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Phenomenological Study of Teacher Retention at Private Emotional Support Schools
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Stacy Mae Taylor – ProQuest LLC, 2021
Through a qualitative phenomenological design, this study explored the perceptions of teachers at private academic emotional support schools regarding the influencing factors of teacher retention for multiple years. Studies have spanned for decades attempting to understand and prevent teacher attrition in these schools. Working conditions of the…
Descriptors: Teacher Persistence, Institutional Characteristics, Emotional Response, Teacher Attitudes