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There is a developing body of research suggesting low job satisfaction among teachers can lead to potential consequences for educators, students, and school districts (Darling-Hammond, 2010; Ladebo, 2005; Sarnek, Musser, Caskey, Olsen & Green, 2006; Wu & Short, 1996). There is also a growing concern about the number of teachers who are going to be retire soon; this loss of experienced teachers may impact student learning. Recent research (NYSED, 2010; NCTAF, 2003) supports an assumption that job satisfaction is a major factor to increase retention of teachers; however, there is a need for more research in this area. As school districts experience teacher shortages, there is an increased need to recruit, hire, and retain highly effective teachers because of either teachers leaving the profession early or because of retirement. The purpose of this study was to examine the level of job satisfaction among middle school teachers employed at 13 middle schools in an urban school district, as well as to identify factors associated with teacher job satisfaction. The study considered workforce and policy issues which may be leading to highly effective teachers leaving the profession early, therefore impacting student achievement. Data were gathered utilizing the Job Satisfaction Survey (JSS), created by Dr. Paul Spector (1985). The JSS assesses job satisfaction in nine subscales that include pay, promotion, supervision, nature of work, operating conditions, coworkers, communication, fringe benefits, and contingent rewards. These nine subscales are classified as either extrinsic or intrinsic factors of job satisfaction. Additional survey questions provided demographic data in categories including age, gender, highest level of education, subject matter taught, years to retirement, salary, total years of teaching experiences and the number of schools in which the teacher had been employed. Overall results suggest that differences among the various teacher groups were associated with extrinsic motivation rather than intrinsic motivation. For example, the youngest group of teachers scored higher on extrinsic motivation than did the oldest group of teachers. When significant group differences were found, these differences tended to be associated with the variables Fringe Benefits, Promotion, and Total Extrinsic Motivation. In addition, the group of teachers with the most experience scored lower on Extrinsic Motivation than did the group of teacher with less experience. For many of the various groupings of teachers, the comparisons were not significant. That is, the characteristics of the groups were not associated with differences in measures of motivation. In many instances, there were not significant differences across groups based on the overall Intrinsic Motivation and Extrinsic Motivation; however, differences were apparent on the individual subscales of the JSS. In general, the Extrinsic constructs were more important to younger teachers than were these same constructs were to more veteran teachers. A comparison of the responses of the teachers in this study to the response published by Spector was conducted for each subscale and for total assessment score. Thus, a total of ten comparisons between the results for the study sample and the teacher norms provided by Spector were conducted. Seven of these comparisons were significant: Pay, Promotion, Supervision, Working Conditions, Coworkers, Communication, and Total Score. In six of these comparisons of the means, the sample means were higher than the norm means; only Working Conditions were less important to the sample than to the comparison group. That is, for teachers in the study sample, these measures from the JSS were more important than for the teachers in the comparison group. The open-ended responses provided meaningful insight into teacher motivation with specific respect to “compelling reasons to stay in a school.” Compensation was a significant theme that surfaced during the analysis; however, issues related to compensation are part of negotiations between the teachers’ union and the school district. Therefore, this area is mostly beyond the control of a building level school administrator. The other significant themes were Teachers Value Support, Character of My Work, Importance of Students, and Need for Respect. These themes are not independent but each of these themes is subject to influence from within the school. The parallel studies conducted by both Cui-Callahan (2012) and Bumgartner (2013), mirrored the results found in this study. Specifically, all three studies showed teacher respondents scored higher in Intrinsic job satisfaction than Extrinsic job satisfaction. Finally, using the results from this research will help to inform other districts with information on what job satisfaction factors are important to teachers. It is notable that overall teachers scored higher at all levels with intrinsic motivational factors, but that younger, less experienced teachers rated extrinsic motivational factors higher. This will help school boards, district level administration, and building principals to be better informed as to demographics of teachers and how to best target job satisfaction type incentives to better recruit and retain teachers. In this era of teacher shortages, it can only benefit districts to have as much information and data as possible to attract teachers and to reduce teacher turnover costs.
Teacher retention has long been a major issue in the educational sector. In today's schools, effective teachers are a necessity for meeting the fluctuating needs of society. The purpose of this quantitative, correlational, predictive study was to examine the relationship between satisfaction, motivation, and caseload in relation to teacher retention for elementary special education teachers in southwest Virginia. This study incorporates the Three C's of Education theory (Sher, 1983) and the influence of characteristics, conditions, and compensation. Non-experimental research with a correlational design was implemented along with the criterion variable (retention) and the predictor variables (satisfaction, motivation, and caseload). Participants included 151 elementary special education teachers from six public school districts located in southwest Virginia during the 2015-2016 school year. A multiple regression analysis was used to analyze the data collected. Instrumentation used in this study included the Job Satisfaction Survey (JSS) and the Work Motivation Scale for Teachers (WTMST) to measure job satisfaction, motivation, and caseload as factors that contribute to the attrition and retention of special education teachers. No significant relationship was found between satisfaction, motivation, and caseload in relation to teacher retention between elementary special education teachers in southwest Virginia.
National teacher shortages have received attention in the last few years, and researchers have projected turnover rates will grow in the upcoming years. As a result, districts and administrators were challenged to hire highly qualified teachers. There needed to be more educational research regarding why teachers remained in urban Title I schools. Due to the lack of research, further research was necessary to form a better understanding of increasing elementary school teacher retention. Elementary school teachers from one school district in Georgia responded to a questionnaire to explore the motivational factors influencing their retention in Title I schools. The 29 certified teachers indicated the following motivational factors influencing their retention in urban Title I schools aligned into eight themes: acceptance, altruism, educational systems, interpersonal skills, job satisfaction, leadership, resiliency, and work-related stress. In this study, I explored the teacher retention crisis, beginning with understanding the factors that influenced teacher retention. While there was abundant research data on teacher attrition, there needed to be more research on the factors affecting teacher retention. Identifying characteristics that support teacher retention was crucial for maintaining a skilled and satisfied staff. School districts and managers must learn how to establish systems that cater to the essential requirements of instructors working in high-poverty, low-performing schools.
The public school systems in the United States are facing a major teacher shortage in the near future due to the fact that teachers are leaving the profession by the thousands each year. It is imperative that this trend is stopped and reversed to ensure that quality teachers remain in schools. The current study employed a causal-comparative design to determine if working conditions in Title I schools versus non-Title I schools were associated with teacher job satisfaction and teacher retention using the North Carolina Teacher Working Conditions (NC TWC) Survey. The qualifications of the selected participants were that they were employed in a specific district in North-Central North Carolina during the 2015-2016 school year, and taught in two specific Title I or two specific non-Title I elementary schools. Participants were drawn from a convenience sample of teachers (n= 110) in two Title I elementary schools and two non-Title I elementary schools and were randomly selected from that sample for job satisfaction, and fifty Title I elementary schools and fifty non-Title I elementary schools (n=100) for teacher turnover rate. The data were analyzed using a t-test for independent means to determine whether the means of the two groups were statistically significant from one another in job satisfaction and a chi-square test to determine whether teacher turnover rate was distributed differently between the Title I schools and non-Title I schools. No significant difference was found in any subcategory for job satisfaction and no significant difference was found in teacher retention. Recommendations for future research include utilizing a larger number of schools and districts in the sample and examining all subcategories of the NC TWC Survey. The results of this study may influence the steps that school systems can take to retain quality teachers.
The new terminology in public school districts is "urban education" which breeds an entirely new scope of needs for public urban school success. Teachers who work in urban schools with large numbers of low socio-economic minority students feel less satisfied and are more likely to turn over; meaning that turnover is high with low morale in the very schools that would benefit the most from a stable staff of experienced teachers (Grissom, 2011). The purpose of this qualitative research study was to identify teacher perceptions regarding teacher retention in a high need, low socio-economic public urban middle school, identifying reasons why teachers stay at that same school, transfer to another school within the district, or leave the profession in entirety. Urban schools are challenged to improve teacher retention and quality (Sachs, 2004). The participants in this study consisted of a sample population of 50 certified novice and veteran teachers who completed a confidential online survey that consisted of eight open-ended questions. Findings from this study are expected to show factors that can positively or adversely impact teacher retention according to teacher perceptions in a high need, low socio-economic public urban middle school. Some of the factors that are expected to be revealed are teacher preparation for urban education, teacher workload, and campus leadership support. Implications for school leaders are to consider teacher feedback regarding campus improvement, assist teachers with balancing workloads, and increase effective campus leadership support to retain high quality teachers for urban school long-term success.
Retaining qualified teachers in America’s schools is one of the nation’s challenges in education. Current research revealed teacher turnover had risen to 16.9% nationally, which equates to 2.7 million teachers, including 2.1 million who left the profession before retirement. In order to make a positive change in teacher retention, teacher perceptions of needs that lead to job satisfaction needed to be investigated. This mixed-method study investigated the identifiable or perceived factors that influence the retention of secondary teachers in a rural southeastern North Carolina district. The data for this study were collected during the spring semester of the 2016-2017 school year. All of the schools were asked to participate in a focus group interview that was recorded and transcribed. The lack of qualified education teachers threatens the quality of the education students will receive. Attrition plays a part in the teacher shortage problem, and efforts to improve retention must be informed by an understanding of the factors that contribute to attrition. The top four areas of dissatisfaction in this study were administrative support, salary, collegial support, and a sense or mission to teach. Other findings were that this study supported previous research that teacher values about satisfaction have changed a little in 30 years that they are largely independent of teacher demographics, and that satisfaction/dissatisfaction levels are directly related to teacher intent or wish to leave the teaching profession and their current positions. Overall, the study suggested that education administrators should be concerned about teacher dissatisfaction and its effects on retention of capable and motivated teachers and that teachers will reveal their issues if given a safe forum for doing so.