Theses and Dissertations

ORCID

https://orcid.org/0009-0002-6114-2670

Issuing Body

Mississippi State University

Advisor

Leffler, Jeffrey

Committee Member

Grice, Steven

Committee Member

Milam, Alisha

Committee Member

Windham, Melissa

Date of Degree

12-13-2024

Original embargo terms

Visible MSU only 1 year

Document Type

Doctoral Capstone - Campus Access Only

Major

Education (Educational Policy and Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

College of Education

Abstract

This project addresses the critical issue of teacher attrition and retention by incorporating National Board standards into pre-service teacher preparation programs. Nationwide, school districts face significant shortages of qualified teachers, particularly in mathematics, science, and special education. Research reveals that the Southern region of the United States experiences the highest attrition rates (Ingersoll et al., 2018). An analysis of data indicates that the key issues contributing to teacher attrition and retention include stress from high-stakes testing, salary deficits, and inconsistent support. States have the autonomy to address teacher retention issues and allocate federal funds for these initiatives such as high-quality resources, reliable assessments, and comprehensive mentoring and induction programs (Goble, 2022; Mississippi Department of Education [MDE], 2022). Despite these efforts, the teacher shortage continues to grow annually. Research shows that National Board Certified Teachers (NBCTs) achieve better student outcomes in literacy and mathematics (Cowan & Goldhaber, 2016; National Strategic Planning and Analysis Research Center [NSPARC], 2021; Strategic Data Project [SDP], 2012a & 2012b) and are more likely to remain in their schools and become teacher mentors (Center for Educator Recruitment, Retention, & Advancement [CERRA], 2018; Cast, 2014). Most states recognize National Board certification by offering financial and licensure incentives to teachers who achieve certification (National Board for Professional Teaching Standards [NBPTS], n.d.). This project emphasizes the need for additional research into pre-service teacher preparation and the foundational aspects of teaching practice. By incorporating National Board standards into pre-service teacher preparation programs, the project aims to enhance student growth, future National Board certification, and teacher support within the first 5 years of service. This, in turn, would address teacher attrition and retention. This research has the potential to significantly impact schools across Mississippi, ultimately contributing to a stronger, more resilient education system.

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