Date of Conferral

2018

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Ann Jablonski

Abstract

Understanding possible contributing factors of teacher attrition is important and necessary to retain effective teachers in schools. The purpose of this project study was to investigate how teacher job satisfaction, self-efficacy, and collective efficacy were related to their intent-to-leave. Locke's definition of job satisfaction and Bandura's theory of self-efficacy and collective efficacy provided the theoretical foundations for this study. Research questions addressed the extent of the relationship between 3 independent variables---teacher job satisfaction, self-efficacy, and collective efficacy--with a single dependent variable, teacher intent-to-leave. The Job Satisfaction Survey, Teachers' Sense of Efficacy Scale, Collective Efficacy Scale, and Intent-to-Leave Questionnaire were used to collect quantitative data in this correlational predictive study. Participants consisted of 45 elementary teachers in Grades K-5, including specialty teachers, who were financially compensated using the pay-for-performance model during this project study. Statistical Package for Social Sciences was used to generate inferential and descriptive statistics from the questionnaire data. The findings of this study indicated that there was a significant relationship between the 3 independent variables and the dependent variable with multiple regression analysis showing that all 3 independent variables--teacher job satisfaction, self-efficacy, and collective efficacy--are predictors of the dependent variable, teacher intent-to-leave. Implications for positive social change included providing essential evidence that can be used in designing programs for helping individuals to remain in teaching. This study also encourages policy and practice changes that support job satisfaction, self-efficacy, and collective efficacy.

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