WHY THEY STAY: AN EXPLORATION OF PART C COORDINATORS’ PERCEPTIONS

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dc.contributor.advisorRuan, Jiening
dc.contributor.authorKelley, Grace
dc.contributor.committeeMemberBrugar, Kristy
dc.contributor.committeeMemberHenry, Aiyana
dc.contributor.committeeMemberDewhirst, Courtney
dc.contributor.committeeMemberWells, Steven
dc.date.accessioned2020-12-15T14:35:47Z
dc.date.available2020-12-15T14:35:47Z
dc.date.issued2020-12
dc.date.manuscript2020-11
dc.description.abstractAbstract Leadership in early care and special education programs is critical to the school readiness and educational success of young children with disabilities. Increased turnover in recent years poses a challenge to stability of programs. This dissertation utilizes a descriptive qualitative method to identify key factors that influence IDEA Part C coordinators’ decisions to stay in their position. Eight Part C coordinators participated in the study. I conducted semi-structured interviews with them. I employed thematic analysis and constant comparison methods to analyze the interview data. Findings suggest that on-the-job factors that contribute positively to their decision to stay include commitment to serving young children with disabilities, qualifications for the job, challenges in organizational leadership, and teamwork and collaboration. The off-the-job factor is related to family responsibilities. This study offers multiple practical implications for recruiting and retaining the leadership of EI programs which will lead to improved outcomes for young children with disabilities in the programs. Key words: IDEA Part C, Early Intervention, job embeddedness, on-the-job factors, off-the-job factors, young children with disabilities, public managers, retention, turnoveren_US
dc.identifier.urihttps://hdl.handle.net/11244/326612
dc.subjectIDEAen_US
dc.subjectEarly Interventionen_US
dc.subjectturnoveren_US
dc.thesis.degreePh.D.en_US
dc.titleWHY THEY STAY: AN EXPLORATION OF PART C COORDINATORS’ PERCEPTIONSen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculumen_US

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