Date of Award
Doctor of Education in Secondary Education
First Committee Member
Second Committee Member
This qualitative case study seeks to investigate the reasons why six English teachers have remained teaching for 10 or more years at four high-needs high schools in a large district in the Southeast. The researcher seeks to find out and explain what traits/characteristics they share so administrators can look for those traits in hiring or provide professional development to foster growth in those areas. Seven assertions were created from the data: (1) Five out of six teachers began teaching out of necessity and because they love the content, but all believe that it has become a calling. (2) Female English teachers often utilize some aspects of care theory. (3) All of the teachers believe that teachers receive some emotional benefits from teaching in high-needs schools. (4) Female English teachers often utilize some aspects of CRP. (5) English teachers believe that school context plays the biggest role in English teacher retention. (6) English teachers believe that all of the extra socio/emotional issues English teachers deal with contributes to their attrition. (7) English teachers believe that administration could improve retention by helping to promote collegiality.
Tuttle, Corrie A., "Why Do English Teachers Stay in High-Needs High Schools?: An Exploratory Study of Factors Promoting Retention of Teachers in High-Needs Schools" (2017). (HIDDEN) Doctor of Education in Secondary Education Dissertations. 8.
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