Keywords

teacher retention

Abstract

This descriptive study was designed to determine the extent to which selected self-reported practical and professional factors of teaching influenced teacher job satisfaction and retention within the K-12 public education system. The population of the study was 1321 certified teachers from a large Central Florida school district. The researcher developed the survey instrument based on the constructs of teaching known for motivating teachers to remain within the public school setting (Brunetti, 2001; Farkas, Johnson, & Folena, 2005). The researcher's survey was based on the studies of Perie (1997), Brunetti (2001), and Gary (2002). The researcher personally distributed 1321 surveys, respondent informed consent letters and instructions for completing the survey during faculty meetings in November and December 2005. Extra surveys were left at the schools for those who were unable to attend the faculty meetings. A total of 890 surveys were returned for a response rate of 67.4%. The percentage returned was 72.4% for elementary teachers, 58.7% for middle school teachers, and 68.9% for high school teachers. Teacher satisfaction and job retention were influenced by safe working conditions, a collaborative interaction among colleagues, and a supportive administration. Most of the teacher respondents indicated that it was not "very important" to be recognized for being a teacher nor was it "very important" to take on additional leadership roles and responsibilities. Instead, teachers indicated it was "very important" to be given the opportunities to help children develop their talents and skills.

Notes

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Graduation Date

2006

Semester

Fall

Advisor

Pawlas, George

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0001400

URL

http://purl.fcla.edu/fcla/etd/CFE0001400

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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