Grow your own teachers: A case study of strategies used by rural Texas schools to produce and retain qualified teachers
Mahler, Brandon K.
MetadataShow full item record
Teacher retention is an enormously complex issue. This study is focused on determining the effect of Grow Your Own Teacher programs specific for the rural school. In the current state of education, teacher turnover can be depicted as the revolving door. “Nationally, schools lose between $1 billion and $2.2 billion in attrition costs each year through teachers moving or leaving the profession” (Schaffhauser, 2014). The schools located in rural, Texas face an even greater challenge due to their remote, geographic locations. The purpose of this case study was to evaluate the partnership and effectiveness of a GYOT approach for rural schools to address teacher recruitment and retention. It is the hope of the researcher to identify successful strategies of the GYOT approach for rural schools to help alleviate the teacher shortage. A review of the literature regarding teacher retention from the international scale to Texas rural schools provided the researcher with a context for the study. The review was furthered by analyzing current research on GYOT programs. Literature was primarily focused on program outcomes dealing with urban or hard to staff schools. Possible participants were recruited from the TechTeach 2+1 program and a partnering rural school district. A questionnaire was delivered through Qualtrics, an online survey program. These questionnaires were primarily used for recruiting and building initial case files for participants. A follow up semistructured interview was conducted for six study participants. The results indicated GYOT programs have an impact on teacher retention within rural schools. Further research is needed to identify additional factors that could affect GYOT programs.