RESEARCH QUESTIONS 2
General Problem Statement Sentence
The general problem to be addressed is the challenge school principals encounter hiring
and retaining teachers resulting in low enrollment and reduced funding.
oArthur and Bradley (2023) identified the increasing need for teachers in
impoverished and cautionary areas that are underserved because of location,
funding, and student demographics.
oCasely-Hayford et al. (2022) researched rural public schools analyzing teacher
staffing levels projecting a shortage of 277,000 qualified teachers in the next ten
years.
oGuthery and Bailes (2022) detail the impact of school administration’s tenure in
place as a determinant factor for teacher recruitment, seeing a direct correlation
with administration tenure and teacher recruitment.
oShibiti (2020) offers that the current need for teachers per year to meet demand is
25,000-30,000, with colleges only supplying 8,000-10,000 annually.
The specific problem to be addressed is the possible challenges school principals face
hiring and retaining teachers within Craven County Public Schools (CCPS) possibly
resulting in low enrollment and reduced funding.
Relationship to Cognate- This study relates to the Human Resources (HR) cognate
representing the importance of developing recruitment and retention programs as a key
challenge to HR professionals. With the current recruitment challenges and increased
turnover in public education systems, teacher acquisition and retention has become a
forefront issue for public school HR professionals (Casely-Hayford et al., 2022; Shibiti,
2020).
RESEARCH QUESTIONS 3
Research Questions
oRQ1- What challenges do principals at CCPS face hiring and retaining teachers?
RQ1a- What factors lead to these challenges?
oRQ2- How does the potential failure to hire and retain teachers result in low
enrollment?
oRQ3- How does the potential failure to hire and retain teachers result in reduced
funding?
Discussion of Research Questions
RQ1- What challenges do principals at CCPS face hiring and retaining teachers?
Research question one is designed to uncover the potential challenges principals at CCPS
face in recruiting and retaining teachers. Casely-Hayford et al. (2022) offer the impending
shortage of available teachers to public schools to exceed 225,000. Once the challenges are
identified, they may be applied to research question 1a. Research question 1a is designed to
illuminate factors that lead to the challenges faced by principals at CCPS. Once the factors have
been associated to the specific challenges, possible actions may be researched to alleviate the
hiring and retention challenges.
RQ2- How does the potential failure to hire and retain teachers result in low enrollment?
Research question two is designed to unearth how the possible failure to hire and retain
teachers leads to low enrollment. Arthur and Bradley (2023) discuss how the inability to staff
schools in impoverished areas creates a cyclic progression of decreased enrollment and
demographic disparity in education. The cycle represents the lack of teachers force reduced
enrollment therefore causing educational disparity between other more prolific areas. Principals
RESEARCH QUESTIONS 4
are challenged with creating targeted recruitment and retention programs to attract teachers in
these areas.
RQ3- How does the potential failure to hire and retain teachers result in reduced funding?
Research question three is designed to determine how hiring and retention challenges
impact funding. Funding for CCPS comes from different sources such as federal, state, and
county budgets. This question will pinpoint only the funding that is directly impacted by teacher
staffing levels. Shibiti (2020) details the need for qualified teachers far outweighs the number of
teachers graduating post-secondary school. Principals may identify funding sources impacted by
teacher staffing levels and utilize these resources to hire and retain teachers.
RESEARCH QUESTIONS 5
References
Arthur, L., & Bradley, S. (2023). Teacher retention in challenging schools: Please don’t say
goodbye! Teachers and Teaching, 1–19. https://doi.org/10.1080/13540602.2023.2201423
Casely-Hayford, J., Björklund, C., Bergström, G., Lindqvist, P., & Kwak, L. (2022). What makes
teachers stay? A cross-sectional exploration of the individual and contextual factors
associated with teacher retention in Sweden. Teaching and Teacher Education, 113.
https://doi.org/10.1016/j.tate.2022.103664
Guthery, S., & Bailes, L. P. (2022). Building experience and retention: The influence of principal
tenure on teacher retention rates. Journal of Educational Administration, 60(4), 439–455.
https://doi.org/10.1108/jea-09-2021-0172
Shibiti, R. (2020). Public School Teachers’ satisfaction with retention factors in relation to work
engagement. SA Journal of Industrial Psychology, 46.
https://doi.org/10.4102/sajip.v46i0.1675
Powered by TCPDF (www.tcpdf.org)
