Journal of Education & Social Policy

Retention Beliefs and Knowledge of Primary, Elementary, and Middle School Teachers
Brandi Deal Todd, Ed.D; John D. Lairsey, Ed.D; Dr. James L. Pate, Ph.D; Dr. Sakhavat Mammadov, Ph.D

Abstract
The purpose of this study was to present, compare, and contrast data collected from rural Georgia educators concerning their beliefs and knowledge of the benefits of student retention. This quantitative research study was conducted using survey research using the Teacher Retention Belief and Knowledge Questionnaire (TRBKQ). The beliefs and knowledge of primary teachers, elementary teachers, and middle school teachers were compared and contrasted to determine how these educators were similar and different in their views of retention. According to the research gathered during this study, educators tend to support retention as an effective measure for underperforming students. Educators believe retention helps students close the educational gaps, as well aids students to catch up. Educators do not always know the research associated with retention. However, when it came to beliefs and knowledge, the teacher groups did not always have the same thoughts and practices. As for the factors that influence retention decisions, the teachers ranked academic performance, ability, and social-emotional maturity as the three most important retention factors. All educators ranked home environment and transient student status as the least important factors in deciding to retain a student.

Full Text: PDF