A Hermeneutic Phenomenological Study of Understanding Charter School Teachers’ Experiences with Increasing Expectations of Students’ Learning Outcomes and Attrition Rate

This hermeneutic phenomenological study focuses on understanding charter school teachers’ experiences with increasing expectations of the students’ learning outcomes. This hermeneutic phenomenological study addressed the influence of these factors on organizational and student learning outcomes. The investigation provides valuable insights by thoroughly examining the connection between these factors and the education system. A comprehensive review of pertinent literature and empirical evidence was undertaken to achieve these goals. The study focused on a hermeneutic phenomenological design, using semi-structured interviews, focus group discussions, and journal prompts as primary data collection methods. The gathered data undergo thematic analysis to discern prevailing patterns and themes. In this research, the outcomes have the potential to enrich the existing knowledge repository about educator turnover and charter schools while also offering pragmatic recommendations that may be of value to policymakers, school administrators, and educators alike. The result of the envisioned study can empower stakeholders with the insights necessary to make judicious decisions and confront the challenges associated with teacher retention and charter school expectations.