Does It Pay Off to Pay More? The Impact of a School District’s Instructional Growth and Excellence Program on Teacher Retention

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

8-31-2026

Abstract

In this mixed-methods study, the impacts of a district created professional development program, the Instructional Growth and Excellence Program (IGEP), on teacher retention in a large, urban district in Texas, were examined. With all campuses considered Title I and the district facing increasing teacher turnover rates, IGEP was designed and implemented in 2017 to curb attrition. The program offers extensive professional development paired with an annual salary increase for teachers who complete required coursework and meet expected guidelines for each of the levels. Sher’s (1983) three Cs model of teacher retention framework, where key factors within characteristics, conditions, and compensation are identified in influencing teachers’ decisions to stay in or leave the profession, outlined the study. Literature indicated teacher turnover negatively impacts student achievement and school stability, but can be improved through teacher development, administrative support, collaborative work environments, and competitive compensation. A convergent parallel mixed methods design was employed to determine if IGEP is an effective model for teacher retention and to explain why or why not. Quantitative data were drawn from district archival records to compare retention rates among IGEP participants and the general district teaching population over 1-, 3-, and 5-year intervals, as well as surveys from current IGEP participants regarding the factors influencing their decision to remain as a classroom teacher in the district. Semi structured interviews with current and former IGEP participants provided qualitative data on the program’s impact focusing on the influence of personal background, workplace conditions, and financial incentives. Findings indicate IGEP is successful in reducing teacher turnover, however, the reasons for this improvement are multifaceted and extend beyond any one factor alone. The quantitative findings provide strong evidence that the IGEP is associated with an increased likelihood of participants remaining in a teaching role within the district over time, specifically in comparison to all teachers within the district. Survey and interview data helped to explain this improvement. Results from this study may serve as a model for other districts looking to design a program that integrates both professional development and compensation strategies to address persistent teacher attrition.

Advisor

Karyn Miller

Subject Categories

Education | Secondary Education

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