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findings given the convergence of information and saturation obtained from other sources.
Quotations are the best recollection of the precise phrases used, rather than guaranteed verbatim
reproductions.
Results provide evidence of complex interactions of variables that contribute to teacher
retention. Future research could untangle such variables to capture the exact percentages of
teachers who leave the classroom for administrative positions, to continue graduate school, get
laid off by the districts for low performance, or because they are dissatisfied with work
conditions. Thus, explanations and conclusions have to be drawn with caution. Researcher biases
may be present despite careful comprehensive analysis of interview transcriptions and
interpretations (Creswell, 2007).
In its current form, this study identifies factors contributing to teacher turnover and
student achievement in rural Alaska in the local context of Native communities and may assist
education policymakers and administrators in designing strategies to minimize turnover, increase
teacher effectiveness and student achievement.
Funding
Authors disclose receipt of the following support for research, authorship, and/or
publication of this article: The research reported here was supported by the National Science
Foundation, division of Polar Programs, through Grant # 1203132.
About the Author
Dr. Kaden is an Assistant Professor of Secondary Education at the
University of Alaska- Fairbanks. Her experiences as an educator
have occurred in such diverse locations as Germany, New
Zealand, the United Kingdom, Texas, and Alaska. Her fields of
expertise are science (geosciences/physics) and mathematics
education. Her current research includes place informed teaching
and teacher preparation for rural areas and indigenous
communities. She actively promotes all fields of STEM education
and is involved in field experience supervision of teacher
candidates in rural and urban areas of Alaska.
References