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Author: Matthew P. Finster
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 192
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Book Description
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: Matthew P. Finster
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 192
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Book Description
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: Noncedo Magocoba
Publisher:
ISBN:
Category : Job satisfaction
Languages : en
Pages : 250
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Book Description
Author: Jerry Lynn Meador
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 320
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Book Description
Author: Caroline Curtiss
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Book Description
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: Sung-Hyun Cha
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Teachers' professional training experiences did not have a significant impact on any of the dependent variables. Perhaps this is because the SASS did not provide teachers' perceptions about the quality of professional development programs where they participated. In addition, the association between working conditions and actual turnover was fully mediated by job satisfaction. Teachers who worked in schools with better working conditions were more likely to be satisfied with their jobs and less likely to actually leave the profession. The study did not find any significant variations in the structural relationships by the selected teacher and school characteristics. These findings suggest that improving working conditions is more important for teachers to be satisfied and to be willing to stay than salary increase. Policy makers might do well to formulate and fund policies focused on improving working conditions for public school teachers, including professional development for principals and site-based management.
Author: Michael Asiedu Gyensare
Publisher: GRIN Verlag
ISBN: 3668263973
Category : Business & Economics
Languages : en
Pages : 212
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Book Description
Master's Thesis from the year 2013 in the subject Leadership and Human Resources - Miscellaneous, grade: A, University of Ghana, Legon (University of Ghana Business School), course: MPhil Human Resource Management, language: English, abstract: The study examined the relationship among antecedents, employee turnover intention and outcome variables. First, it was proposed that pay satisfaction, job satisfaction, affective commitment, transformational leadership, transactional leadership, psychological climate, normative commitment and continuance commitment would antecede employee turnover intention. Next, turnover intention was expected to influence perceptions of absenteeism. Finally, thoughts of quitting was presented as a moderator between turnover intention and absenteeism as acceptable or accountable work behaviour. A nonexperimental, cross-sectional, descriptive correlational design was adopted for the study. Also, the multi-stage sampling method was used to select the three hundred and forty (340) employees who completed the survey instrument. Hypotheses were tested through correlational and hierarchical regression analytic procedures. The antecedent variables were all significant and inversely related to employee turnover intention and employee turnover intention on the other hand was also significantly related to acceptable absence legitimacy. However, for the turnover intention model, the hierarchical regression analysis results indicated that affective commitment, normative commitment, pay satisfaction, job satisfaction and transformational leadership predicted employees intention to quit. For the absenteeism model, the hierarchical regression analysis results showed that turnover intention did not influence employees’ perception of acceptable and accountable absence legitimacy and thoughts of quitting did not also moderate the postulated relationship. It was concluded that management in the SLCs should pay utmost attention to employees pay satisfaction, job satisfaction, affective commitment, normative commitment and transformational leadership in order to lessen or completely eliminate the high turnover rate in the NBFIs.
Author: Elena Mirela Samfira
Publisher: Frontiers Media SA
ISBN: 2832537669
Category : Science
Languages : en
Pages : 191
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Book Description
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers. Teachers are important drivers of student success in the immediate term, such as academic success. Nowadays, the education process is influenced by various factors which can all have a strong effect on the quality of teaching and learning. Having the intention to create high-quality teaching and learning, it is very important to clearly determine what those factors are, and what kind of effect they have on the education process. Different teacher characteristics and competencies have been distinguished in the literature as being relevant predictors of their instructional quality. Even though educational psychology has emphasized the significance of the personality role in the education process, the empirical evidence on the relationship between teacher characteristics and instructional quality is not yet conclusive. Certainly, there is much more to find out.
Author: John Andrew Lepine
Publisher:
ISBN:
Category : Autonomy (Psychology)
Languages : en
Pages : 240
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Book Description
Author: Dale Ballou
Publisher: W. E. Upjohn Institute
ISBN:
Category : Business & Economics
Languages : en
Pages : 208
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Book Description
This book asks whether higher salaries have improved the quality of newly recruited teachers. It reviews data on the characteristics of beginning teachers and shows how important features of the labor market for teachers systematically undermine efforts to improve teacher quality. The text also offers a comparison of personnel policies and staffing patterns in public and private schools, focusing on national trends in teacher recruitment. It discusses ways to measure teacher quality, examines several indicators of quality, such as student achievement and principals' ratings of their staffs, and then uses these findings to assess the evidence on salary growth and teacher recruitment. It looks at what has gone wrong with teacher recruitment and offers an analysis of the operation of the teacher labor market so as to interpret findings. These results are used to review the implications for teacher recruitment of various other reforms of current interest. The text also describes the prospects for reform by examining salary differentiation and rising standards and assesses personnel policies in the private sector to see whether private schools offer a model for reforming public education. This section details teacher quality, working conditions, and compensation policies. The book concludes with a summation of its major points. (Contains an index, approximately 315 references, 12 data tables and 17 figures.) (RJM)
Author: Garrett P. Douglas
Publisher:
ISBN:
Category :
Languages : en
Pages : 163
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Book Description
