School Conditions: Which School Conditions: Which Positively Affect Teacher Positively Affect Teacher Retention?Retention?

EDL 504EDL 504Study ProposalStudy Proposal

MJ BoyterMJ Boyter

Background of the StudyBackground of the StudyConcerns about teacher retention:Concerns about teacher retention:

• One third of all beginning teachers leave the profession One third of all beginning teachers leave the profession in their first three years.in their first three years. (National Commission on Teaching (National Commission on Teaching and America’s Future, 2003)and America’s Future, 2003)

• In the United States, 50% of beginning teachers leave In the United States, 50% of beginning teachers leave the classroom in their first five years of teaching.the classroom in their first five years of teaching. (Ingersoll (Ingersoll & Smith, 2004)& Smith, 2004)

• The United States spent $4.9 billion on teacher turnover The United States spent $4.9 billion on teacher turnover in 2005.in 2005. (Alliance for Excellent Education, 2005) (Alliance for Excellent Education, 2005)

• Teachers need to acquire approximately five years of Teachers need to acquire approximately five years of experience to become completely effective at improving experience to become completely effective at improving student achievement.student achievement. (Rivkin, Hanushek & Kain, 2005) (Rivkin, Hanushek & Kain, 2005)

Background of the StudyBackground of the StudyInformation about teacher retention:Information about teacher retention: (Kukla-Acevedo, 2009) (Kukla-Acevedo, 2009)

• Teacher retention is important to student performance. Teacher retention is important to student performance.

• School characteristics influence the workplace School characteristics influence the workplace environment and reflect on teacher retention.environment and reflect on teacher retention.

• There is a positive link between administrative support There is a positive link between administrative support and teacher’s perception of stress.and teacher’s perception of stress.

• Students misbehaviors are associated with negative Students misbehaviors are associated with negative teacher outcomes.teacher outcomes.

Classroom management is found to be the hardest part of Classroom management is found to be the hardest part of teaching for beginning teachers.teaching for beginning teachers. (Corbell, Osborn, & Reiman, 2010) (Corbell, Osborn, & Reiman, 2010)

Walker Primary School (WPS)Walker Primary School (WPS)

210

215

220

225

230

235

KindergartenFirst GradeSecond Grade

0 20 40 60 80 100 120 140 160 180 200

White

Black or African American

Asian

American Indian or Alaska Native

Native Haw iian or Other Pacific Islaner

Hispanic/Latino

Two or More Races

GirlsBoys

WPS Ethnographic Demographics

(Arizona Department of Education, 2012, Southern Arizona School District [SASD], 2013)

• Suburban Unified School District

• 673 Students

• 31 K-2 Classrooms

• Contains district’s entire K-2 Inclusion and ELL Program

• 1 Principal

• 1 Assistant to the Principal

• School Grade: C (2012-13)

Grade Level Numbers

WPS and SASD New Teacher WPS and SASD New Teacher Retention SupportsRetention Supports

District Level Support:District Level Support:• Instructional Coaching (two years)Instructional Coaching (two years)• New Teacher Induction Program- Six days New Teacher Induction Program- Six days • Second Year New Teacher Induction Program- Second Year New Teacher Induction Program-

Two daysTwo days

WPS Supports:WPS Supports:• MentoringMentoring• Monthly New Teacher MeetingsMonthly New Teacher Meetings• Weekly Grade Level Team Meetings Weekly Grade Level Team Meetings

Purpose of the StudyPurpose of the Study• To determine whether certain school conditions To determine whether certain school conditions

(student behavior, school culture, and (student behavior, school culture, and administrative support) affect a teacher’s administrative support) affect a teacher’s decision to stay in the field of education.decision to stay in the field of education.

• Expand on research of teacher retention.Expand on research of teacher retention.

• To improve leadership support and decision To improve leadership support and decision making to increase teacher retention. making to increase teacher retention.

Focus of the StudyFocus of the Study

Research Questions:Research Questions:

1.1. To what extent do school conditions (student To what extent do school conditions (student behavior, school culture, and administration behavior, school culture, and administration support) effect teacher retention? support) effect teacher retention?

2.2. How do teachers with different experience How do teachers with different experience levels differ in their perception of the effects of levels differ in their perception of the effects of school conditions on teacher retention?school conditions on teacher retention?

Relevant DefinitionsRelevant Definitions• New Teachers:New Teachers: “teachers in their first 3 years of experience in “teachers in their first 3 years of experience in

the classroom.” the classroom.” (Corbell, Osborn, & Reiman, 2010, p. 78).(Corbell, Osborn, & Reiman, 2010, p. 78).

• Experienced TeachersExperienced Teachers: teachers with four or more years of : teachers with four or more years of classroom instruction.classroom instruction.

• Student BehaviorStudent Behavior: Disruptive and difficult student’s behaviors in : Disruptive and difficult student’s behaviors in the classroom.the classroom.

• School CultureSchool Culture: A school’s felling tone, beliefs and values that : A school’s felling tone, beliefs and values that effect relationships in the school.effect relationships in the school.

• Administrative SupportAdministrative Support: Direct communication and support from : Direct communication and support from principal with direct involvement in dealing with difficult students. principal with direct involvement in dealing with difficult students. (Kukla-Acevedo, 2009)(Kukla-Acevedo, 2009)

Literature Review ThemesLiterature Review Themes• School Supports and RetentionSchool Supports and Retention

• Professional development and supports for beginning year Professional development and supports for beginning year teachers teachers

• Corbell, Osborne, & Reiman, 2010Corbell, Osborne, & Reiman, 2010• Solid support and trainingSolid support and training

• Brill & McCartney, 2008Brill & McCartney, 2008• Sound mentor and induction programs Sound mentor and induction programs

• Buchanan, 2012Buchanan, 2012• Administrative supports Administrative supports

• Kukla-Acevedo, 2009Kukla-Acevedo, 2009

• School Culture and Job SatisfactionSchool Culture and Job Satisfaction• Intrinsic and extrinsic variables in schoolsIntrinsic and extrinsic variables in schools

• Perrachione, Peterson, & Rosser, 2008Perrachione, Peterson, & Rosser, 2008• Community and trust in schools Community and trust in schools

• Buchanan, 2012Buchanan, 2012

Literature Review: School SupportsLiterature Review: School Supports

• Corbell, Osborne, & Reiman (2010)Corbell, Osborne, & Reiman (2010)• Comparison of school supports and how well they help retain Comparison of school supports and how well they help retain

new teachers.new teachers.

• Results showed that educational leaders can use the data from Results showed that educational leaders can use the data from the Perception of Success Inventory for Beginning Teacher (PSI-the Perception of Success Inventory for Beginning Teacher (PSI-BT) survey to guide their professional development and supports BT) survey to guide their professional development and supports for new teachers.for new teachers.

• The two primary factors in new teacher satisfaction are perceived The two primary factors in new teacher satisfaction are perceived administrative supports and assignment and workload. administrative supports and assignment and workload.

QuantitativeQuantitative• Psychometric measure of surveyPsychometric measure of survey• North CarolinaNorth Carolina• 12 school districts12 school districts• 439 teachers within their first three years439 teachers within their first three years

Literature Review: School SupportsLiterature Review: School Supports

• Brill & McCartney (2008)Brill & McCartney (2008)• Stop the revolving door and increase teacher Stop the revolving door and increase teacher

retention.retention.

• A sound mentor and induction program are the best A sound mentor and induction program are the best way to retain teachers.way to retain teachers.

• Mixed MethodsMixed Methods• Surveys and interviewSurveys and interview• Two states- Illinois and CaliforniaTwo states- Illinois and California

Literature Review: School SupportsLiterature Review: School Supports

• Buchanan (2012)• Explores why teachers leave and do not return to the teaching

profession.

• Study showed that teachers are highly marketable and get motivating jobs outside of education and do not plan return.

• The three common reasons found for leaving were inadequate

support and training, classroom behavior issues, and self confidence.

• Qualitative• Semi-structures Interviews • Australia• Snowball sampling• 22 former teachers

Literature Review: School SupportsLiterature Review: School Supports• Kukla-Acevedo (2009)Kukla-Acevedo (2009)

• The role of workplace conditions on teacher mobility decisions.The role of workplace conditions on teacher mobility decisions.• Study showed that administrative support was significant in teacher Study showed that administrative support was significant in teacher

turnover. turnover. • Behavior climate was most prevalent with first year teacher attrition.Behavior climate was most prevalent with first year teacher attrition.

• QualitativeQualitative• Binomial and multinomial logistics modelBinomial and multinomial logistics model• Likert type scaleLikert type scale• Teacher Follow-Up SurveyTeacher Follow-Up Survey• National studyNational study• Stratified studyStratified study• 3,505 teachers 3,505 teachers

Literature Review: Literature Review: School Culture and Job SatisfactionSchool Culture and Job Satisfaction

• Perrachione, Peterson, & Rosser (2008)Perrachione, Peterson, & Rosser (2008)• Elementary teacher’s perceptions of job satisfaction.Elementary teacher’s perceptions of job satisfaction.

• Intrinsic and extrinsic variables affect a teachers decision to Intrinsic and extrinsic variables affect a teachers decision to remain in the profession.remain in the profession.

• Factors affecting job satisfaction are: Factors affecting job satisfaction are: • similar beliefs and values with colleaguessimilar beliefs and values with colleagues• an agreed upon school mission and climatean agreed upon school mission and climate• similar school values and beliefssimilar school values and beliefs• collaborative communitycollaborative community

• Mixed MethodMixed Method• Tailored design methodTailored design method• Surveys with closed and open ended questionsSurveys with closed and open ended questions• Missouri, random public school sample, stratifiedMissouri, random public school sample, stratified• 300 teachers300 teachers

Literature Review: Literature Review: School Culture and Job SatisfactionSchool Culture and Job Satisfaction

• Buchanan (2012)• Findings showed:

• Teachers were choosing to not return to teaching because of the negative culture and community in their school.

• Teachers left teaching because of the lack of trust,

support and autonomy.

• The job of teaching was found to be all consuming.

Theoretical FrameworkTheoretical Framework

Literature Review:Gaps in the Literature

• Lack of clarification of specific strategies to decrease retention.

• Not descriptive on how to support leaders and implement programs in districts.

• All studies pinpoint different results.

• Not clear as to whether they leave field or district.

Literature Review:Summary

• There is a strong correlation between effective school supports and positive school culture in teacher retention.

• Mixed Method• Interviews• Use of Likert scale survey• Data collection of new and experienced teachers

• Consideration of years of teaching in the profession.

• Key variables of focus are school supports, student behavior and school culture.

Methods and DesignMethods and Design

Mixed methods research designMixed methods research design

Sampling strategy: Purposive, ConvenientSampling strategy: Purposive, Convenient

Quantitative: teacher survey on Quantitative: teacher survey on characteristics that influence teacher characteristics that influence teacher retentionretention

Qualitative: teacher interviews about Qualitative: teacher interviews about supports that aid in teacher retentionsupports that aid in teacher retention

Researcher ParadigmResearcher Paradigm

• Burrell & Morgan (2002)Burrell & Morgan (2002)• InterpretativistInterpretativist

• ““To understand and describe” multiple To understand and describe” multiple realitiesrealities

• Structural FunctionalismStructural Functionalism• ““To test, identify, and explain” differencesTo test, identify, and explain” differences

ParticipantsParticipantsSurvey SampleSurvey Sample

• Convenient SamplingConvenient Sampling• 36 teachers (Walker Primary School)36 teachers (Walker Primary School)

• 34 female, 2 male34 female, 2 male• Grades taught: 11 kindergarten, 11 first Grades taught: 11 kindergarten, 11 first

grade, 9 second grade, 3 special education, 1 grade, 9 second grade, 3 special education, 1 Music, and 1 PEMusic, and 1 PE

Years of experience

Count Percent %

O-3

4-10

10+

ParticipantsParticipantsInterview SampleInterview Sample

Teacher Years of ExperienceMs. A 0-3

Ms. B 0-3

Mr. C 0-3

Ms. X 4+

Ms. Y 4+

Mr. Z 4+

• Purposive Sampling• Interviewed individuals that indicated they were willing in the survey and qualified based on years of experience.

Instrument Instrument SurveySurvey

10 Likert-scale questions ranging from 1-10 Likert-scale questions ranging from 1-strongly effects to 4- little effectstrongly effects to 4- little effect

Focus on school conditions that affect teacher Focus on school conditions that affect teacher retention:retention:

• student behaviorstudent behavior• school cultureschool culture• administrative supportadministrative support• years of experience and willingness to be years of experience and willingness to be

interviewedinterviewed

Survey Response Rate - ____%

Instrument Instrument InterviewInterview

• Semi-structures interview (20-30 minutes)Semi-structures interview (20-30 minutes)• 10 questions:10 questions:• Experience in teaching (1)Experience in teaching (1)• Focus on school conditions that affect teacher Focus on school conditions that affect teacher

retention:retention:• school culture (3)school culture (3)• administrative support (3)administrative support (3)• student behavior (3)student behavior (3)

Data CollectionData Collection

• SurveySurvey- Online survey administered - Online survey administered through SurveyMonkey during after school through SurveyMonkey during after school facullty meetingfacullty meeting

• Interviews- Interviews- • Individual interview conducted in classroomsIndividual interview conducted in classrooms• All interviews audio-recordedAll interviews audio-recorded

Validity and ReliabilityValidity and Reliability

• Survey and interview questions were Survey and interview questions were reviewed by a panel of peersreviewed by a panel of peers• PrincipalPrincipal• ProfessorProfessor• TeachersTeachers• Reading specialistReading specialist

Feedback suggested:Feedback suggested:

Threats to Internal ReliabilityThreats to Internal Reliability

• Attitude of subjectsAttitude of subjects• Do teachers view me as an administrator?Do teachers view me as an administrator?

• Might influence respondents answers.Might influence respondents answers.• Addressed with rapport and clear explanation of Addressed with rapport and clear explanation of

interview process.interview process.

Data AnalysisData Analysis• Quantitative data: (survey)Quantitative data: (survey)

• will calculate response percentage for each question and will calculate response percentage for each question and meansmeans

• will identify gaps and trendswill identify gaps and trends

• Qualitative data: (interviews)Qualitative data: (interviews)• Inductive/DeductiveInductive/Deductive• Examples of Codes:Examples of Codes:

• school cultureschool culture• administrative supportadministrative support• student behaviorstudent behavior

ReferencesReferencesBrill, S, & McCartney, A. (2008). Stopping the revolving door: Increasing Brill, S, & McCartney, A. (2008). Stopping the revolving door: Increasing

teacher retention, teacher retention, Politics and Policy, 36(Politics and Policy, 36(5), 750-7745), 750-774

Buchanan, J. (2012). Telling tales out of school: Exploring why former teachers Buchanan, J. (2012). Telling tales out of school: Exploring why former teachers are not returning to the classroom. Australian are not returning to the classroom. Australian Journal of Education, 56(2)Journal of Education, 56(2), , 205-220.205-220.

Corbell, K., Osborne, J., & Reiman, A.J. (2010). Supporting and retaining Corbell, K., Osborne, J., & Reiman, A.J. (2010). Supporting and retaining beginning teachers: A validity study of the perception of success inventory beginning teachers: A validity study of the perception of success inventory for beginning teachers. for beginning teachers. Educational Research and EvaluationEducational Research and Evaluation, , 16(1)16(1), 75-96. , 75-96.

Kukla-Acevedo, S. (July 01, 2009). Leavers, movers, and stayers: The role of Kukla-Acevedo, S. (July 01, 2009). Leavers, movers, and stayers: The role of workplace conditions in teacher mobility decisions. workplace conditions in teacher mobility decisions. The Journal of The Journal of Educational Research, 102(Educational Research, 102(6), 443 - 452.6), 443 - 452.

ReferencesReferencesPerrachione, B, Peterson, G., & Rosser, V. (2008). Why do they stay? Perrachione, B, Peterson, G., & Rosser, V. (2008). Why do they stay?

Elementary teachers’ perceptions of job satisfaction and retention. Elementary teachers’ perceptions of job satisfaction and retention. The Professional Educator, 32(2), 25-41The Professional Educator, 32(2), 25-41. .

Skaalvik, M, & Skaalvik, S., (2011). Teacher job satisfaction and Skaalvik, M, & Skaalvik, S., (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school motivation to leave the teaching profession: Relations with school culture, feeling of belonging, and emotional exhaustion, culture, feeling of belonging, and emotional exhaustion, Teaching Teaching and Teacher Education, 27and Teacher Education, 27, 1029-1038., 1029-1038.