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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.
This is a qualitative study of teachers in high-poverty elementary schools in an urban school district. Participants who have been employed for at least 5 years in a high-needs school responded to surveys tracking their perceptions of their school environment. Follow-up interviews were conducted to provide a more in-depth study to gain further insight into why these teachers chose to work in Title I schools, despite the numerous challenges. Teachers reflected on how the following factors encouraged them to remain employed in the high-needs school setting: intrinsic motivation, extrinsic motivation, professional development, and commitment. The results of this study indicate that teachers choose to continue working in their Title I school setting primarily because of the intrinsic rewards and their high levels of commitment towards serving high-need students. Teachers who participated in this study were highly motivated by their feelings of self-gratification, self-satisfaction, and their ability to effectively support at-risk students. The participants also showed high levels of commitment to their school, despite the challenges that come from working in a Title I school. Extrinsic benefits included positive collegial relationships, support, and cultural diversity. This study’s findings can inform school leaders’ decisions on how to best support high-quality teachers in the schools that need them the most. Investing energy and resources into supporting teachers’ intrinsic needs will motivate teachers to continue working in high need school settings. Teachers also need to continue being exposed to positive and productive professional development opportunities and positive school relationships to improve teacher retention outcomes.
The purpose of this research was to evaluate what relationships exist between extrinsic motivational factors and intrinsic motivational factors, and which of these factors has a greater influence on a teachers' decision to leave or remain teaching in an urban setting. The researcher wanted to discover which motivational factors impacted teacher retention and which factor had the greatest impact.
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.