Research topic and Problem Statement: The topic of research is how the influx of teacher attrition has been influenced by leadership in early childhood education. The research problem is how leadership in early childhood settings impacts the high teacher turnover that has increased over the last few years. Many teachers have not only left their specific centers but the field of teaching entirely. The following literature review will give insight to how leadership has influenced teacher attrition.
Conduct a literature review of at least ten (10) current research studies focused on a topic related to educational leadership in the field of early childhood education.
Include the following:
- All resource materials must be from scholarly, empirically based, peer reviewed sources that involve actual research studies related to your topic of interest.
- This review must offer a scholarly dialogue not simply a summary or list of what has been done on the topic.
- Synthesize common threads in the existing research related to your issue of choice.
- Identify patterns in the literature, as well as offer critique of that literature.
- Be certain to identify gaps in knowledge, any conflicts in findings, approaches and/or methodologies commonly used by prior researchers
- How will a study of this issue offer additional scholarship on the topic and further leadership and practice in early childhood.
This is a persuasive essay and not a book report. Once you have identified the research studies, complete the following:
This is a 13-15-page persuasive essay on the topic of your dissertation.
Include the following within the literature review:
1). Introduction in which you CLEARLY state the topic of your literature review and Problem Statement
2) Synthesis of Common Themes
3) Patterns in the Literature and Critique
4) Gaps in Knowledge not Addressed by the Research
5) Conflicts in Findings
6) Contributions to the Body of Knowledge
7) Conclusion
Include reference list at the end of your research/literature review.
You must limit your review to 13-15 pages. Please review the rubric.
Research paper/lit review Rubric
Scoring Rubric for Part 2: Research
Early Childhood Education
| Criteria | Proficient | Developing | Unacceptable |
| Introducing the Idea/ Topic: Problem Statement | The topic is introduced by providing background to the literature review, the problem statement, and its significance. | The issue is emerging. Introductory background information, a clear problem statement, challenge, topic and/or significance is/are missing. | Neither implicit nor explicit reference is made to the topic that is to be examined. |
| Body: Synthesis of the Common Themes | The literature review progresses from general ideas to specific conclusions. Transitions tie sections as well as adjacent paragraphs together. The writing is presented in an academic and professional voice that critically analyzes and synthesizes the literature. The review is presented as an integrated narrative discussion, not a list of annotations or findings. | There is a basic flow from one section to the next. However, sections or paragraphs do not transition well or are not clearly connected to the problem, challenge, or topic being discussed. Not all of the writing is presented in an academic or professional voice. Critical analysis, synthesis, and the narrative are still developing. | The literature review lacks consistent direction. Subtopics or themes are disjointed. The writing is not presented in an academic or professional voice, and does not employ critical analysis or synthesis of the material reviewed. The review is not a narrative discussion. |
| Patterns in the Literature and Critique. Gaps in the Literature Not Addressed by the Research | The content is covered in depth without being redundant. Sources are scholarly and peer reviewed, and include seminal, timely, and relevant content in relation to the problem, challenge, or topic. Significance to the purpose of the review is clear. Gaps in the literature are clearly identified, insights are appropriate, and conclusions are succinctly and precisely presented. | The content is not covered in depth or with specificity. Some sources are scholarly and peer reviewed, and include seminal, timely, and relevant content in relation to the problem, challenge, or topic. Significance to the purpose of the review is emerging. Gaps in the literature are minimally identified. Insights, if provided, may not be supported. | The content is incomplete. The material presented is insufficient, fragmented, and/or major themes have not been included. Very few of the sources are scholarly or peer reviewed, or include seminal, timely, and relevant content in relation to the problem, challenge, or topic. Content is of minimal significance to the purpose of the review. Gaps in the literature are not identified. Insights are not provided or supported. |
| Conflicts in the Findings, Approaches and Methodologies and A Synthesis and Analysis of Ideas | The literature review critically examines the problem, challenge, or topic. Conclusions and the guiding question/s are strongly supported in the review. | The literature review provides minimal or superficial examination of the problem, challenge, or topic. Conclusions and the guiding question/s are emerging. | The literature review does not provide an examination of the problem, challenge, or topic. Conclusions and the guiding question/s are not supported. |
| Contributions to the Body of Knowledge | Writing is clear, coherent, and cohesive. The ideas are expressed in a succinct and precise manner. Active voice is used when appropriate, and meaning is explicit. The review is free of grammatical and mechanical errors. The review adds a unique contribution to the Body of Knowledge. | Writing is generally clear, coherent, and cohesive; however, consistency and precision are lacking. The ideas expressed may be unclear or redundant. Active voice may or may not be appropriate, and meaning is not made explicit. The review contains minor grammatical and/or mechanical errors. The review is beginning to add to the Body of Knowledge. | Writing is not clear, coherent, or cohesive; consistency and precision are lacking. The ideas expressed are unclear and/or redundant. Active voice is not appropriate, and meaning is not explicit. The review contains major grammatical and/or mechanical errors. Major reconstruction of the argument and narrative are required. There is no evidence of the review adding to the Body of Knowledge. |
| Appropriate Sources, and Proper APA Format | Review contains a minimum of 10 scholarly, peer reviewed, primary source research studies published in a variety of professional journals. Additional supporting materials, such as scholarly, peer-reviewed articles (theoretical or conceptual pieces), books from academic presses, and government and technical reports are included. In-text citations are aligned with the reference list. APA format is followed accurately. | Review contains less than 10 scholarly, peer reviewed, primary source research studies published in a variety of professional journals. The review contains an imbalance of supporting or secondary materials and/or non-scholarly sources along with primary, scholarly research. There is misalignment between in-text citations and those in the reference list. APA format is followed, but inconsistently. | Review contains less than six scholarly, peer-reviewed, primary source research studies. Supporting materials and/or non-scholarly materials predominate. In-text citations are not aligned with the reference list. APA format is not followed. |
References for Lit Review
Arakelian, T. L. (2021). What is the Relationship between Early Childhood Teacher Turnover, Adult Staff Resilience and Resilient Leadership Practices at Licensed Early Childhood Centers? (Order No. 28860862). Available from ProQuest Dissertations & Theses Global. (2631677412). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/what-is-relationship-between-early-childhood/docview/2631677412/se-2
Ashworth, M. K. (2018). The Principal’s Role and Impact on Teacher Attrition in an Urban School District: the Relationship between the Vanderbilt Assessment of Leadership in Education (VAL-ED) Ratings and Teacher Attrition (Order No. 10791015). Available from ProQuest Dissertations & Theses Global. (2077177922). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/principals-role-impact-on-teacher-attrition-urban/docview/2077177922/se-2
Clark, M. D. (2018). Effects of Burnout and Turnover on the Child Care Industry: A Case Study (Order No. 13808183). Available from ProQuest Dissertations & Theses Global. (2199377566). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/effects-burnout-turnover-on-child-care-industry/docview/2199377566/se-2
Collins, K. O. (2022). Principal leadership impact on teacher retention [ProQuest Information & Learning]. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 83, Issue 3–A).
Hayes, V. L. (2023). The Impact of Principal Support on Teacher Attrition in Charter Schools (Order No. 30491534). Available from ProQuest Dissertations & Theses Global. (2817873392). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/impact-principal-support-on-teacher-attrition/docview/2817873392/se-2
McEachern, S. (2019). Early Childhood Teachers’ Perceptions of Rising Standards and Increasing Teacher Turnover Rates: A Case Study (Order No. 13424891). Available from ProQuest Dissertations & Theses Global. (2170661728). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/early-childhood-teachers-perceptions-rising/docview/2170661728/se-2
Mertic, M. M. (2022). Early Childhood Teachers’ Perspectives of Job-Related Stressors and Decisions to Remain in or Leave the Profession (Order No. 29392444). Available from ProQuest Dissertations & Theses Global. (2708769911). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/early-childhood-teachers-perspectives-job-related/docview/2708769911/se-2
Moutra, R. T. (2020). Uncovering the Exodus: Identifying the Core of Preschool Teacher Turnover (Order No. 28021985). Available from ProQuest Dissertations & Theses Global. (2465754758). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/uncovering-exodus-identifying-core-preschool/docview/2465754758/se-2.
Pendleton-Brown, S. (2019). A Case Study of Teacher Job Satisfaction and School Leadership (Order No. 22583262). Available from ProQuest Dissertations & Theses Global. (2276919016). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/case-study-teacher-job-satisfaction-school/docview/2276919016/se-2
Thomas, T. (2017). Bullying is Not Just for the Playground: Teacher Experiences with Administrator Mistreatment in the Workplace and Its Impact on Instruction (Order No. 10682476). Available from ProQuest Dissertations & Theses Global. (2025517717). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/bullying-is-not-just-playground-teacher/docview/2025517717/se-2.
Warman, H. L. (2016). Perceived leadership style and teacher job satisfaction in early education (Order No. 10160825). Available from ProQuest Dissertations & Theses Global. (1841918831). http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/perceived-leadership-style-teacher-job/docview/1841918831/se-2.
White, T. M. (2023). The Impact of Principal Behaviors on Teacher Engagement in Texas Title I Public Charter Schools (Order No. 30490273). Available from ProQuest Dissertations & Theses Global. (2811663275).http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/impact-principal-behaviors-on-teacher-engagement/docview/2811663275/se-2
Additional references to include:
What is the Role of Leadership in Early Childhood Education
Understanding Leadership in Early Childhood Education
