors. In addition, it defines effectiveness as a quantifiable factor for students. It provides an important context for the challenge of staffing in urban schools.

Mitchell, J. A. (2021). The impact of principal leadership styles on teacher retention (Order No. 28413278). Available from ProQuest Dissertations & Theses Global. (2639220706). Retrieved from https://wmcarey.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/impact-principal-leadership-styles-on-teacher/docview/2639220706/se-2 Through his research, Mitchell gets us to understand how different leadership styles of principals shape the retention of teachers in urban schools. Based on ground interviews with 30 teachers and 10 principals, the article brings out that transformational leadership is the most vital factor in the establishment of a supportive school culture that is the basis for teacher commitment. On the contrary, authoritarian leadership styles have been found to be associated with high rates of turnover. The study highlights the support emotionally and professionally given by the principal to the teacher as very important. Definitely, this research directs me to the relationship between principal leadership and teacher retention, which is a major subtheme in my study and thus help me build my research further. His argument, therefore, offers me an antagonistic perspective to those solely focusing on the role of induction programs, presenting leadership as another critical factor for discussion. I will take up this position to investigate how principal training can be synergistic with induction efforts further

Nguyen, A. (2024). Teacher recruitment and retention: Factors affecting teacher shortages (Order No. 31637842). Available from ProQuest Dissertations & Theses Global. (3129913026). Retrieved from https://wmcarey.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/teacher-recruitment-retention-factors-affecting/docview/3129913026/se-2 This article analyzes the unique difficulties of teacher recruitment and retention in rural school districts such as geographic isolation, scarcity of resources, and the lack of professional development opportunities. The authors in their mixed-methods study combined survey data from 500 rural teachers with case studies of successful retention programs. Their research proved that retention is greatly supported by targeted recruitment strategies, including grow-your-own programs, and mentorship. But the article also exposes the insufficiency of funds that support rural initiatives as the main obstacle in this kind of areas. I would consider this source is essential for my research as it directly relates to the retention in the rural context of Mississippi that is a similar place where the rural schools are the majority. Not only, it gives me the practical strategies I can review in terms of their implementation possibility, but it also, pacing me with the funding issues that might affect my ideas about the scalability of the solutions.

Santiago II, N. M., Santos, T., & Santiago-Centeno, A. K. (2022). Factors Affecting Teachers’ Turnover: Basis for a Proposed Retention Program. International Journal of Multidisciplinary: Applied Business & Education Research, 3(9), 1791–1797. https://doi-org.wmcarey.idm.oclc.org/10.11594/ijmaber.03.09.18 Santiago portrays the main message from 50 different teacher retention studies by setting working conditions, administrative support, and professional growth opportunities as the main reasons for teacher retention. The researchers suggest that support systems, such as the induction program and the existence of a supportive leader, are of great importance in lessening turnover. Nevertheless, Santiago argues that several external factors, for example, salary and how society perceives teachers, may impact the issue of turnover but are less manageable by the schools. This is one of the earliest sources of my research that cannot be missed out as it gives an overview of the factors that determine retention which helps me to position my research within the existing literature on the topic. Apart from that, by pinpointing the role of external factors, the article challenges my exclusive concentration on the school-based interventions which will be useful in future completion review of the literature to facilitate the unbiasedness of the study.