Date of Conferral

2023

Degree

Ph.D.

School

Human Services

Advisor

Shari Jorissen

Abstract

The turnover rate for secondary school educators has increased to the highest in almost 30 years. Public teachers who leave teaching reported that general working conditions, increased job demands, and the inability to manage their workloads (organizational climate) contributed to their decision. The problem addressed in this study is that teacher turnover has negative impacts, including poor student performance and decreased teacher effectiveness of remaining teachers. The purpose of this quantitative correlational study was to determine the extent to which organizational climate and teacher stress predict teacher turnover intention. The theoretical framework applied to the interpretation of the statistical results was the job demands-resources theory. Multiple linear regression was used to analyze data collected via an online survey from 90 high school teachers. The Organizational Climate Index achievement press subscale score (OCI-AP; B = -.356, p = .028) and total Teacher Stress Inventory score (B = .014, p =.000) were statistically significant predictors of turnover intention. An increase in achievement press resulted in a decrease in turnover intention, while an increase in total score predicted an increase in turnover intention. Because all of the independent variables were not related to the dependent variable at a statistically significant level, the null hypothesis was partially rejected. The findings of this study may be used in understanding factors enhancing teacher retention and reduced teacher turnover intention, including academic press and turnover intention within secondary education settings, specifically in urbanized areas. Specifically, findings may inform administrators about the aspects of achievement press and how to create manageable and achievable academic goals for students and teachers.

Download

Share

 
COinS