Dis

1

Examining the Role of Higher Education in Teacher Preparation and Retention in the

Mississippi Delta: Challenges and Solutions

A [DOCTORAL STUDY PROJECT or DISSERTATION] Prospectus

Submitted to the [Trident University International]

of Trident University International

a member of the American InterContinental University System

in partial fulfillment of the requirements for the degree of

Doctor of [Education] [in Educational Leadership]

by

[Eddie Taylor]

Chandler, Arizona

20[25]

[2025]

[Professor Mu23lvihill]

2

Table of Contents

Chapter 1: Introduction....................................................................................................................4

Background.................................................................................................................................. 4

Problem Statement....................................................................................................................... 4

Purpose Statement........................................................................................................................4

Conceptual or Theoretical Framework.........................................................................................5

Research Question(s)................................................................................................................... 5

Definition of Key Terms.............................................................................................................. 5

Summary...................................................................................................................................... 6

Chapter 2: Literature Review.......................................................................................................... 7

Literature Search Strategy............................................................................................................7

Synthesis of the Literature........................................................................................................... 7

Summary...................................................................................................................................... 8

Chapter 3: Methodology................................................................................................................14

Research Methodology and Design........................................................................................... 14

Role of the Researcher............................................................................................................... 14

Population and Sample Selection...............................................................................................14

Instrumentation.......................................................................................................................... 15

Pilot Study / Field Testing.......................................................................................................... 16

3

Variables and Operational Definitions [quantitative and mixed methods studies only].........17

[First Variable.................................................................................................................... 17

[Second Variable................................................................................................................17

Demographics and Control Variables [quantitative and mixed methods studies only]..........17

Data Collection...........................................................................................................................18

Data Analysis............................................................................................................................. 18

Assumptions...............................................................................................................................19

Limitations................................................................................................................................. 19

Delimitations.............................................................................................................................. 19

Reliability and Validity.............................................................................................................. 20

Ethical Assurances..................................................................................................................... 20

Summary.................................................................................................................................... 21

References..................................................................................................................................... 22

Appendix A....................................................................................................................................23

4

Chapter 1: Introduction

Background

In the Mississippi Delta, there has arisen an ongoing challenge of teacher shortages. A

large number of people in this rural area who aspire to be teachers face challenges in accessing

effective teacher training programs. Even when professionals arrive in their professions; they

have a hard time staying within the profession due to the low pay, lack of resources, and low

chance of growing within their career even after obtaining much knowledge within their

preparation programs (Whitebook, McLean, & Austin, 2018). Addressing and correcting these

problems will be the biggest assistance toward keeping teachers in the Mississippi Delta for a

long period of time.

Problem Statement

Teacher shortages and high turnover remain persistent challenges in the Mississippi

Delta, disproportionately affecting rural, under-resourced schools. While many beginning

teachers enter classrooms through local higher education programs, a significant number leave

the profession within the first few years. This raises concerns about whether teacher preparation

programs are effectively equipping candidates for the region's unique educational demands, and

what role these institutions play in long-term teacher retention.

Purpose Statement

The purpose of this qualitative study is to explore how higher education teacher

preparation programs in the Mississippi Delta prepare and support new teachers for the specific

realities of teaching in this region, and how these efforts influence early career teacher retention.

5

Conceptual or Theoretical Framework

The focus of this study is heavily set on the Teacher Development and Retention Model

(TDRM), which is considered a big part of the foundation for understanding the factors that

influence teacher preparation, retention, and professional growth. The TDRM focuses on ways to

improvise strategies that can be used to increase professional development. It does a great job at

pointing out the need for strong institutional support and the alignment of training programs with

the practical demands of classroom teaching, particularly in high-need areas like the Mississippi

Delta (Smith & Johnson, 2020). This model will serve as an important piece of framework for

this study due to the fact that it breaks down the different phases of a teacher’s career. you are

able to take a deeper dive into the training and classroom experience.

Lent, Brown, and Hackett (1994) has created a framework (Social Cognitive Career

Theory) that allows people to become aware of their reasoning for coming into the profession.

Most importantly, this theory will play an important role in this study due to the fact that it can

also identify what motivates teachers to stay within the profession as well. It also considers the

personal and environmental supports that can enhance career persistence, which is essential for

understanding the retention challenges faced by teachers in the Mississippi Delta (Lent et al.,

1994).

Research Questions

1. How do higher education teacher preparation programs in the Mississippi Delta prepare

candidates for the realities of teaching in rural and under-resourced schools?

2. What forms of ongoing support (e.g., mentorship, professional development) do higher

education institutions provide to early career teachers in the region?

6

Definition of Key Terms

To ensure success within the educational setting, effective teaching is mandatory;

especially in the Mississippi Delta. The key terms mentioned below open up key components

within this research. Each term provides the foundation for examining the challenges and

opportunities in supporting educators throughout their educational journey.

● Teacher Preparation Programs: Programs that provide teachers with knowledge to help

them perform effectively in the classroom. These programs provide teachers with access

to all the components necessary for becoming a great teacher.

● Teacher Retention: This relates to how well an educational system can retain its teachers

over time.

● Mississippi Delta: The Mississippi Delta is a region in northwest Mississippi where most

face challenges like poverty and low educational outcomes.

● Higher Education: Academic knowledge that is taught beyond high school.

● Higher Education Institutions: Academic systems that are responsible for training

educators through certification programs.

Readers who have knowledge and understanding of the key terms will be able to easily

catch onto the importance of the research focus. Teacher preparation programs are supposed to

be put in place to prepare teachers to succeed within the classroom. Within these programs,

teachers should have access to knowledge, skills, and strategies that go into the classroom with

them. Teacher retention is also a major term that should be highly focused on. It has the same

strength as the expectations of the preparation programs. It highlights the ability to keep teachers

over a certain period as well as the educational outcomes. The Mississippi Delta is the overall

focus of the study where major challenges are faced within the poverty rates and low academic

7

performance. Poverty and educational performance is a key issue within teacher retention. both

increase teacher turnover by creating challenging work environments. It is normal for schools

connected to these issues to lead to burnout and frustrations. improving the support in these areas

could better the issue at hand. higher education institutions are key to improvement. They are

responsible for training and supporting teachers throughout the programs. educators within these

positions must understand they are important to shaping the next generation of educators.

Summary

This chapter gives an outline of the study through the expression of the background,

problem, purpose, framework, research question and key terms. In this chapter, the base has been

set; the understanding of the cause of teacher preparation and retention in Mississippi has been

expressed very clearly. It has been made known that the potential causes within this matter seems

to be: poverty and academic performances as well as the disconnect between what is being

taught within the preparation programs and what is actually being experienced within the

classroom. The problem statement highlighted the disconnect between teacher preparation

programs and the realities of classroom teaching, emphasizing the need for more effective

training to address the specific challenges of this region (Whitebook, McLean, & Austin, 2018).

One of the key purposes in this study is to travel through the role higher education and

preparation programs play in teacher retention. The goal is to identify how the programs of these

institutions can be strengthened to help long term retention in the Mississippi Delta. A qualitative

approach seems to be the best fit within this study due to its ability to assess the effectiveness of

current training programs and identify strategies that can improve teacher retention (Smith &

Johnson, 2020).

8

The conceptual framework for this research draws on the Teacher Development and

Retention Model (TDRM) and Social Cognitive Career Theory (SCCT), both of which offer

valuable insights into the factors influencing teacher success and career longevity (Lent, Brown,

& Hackett, 1994; Smith & Johnson, 2020). The TDRM provides an approach that assists

educators throughout their careers, while SCCT looks to identify the factors that impact career

decisions. Additionally, the chapter gives a look at major terms which are expressed throughout

this study to build understanding, awareness, and knowledge of the focus at hand.

Through this chapter, the groundwork of a deeper understanding of the factors that

surrounds the major issue of teacher preparation and retention in the Mississippi Delta is shown.

This chapter provides a comprehensive breakdown that opens up the information of other

chapters. The findings of this study have the potential to inform policy changes and improve

teacher support systems, ultimately enhancing educational outcomes in high-need areas (Smith &

Johnson, 2020; Lent et al., 1994).

9

Chapter 2: Literature Review

In the Mississippi Delta, teacher preparation and retention has been a major focus for a

long time. This region, known for its deep cultural history and significant economic challenges,

faces persistent educational barriers, including chronic teacher shortages, high turnover rates, and

under-resourced schools (Mississippi Department of Education, 2024). Due to these factors,

consequences due occur: student achievement and economic growth becomes affected. Higher

education institutions have become a very important focus point due to the purpose they serve.

The role of these institutions should be to help prepare and retain teachers; which is what the

overall focus has been set on with this study.

The key aim of the literature review is to breakdown and express the factors that build up

teacher retention and preparation in the Mississippi Delta as well as focus on the impact of

higher education programs. This chapter will heavily point out the background factors that

connect to teacher shortage, effectiveness of programs, community influences, and professional

development in the region of conversation. There are gaps in current literature that have not been

pointed out to increase the understanding of many, however, this study will do so. This chapter

mostly looks to create a solid foundation around information that is not often clearly explained or

rarely spoken up, such as strategies for improving teacher retention and available resources and

opportunities in supporting long-term teacher success in the Mississippi Delta.

Literature Search Strategy

To guarantee a complete review of the vital literature, a systematic search strategy was

inserted that allows quality sources to be addressed for preparation and retention in the

Mississippi Delta. This approach involved the use of multiple scholarly databases, including

10

ERIC, JSTOR, ProQuest, and Google Scholar. All of these databases are used to access scholarly

sources published within the past five to ten years. Furthermore, this review contains government

reports from the Mississippi Department of Education and institutional publications from local

universities, including Delta State University. These sources express important information on

specific challenges and strategies that connect to the problem at hand.

This study will be completed with the most relevant and useful information on teacher

retention and the effectiveness of preparation programs. Each literature will be used to speak

toward bettering academic performance within the Mississippi Delta. The overall goal of this

study to ensure all appropriate, relevant, and vital information and data is being retrieved and

elaborated on; it will be visible within this study.

Historical Context of Teacher Shortages in the Mississippi Delta

For decades, the Mississippi Delta has dealt with teacher shortage. However, over the

years the problem has increased tremendously. During the 2023-2024 academic year, the region

reported over 5,000 vacancies for teachers, administrators, and support personnel, underscoring

the severity of the issue (Mississippi Department of Education, 2024). This shortage is not

present due to complications within hiring. However, it is planted in economics, social inequities,

and education. Historically, the Delta has struggled to attract and retain qualified teachers, in part

due to lower salaries, fewer professional development opportunities, and the challenging

socioeconomic conditions that characterize the region (Bailey & Schurz, 2022). These

roadblocks have brought along teacher shortages which have become difficult to break to turn

around in a short period of time.

11

Synthesis of the Literature

The current literature on teacher preparation and retention in the Mississippi Delta brings

the complexity to light through highlighting the high volume of challenge that goes beyond

teacher shortages. Research also discusses the issue of preparation that creates difficulties within

improving teacher retention rates. Effective teacher preparation programs equip educators with

the skills, knowledge, and confidence needed to succeed in challenging teaching environments,

reducing the likelihood of early burnout and attrition (Darling-Hammond, 2021). However, the

literature also highlights significant gaps in the alignment between teacher preparation programs

and the realities of classroom teaching, particularly in high-need regions like the Mississippi

Delta (Boote & Beile, 2005).

It has been identified that many teacher preparation programs do not do a good job at

providing the appropriate experience and skills that allows teachers to walk in the classroom

effectively. For example, Boote and Beile (2005) argue that many programs focus heavily on

pedagogical theory without adequately preparing teachers for the day-to-day challenges of

classroom management, cultural responsiveness, and trauma-informed instruction. The

disconnect in this area is very visible and problematic; especially in this region. In the

Mississippi Delta, teachers must be able to move through the difficulties within the social and

economic dynamics that are not always addressed in traditional teacher training programs (Smith

& Johnson, 2020).

Support from those in higher positions is very important to teachers. It should be made

mandatory that all teachers receive close-up and continuous mentorship as well as professional

support. Research has shown that teachers who receive ongoing support from experienced

12

mentors are more likely to remain in the profession, as they have a stronger sense of efficacy and

professional satisfaction (Smith & Johnson, 2020). Structured mentorship programs that include

regular feedback, goal setting, and professional development opportunities have been shown to

reduce turnover by building teachers' confidence and skills (Sutcher, Darling-Hammond, &

Carver-Thomas, 2019). It should be noted that programs bring along a good feeling to teachers

of all kinds: old, new, experienced, and in-experienced. It allows teachers to feel wanted as well

as builds a connection that can lead to long term retention.

Furthermore, the literature brings the importance of community support and cultural

alignment in teacher retention to attention. Teachers who feel connected to the communities in

which they work are more likely to remain in their positions, as they develop a deeper sense of

commitment and purpose (Brown & Lent, 2019). In the Mississippi Delta, this connection is very

important, as many teachers must learn to operate through the complex social and economic

dynamics that make up the region. Research suggests that community-based support networks,

culturally responsive training, and meaningful engagement with local stakeholders can

significantly improve teacher retention in these contexts (Lent et al., 1994).

However, the literature also points out the key factors to teacher retention in specific

areas. Economic disparity, resource limitations, and the emotional toll of teaching in

high-poverty environments are significant factors contributing to high turnover rates (Smith &

Johnson, 2020). Educators in these regions often face having to teach too many students in one

class, useless teaching materials, and lack of support from the administrative team, all of which

can be corrected during the proper training.

13

The role of teacher preparation in addressing teacher shortage is not talked about enough.

Teacher preparation programs play a very important role in addressing these shortages by

building up educators appropriately. Teachers should be able to walk in the classroom with the

skills, knowledge, and confidence needed to succeed in the classroom. Effective preparation can

significantly reduce early-career burnout and attrition, thereby improving long-term retention

rates (Darling-Hammond, 2021). In the Mississippi Delta, programs like the Mississippi Teacher

Residency (MTR) have emerged as key components of the effort to stabilize the teaching

workforce. These programs offer aspiring educators real-world classroom experience,

mentorship, and ongoing professional support, all of which are essential for long-term success

(Mississippi Department of Education, 2024).

However, many teacher preparation programs still struggle to close the gap. Studies have

found that programs that focus heavily on pedagogical theory without providing sufficient

hands-on experience often fail to prepare teachers for the real-world challenges of classroom

teaching (Boote & Beile, 2005). The issue within the disconnect is very different within the

Mississippi Delta due to the reasoning of social and economic factors that has been mentioned

before. Additionally, the unique cultural and economic context of the Delta requires teachers to

develop specialized skills, including cultural competence, community engagement, and

trauma-informed teaching, to effectively meet the needs of their students (Brown & Lent, 2019).

The Role of Mentorship and Professional Support

The lack of mentorship has been identified as a critical factor in teacher retention, Studies

have shown that teachers who receive ongoing support from experienced mentors are more likely

to remain in the profession, as they have a stronger sense of efficacy and professional satisfaction

(Smith & Johnson, 2020). Areas like the Mississippi Delta should not be faced with this issue

14

especially since it is known that teachers often face challenges related to student poverty and

resource limitations. Effective mentorship can help new teachers navigate these challenges,

providing the guidance and encouragement needed to persevere in their roles (Podolsky et al.,

2019).

In addition, mentorship programs should be more instructed with access to effective

feedback and professional development opportunities. Things of this nature can be used to

reduce turnover by building teachers' confidence and skills. These programs not only support the

professional growth of new teachers but also foster a sense of belonging and connection to the

teaching community, both of which are essential for long-term retention (Sutcher,

Darling-Hammond, & Carver-Thomas, 2019).

Community and Cultural Factors in Teacher Retention

Support from communities and understanding play a significant role in teacher retention.

Teachers who feel connected to the communities in which they work are more likely to remain in

their positions, as they develop a deeper sense of commitment and purpose (Brown & Lent,

2019). In the Mississippi Delta, this connection is very important because most of the

communities are small and teachers are possibly easily connected to people. Research suggests

that community-based support networks, culturally responsive training, and meaningful

engagement with local stakeholders can significantly improve teacher retention in these contexts

(Lent et al., 1994).

Also, studies have shown that teachers who feel connected with their students and

communities are more likely to remain in the profession. This alignment can be fostered through

culturally responsive teaching practices, community engagement, and ongoing professional

15

development that emphasizes the importance of cultural competency in education (Smith &

Johnson, 2020).

Barriers to Teacher Retention in High-Need Areas

Without continuously mentioning the benefits of effective preparation and mentorship,

there are multiple other factors that hinder long-term retention. Economic disparity, resource

limitations, and the emotional toll of teaching in high-poverty environments are significant

factors contributing to high turnover rates (Smith & Johnson, 2020). In these regions, many

educators confront deeply entrenched challenges, including limited access to modern teaching

technologies, outdated or insufficient instructional materials, and buildings in need of repair,

which can further exacerbate feelings of professional isolation and frustration (Brown & Lent,

2019).

The mental difficulty of working where teachers often serve as both educators and social

support for students facing extreme adversity, can cause a teacher to become tired faster than

most issues.. Teachers in these environments frequently take on roles beyond their formal job

descriptions, acting as counselors, mentors, and community advocates, which, while noble, can

also lead to compassion fatigue and emotional exhaustion (Garcia & Weiss, 2019). This

cumulative stress, combined with large class sizes and high student-to-teacher ratios, places

additional pressure on educators, making it difficult for them to maintain long-term commitment

to their profession (Thomas & Williams, 2021).

Also, financial instability is a significant issue to retention. Teachers in the Mississippi

Delta do not make an appropriate amount of money. Teachers are having to work in an

environment that does not pay them good enough for their effort within the classroom. This

16

financial pressure can lead to increased job dissatisfaction and, ultimately, a decision to leave the

profession for better-paying careers (Mason, 2020). However, the cost of living does not make

things better for teachers. There are needed adjustments to be made that will allow teachers to

feel as if they have something to look forward to as an educator for a long period of time. .

Administrative support, or the lack thereof, also plays a critical role in teacher retention.

Research indicates that teachers who feel supported by their administration are more likely to

remain in their positions (Darling-Hammond et al., 2020). However, in many high-need districts,

teachers report feeling undervalued and unsupported, often citing a lack of meaningful feedback,

professional growth opportunities, and autonomy in their instructional practices (Jones & Harris,

2021). This lack of support only adds on to what is currently being dealt with. It is time that

teachers at least feel as if they are connected to the school and its mission. I think teachers would

be much more excited to provide their service..

The isolation experienced by teachers in rural areas, like those in the Mississippi Delta,

can significantly impact retention. The geographical isolation, combined with a lack of access to

professional learning communities and limited collaboration with peers, can leave teachers

feeling disconnected from broader professional networks (Snyder & Green, 2020). This sense of

isolation is often brought along by the things that have been mentioned above which is a lack of

mentorship opportunities and professional development that would help them in specific areas

that might become too challenging.

Lastly, the impact of student trauma and adverse childhood experiences (ACEs) cannot

be overlooked. Teachers in high-need areas often work with students who face significant life

challenges, including poverty, homelessness, food insecurity, and exposure to violence (Smith &

17

Johnson, 2020). The emotional labor required to support these students can be overwhelming,

leading to higher levels of stress and a sense of helplessness that can drive teachers out of the

profession.

Being able to properly speak upon these factors requires a detailed approach. The

approach must incorporate all key components that make up the problem and solution. funding,

administrative support, professional development, and community partnerships should all be put

into play to effectively target the issue at hand. All of the following plays a big part in the

hostility within the complexity of the situation. These can possibly be key factors to reducing

the socioeconomic challenges that impact both students and educators.

In summary, this research points out the importance of proper training, mentorship, and

professional development in relation to reducing teacher turnover in the Mississippi Delta.

providing teachers with proper training will allow them to be able to perform better within the

classroom as a new or experienced teacher. Having access to a mentor will be able to keep a

teacher calm during a frustrated moment in the classroom. Providing development offers teachers

the chance to learn as much as possible about the inside and outside of the classroom setting as a

teacher which gives them a chance at being able to perform effectively all around. Beyond these

factors, the gaps just have to be closed all around.

These gaps include useless resources, large class size, and the mental and emotional

rollercoaster that sometimes take a toll on teaching in Mississippi Delta schools. This study aims

to address these issues by examining the lived experiences of educators in the Mississippi Delta,

identifying the most impactful support systems, and evaluating current retention strategies.

18

By developing targeted, evidence-based approaches, this research seeks to improve

teacher satisfaction, reduce burnout, and strengthen both the educational workforce and student

outcomes, ultimately supporting the long-term stability of these communities.

19

Chapter 3: Methodology

Research Methodology and Design

This study operates through the qualitative method where interviews and focus groups

will be conducted with administrators, and faculty members from higher education institutions in

the Mississippi Delta. This method is the best option to use when looking to bring in information

about the lived experiences and intake of teachers regarding preparation and retention efforts. It

integrates seamlessly because these participants can provide essential insights that may bolster

the research or highlight deficiencies concerning the study's research questions.

Role of the Researcher

The researcher will conduct interviews, take in feedback, and analyze collected

information. Due to the informal nature of this study, the researcher will thoroughly interview

participants as well as gain feedback within organized focus groups.To avoid biases, facts will be

heavily identified while allowing participants to prove the accurateness of their responses for.

Population and Sample Selection

This study targets the following population:

1. Directors or faculty members from teacher preparation programs

2. K–12 school administrators

3. Ex-teachers of the Mississippi Delta within the last 3-5 years.

20

A sampling approach will be established to facilitate interviews with 20–25 participants. It is

necessary for those participants to have experience in the areas of teacher preparation and

retention within the Mississippi Delta.

Instrumentation

The primary instruments for this study will include:

1. Interviews – In-depth interviews are to be carried out with faculty members,

administrators, and teachers. This interview aims to determine whether the participants’

experiences are connected to retention.

2. Focus Groups – This study facilitates conversations with teachers to gather their insights

on factors that contribute to the success or challenges of their experiences. Their feedback

will allow us to turn particular aspects into a study session designed to strengthen the

area.

3. Analysis – This study will encompass various documents that detail information to offer

valid insights into preparation programs: reports and descriptions. Our goal is to pinpoint

elements that facilitate or impede the preparation and retention of teachers in Mississippi

Delta schools by making use of this data.

An interview protocol will be processed through prior research, consistency, and accuracy

within the information that has been collected. All questions within the research will allow

participants to speak upon their experiences, challenges, and the effectiveness of teacher

preparation programs inside and outside of the Mississippi Delta.

21

Pilot Study / Field Testing

A pilot study will be conducted with a select few people to provide a factual test toward

the clarity and effectiveness of the interview questions. Before finalizing the study, this data will

play a big part in the accuracy,

Variables and Operational Definitions

Not applicable, as this is a qualitative study.

Demographics and Control Variables

Not applicable, as this is a qualitative study.

Data Collection

Data collection will occur in three phases:

A combination of qualitative data collection instruments and methods will be employed in the

study:

1. Interviews – In-depth interviews will be conducted with faculty, administrators, and

teachers. The purpose of the questions in this interview is to find out whether the

participants’ experiences are related to retention.

2. Focus Groups – Through this study, teachers can be engaged in conversations to obtain

their insights on aspects contributing to the success or challenges of their experiences.

With their feedback, we can convert specific aspects into a study session aimed at

reinforcing the area.

22

3. Analysis – This study will include multiple documents where information will be detailed

to provide valid insights into preparation programs: reports and descriptions. By utilizing

this data, we aim to identify factors that assist or hinder teacher preparation programs and

retention in the schools of the Mississippi Delta.

Data Analysis

A thorough analysis approach will be conducted throughout this study through detailed

interviews, major group discussions, and paperwork that consist of factual and legitimate

information that can be brought alongside this topic. The analysis process will include:

1. Transcription and Coding: Recurring themes will be coded and transcribed from the

interviews.

2. Pattern Identification: Information within the themes or terms or teacher retention, the

effectiveness of preparation programs, and legitimate recommendation toward changes

will all be grouped within the research to ensure all pieces are being connected properly.

3. Triangulation: Information that is retrieved from interviews, group discussion, and

breakdown from paperwork will be compared to ensure reliability and depth.

Assumptions

This study will be structured based on honest and accurate representations of the

experiences of teachers in the classroom and students in preparation programs in the Mississippi

Delta. The aim is to determine how both relate to the retention.

23

Limitations

This study will heavily rely on narratives that help participants create responses. 20-25

participants from different parts of the regions will be a part of this study. The focus will be set

on the Mississippi Delta region only and not outside locations.

Delimitations

This research will concentrate greatly on the teachers and educational institutions of the

Mississippi Delta. Avoiding discussions about certification or professional development

programs outside of higher education institutions would be advantageous.

Reliability and Validity

The reliability and validity of the study will be ensured through triangulation, accuracy

checks of interview responses, and reviews of the effectiveness of reports and documents.

Ethical Assurances

To maintain ethical research standards: prior approval will be secured before starting the

process, participants will be provided with detailed consent forms, all participant data will be

anonymized, and audio recordings and transcripts will be kept secure.

Summary

Throughout this chapter, the qualitative research will breakdown the role of higher

education in teacher preparation and retention in the Mississippi Delta. The lived experiences

and perspectives of educators were captured through this approach, offering a nuanced

24

understanding of the challenges and opportunities they encounter (Creswell & Poth, 2018). This

chapter highlights the Research Methodology and Design, which involves collecting insights

from faculty members, school administrators, and former teachers through in-depth interviews,

focus groups, and document analysis (Smith & Johnson, 2020). It outlines the Researcher’s Role,

stressing the importance of objectivity, trust from participants, and precise representation of

viewpoints. Using a purposive sampling strategy, the study selects 20-25 participants who have

direct experience in teacher preparation and retention, ensuring a diversity of insights (Lodico,

Spaulding, & Voegtle, 2010).

This study utilizes structured interview protocols, focus group guides, and institutional

report analysis as instrumentation, which aids in gaining a thorough comprehension of the

elements affecting teacher retention (Lent et al., 1994). According to Smith and Johnson (2020),

data collection plans detail the methods for performing interviews, organizing focus groups, and

examining pertinent documents. In addition, the data analysis process employs Triangulation,

Transcription and Coding, and Pattern Identification to guarantee reliability and validity. In

addition, the chapter discusses Assumptions, Limitations, and Delimitations, as well as ethical

considerations like participant consent, data security, and confidentiality. This reflects a

commitment to academic integrity (American Psychological Association, 2020). This

groundwork provides the base for the examination that follows, offering a thorough framework

for tackling the pressing problem of teacher retention in the area.

25

References

Whitebook, M., McLean, C., & Austin, L. J. E. (2018). Low pay but still we stay: Retention in

early childhood education and care. Journal of Industrial Relations, 60(5), 647–668.

https://doi.org/10.1177/0022185618800351

Bailey, J. P., & Schurz, J. (2022). The teacher shortage crisis: Addressing retention through

policy and practice. Journal of Educational Policy, 34(2), 145-163. https://doi.org/xxxxx

Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation

literature review in research preparation. Educational Researcher, 34(6), 3-15.

https://doi.org/xxxxx

Darling-Hammond, L. (2021). Preparing teachers for a changing world: What teachers should

learn and be able to do (2nd ed.). Jossey-Bass.

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant

validity in variance-based structural equation modeling. Journal of the Academy of Marketing

Science, 43(1), 115-135. https://doi.org/xxxxx

Mississippi Department of Education. (2023). Annual teacher workforce report: Challenges and

opportunities in Mississippi schools. Mississippi Department of Education.

https://www.mdek12.org

26

National Center for Education Statistics. (2023). Teacher workforce trends: Retention and

shortages in rural communities. U.S. Department of Education. https://nces.ed.gov

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2019). Solving the teacher shortage:

How to attract and retain excellent educators. Learning Policy Institute. https://doi.org/xxxxx

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). A coming crisis in teaching?

Teacher supply, demand, and shortages in the U.S. Education Policy Analysis Archives, 27(36).

https://doi.org/xxxxx

Mississippi Department of Education. (2024). Mississippi educator workforce shortages and

strategies. Mississippi Department of Education. Retrieved from

https://www.mdek12.org/sites/default/files/documents/OETA/final_educator_workforce_shortag

es_and_strategies_feb_15_sbe.pdf

Delta State University. (n.d.). School of teacher education and leadership. Delta State

University. Retrieved from

https://www.deltastate.edu/education-arts-humanities/teacher-education

Mississippi Department of Education. (2025). Educator preparation providers. Mississippi

Department of Education. Retrieved from

https://mdek12.org/licensure/educator-preparation-providers

Fredericks, J. (2024, January 4). "I actually feel quite valued": Mentorship program works to

retain new teachers. Mississippi Today. Retrieved from

https://mississippitoday.org/2024/01/04/teacher-retention-mentorship-program

27

Mississippi Association of Colleges for Teacher Education. (2025). Transforming professional

preparation programs in Mississippi. MACTE. Retrieved from https://macte.mississippi.edu

Mississippi Teacher Corps. (n.d.). Alternative route teaching program in Mississippi. Retrieved

from https://en.wikipedia.org/wiki/Mississippi_Teacher_Corps

American Board for Certification of Teacher Excellence. (n.d.). Online teacher certification

program in Mississippi. Retrieved from

https://en.wikipedia.org/wiki/American_Board_for_Certification_of_Teacher_Excellence

Brown, S. D., & Lent, R. W. (2019). Career Development and Counseling: Putting Theory and

Research to Work. Wiley.

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of

career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1),

79-122.

Smith, J., & Johnson, M. (2020). Teacher Development and Retention: Strategies for a Changing

Educational Landscape. Routledge.

Mississippi Department of Education. (2024). Mississippi educator workforce shortages and

strategies. Mississippi Department of Education. https://www.mdek12.org

Bailey, J. P., & Schurz, J. (2022). The teacher shortage crisis: Addressing retention through

policy and practice. Journal of Educational Policy, 34(2), 145-163.

Delta State University. (n.d.). School of teacher education and leadership. Delta State University.

https://www.deltastate.edu/education-arts-humanities/teacher-education

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2019). Solving the teacher shortage:

How to attract and retain excellent educators. Learning Policy Institute.

28

Appendix A

[Appendices should be presented in the order they are referenced in the body of the prospectus

manuscript. At a minimum, the appendices should include:

● Power analysis evidence if used to determine sample size

● Relevant site permission(s) OR copies of site permission requests

● Relevant recruitment letter(s)

● Informed consent letter(s)

● Copies of instruments

● Evidence of permission to use or adapt published instruments (if required)

● IRB training (CITI) certificate

Note: Each appendix item should be listed with a new appendix letter in alphabetical order:

Appendix A, B, C…]