Author: Youn Joo Jang
Publisher:
ISBN:
Category :
Languages : en
Pages : 126

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Author: Insook Huh
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 0

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The purpose of this quantitative study was to examine the relationships among personal characteristics (id est, age, race, marital status, education level, and years of teaching experience), work environment characteristics (id est, pay, benefits, type of program, age group of children, and class size), job satisfaction, and turnover intention of preschool teachers work in licensed child care centers in Florida. This study also examined the extent to which job satisfaction had a mediating effect on the relationship between personal characteristics, work environment characteristics, and turnover intention. A cross-sectional web survey was developed and administered to a proportionate stratified random sample of 275 preschool teachers in Florida. The data collected included teachers' demographic and work environment information, Job Satisfaction Survey (JSS; Spector, 1994), and the Turnover Intention Scale (TIS-6; Roodt, 2004). The data were analyzed using descriptive statistics, one-way analysis of variance (ANOVA) with post hoc comparison tests, independent samples t-test, chi-square test of independence, hierarchical multiple regression, and mediation analysis using Baron and Kenny (1986) approach. The results of this study found that more than one-fourth of preschool teachers (27.6%) were considering leaving their job. Chi-square test indicated that for teachers in the age group of 25 - 34 and 35 - 44 years old, being single, and dissatisfied with their job were associated with turnover intention. The results of hierarchical multiple regression analyses revealed that job satisfaction was the most significant predictor of turnover intention when controlling for personal and work environment characteristics (adjusted R2 = .48, F = 168.33, p

Author: Amanda McElroy
Publisher: R. R. Bowker
ISBN:
Category :
Languages : en
Pages : 0

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There is a growing need in early childhood education (ECE) programs for leadership to be understood, grasped, and utilized as a tool. ECE programs are tasked with not only training new hires in classroom management skills, but also in training their staff to be leaders within their own classrooms. Administrators in ECE programs are in the business of training the future leaders of early childhood. The purpose of the study was to evaluate the relationship of the servant leadership of ECE supervisors to teacher job satisfaction and intent to stay at their current center in licensed Texas centers. The unavoidable difficulties ECE teachers face every day contribute to loss of job satisfaction and an increase of intent to quit. The results of this study imply that leaders have the ability to significantly influence teacher job satisfaction and intent to quit. There will be teachers that cannot be satisfied, and there will be teachers who will quit despite their leaders' best efforts; however, leaders can make a difference by putting into practice the servant leadership model and focusing on helping their teachers grow as both educators and individuals.

Author: Mary Claire Babula
Publisher:
ISBN:
Category : Kindergarten teachers
Languages : en
Pages : 312

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Author: Catherine Jones
Publisher:
ISBN:
Category : Early childhood teachers
Languages : en
Pages : 352

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It is widely understood that in Australia there are high levels of teacher turnover in the early childhood (EC) sector. However, what contributes to the job satisfaction of those early childhood teachers who remain committed to teaching in EC is less understood or researched. In particular there is a limited focus on understanding this effect qualitatively in the current Australian ECEC context. The aim of this study was to develop a deeper understanding of why some teachers felt satisfied in their role, what inspired them to remain in the sector and what was happening in their workplaces that supported their work. This study also tested the validity of Deci and Ryan's (1985) Self-Determination Theory as a theoretical framework for understanding teacher motivation and job satisfaction. Data occurred in two phases. An online survey was completed by 229 EC teachers working in LDC centres across Australia, who held face-to-face teaching responsibilities. In phase 2, in-depth interviews were conducted with 10 of these teachers who reported high levels of job satisfaction and a low intention to turnover in the on-line survey. Of these teachers, two of their directors were also interviewed and artifacts, including centre philosophy documents were collected for analysis. An analysis of both quantitative and qualitative data resulted in the emergence of three key themes influencing teacher job satisfaction: 1) A culture of continual learning, 2) A living philosophy and 3) A meaningful experience at work. Findings from this study have implications for the early childhood sector at both policy and centre levels, with a particular focus on leadership and organisational strategies to enhance EC teacher job satisfaction.

Author: Matthew P. Finster
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 192

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To better understand how strategic management policies may mitigate teacher turnover, this study presents an alternative conceptual framework, which links three interrelated factors of teaching quality to attitudinal constructs that may influence teachers' turnover decisions. The teacher turnover model, derived from applied psychology, examines how teachers' job satisfaction, organizational commitment, turnover intentions, shocks and economic opportunity are associated with different turnover outcomes. Using structural equation modeling with data from two large national datasets--the 2007-2008 Schools and Staffing Survey and the 2008-2009 Teacher Follow-up Survey--this study aims to identify the determinants of and relative influence of these constructs on five different teacher turnover outcomes. The findings indicate that job satisfaction is significantly, negatively related to turnover intentions, which, in turn, predicts teachers that stay in their respective schools from one year to the next. A broad theme emerges from the findings that suggest teachers stay in their respective schools from one year to the next for similar reasons, yet teachers that engage in intra- and inter district movement and attrition from the public teaching profession do so for a variety of reasons. These results signal potential strategic teacher talent management policies aimed at supporting teachers and their work.

Author: Li-Chun Lee
Publisher:
ISBN:
Category : Early childhood educators
Languages : en
Pages : 114

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Author: Caroline Curtiss
Publisher:
ISBN:
Category :
Languages : en
Pages : 82

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The current study examined the impact of teacher stress related to high-stakes testing and educational policy changes on teacher turnover. Predictors of teacher turnover such as demographics, stress, educational policy changes, commitment to organization, and school climate were examined in this online survey study. Job satisfaction was examined as a mediator of teacher turnover intent. The theory guiding this study was the Theory of Planned Behavior (Ajzen, 1991), which states that turnover intent is the closest action to actual turnover. A total of 5,000 teachers from North Carolina were invited to participate in an online survey. Five hundred and thirteen teachers completed the survey. Correlational, regression, and structural equation modeling analyses revealed a significant relationship between teacher stress and teacher turnover as well as significant relationships between educational policy changes and teacher turnover. Commitment to organization also revealed a significant relationship, while school climate yielded a significant relationship in regression analysis only. This study is limited to North Carolina and future research should examine longitudinal studies across multiple states. Implications for educational policy are discussed.

Author: Amanda B. McKelroy
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 0

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See ProQuest for summary.

Author: Kathleen A. Park
Publisher:
ISBN:
Category : Engagement (Philosophy)
Languages : en
Pages : 116

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The purpose of this research was to investigate the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the state of Texas. The healthcare profession is one of the largest growing occupations in the U.S. nationwide. The job growth outlook for healthcare professionals is projected to be on average 34% between 2014 and 2024. Despite the growing healthcare job categories, there is a shortage of healthcare professionals in the U.S. This study addressed the shortage of health science teachers in secondary education. Considering the importance of healthcare, especially with an aging U.S. population, it is critical to study the impact of work engagement and job satisfaction on teacher intent to leave the health science teaching profession. Through a correlational survey research design it was found that job satisfaction and work engagement are negatively related to turnover intention. Hierarchical regression analysis indicated that job satisfaction accounted for 39.6% of the variation in turnover intention. Findings also showed that work engagement did not moderate the relationship between job satisfaction and turnover intention. Implications for research and practice are discussed and conclusions are provided.