Teacher attrition, teacher turnover, interdisciplinary, perceptions of fairness
Despite repeated attempts by school administrators, policymakers and researchers to diagnose and correct rising occurrences of teacher turnover, there has been little change in the actual efforts to retain teachers in academy organizations. In response, this study was conducted to describe process constraints within the academy organization that are responsible for managing teacher turnover. To provide a description of current teacher retention efforts by school administrators, a survey instrument was administered to school teachers in the State of Florida. The population sample was dispersed throughout the entire state and closely reflected the demographics of Florida school teachers. The survey addressed two issues: Whether or not there is a consistent effort by school administrators to gauge a teacher's desire to remain in their current position and whether or not the teachers perceive related administration decisions to be fair. To describe perceptions of fairness, a two-prong model was used to measure perceptions of Voice and Equity. Of the 215 respondents, only about 25 percent were administered a survey within the last year that gauges their desire to remain in their current position. Of these respondents who were given a retention survey by their administrators, results were mixed, with only about half of all respondents leaning towards a favorable perception of fairness. The results indicate that there is a logical need for process improvement within the administration of academy organizations before teacher turnover could be managed effectively.
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Master of Science (M.S.)
College of Graduate Studies
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Graduate Studies; Graduate Studies -- Dissertations, Academic
DeVere, Julio, "An Examination of Job Analysis: Developing Interdisciplinary Strategies in Human Resource Management Facilitative of Mitigating Propensities of Teacher Attrition" (2014). Electronic Theses and Dissertations, 2004-2019. 4588.