Date of Conferral
2018
Degree
Ph.D.
School
Psychology
Advisor
Gwynne Dawdy
Abstract
Teacher turnover has been a problem in U.S. public schools, especially among math teachers, and is more prevalent in schools that have a majority of students from low-income families. Teacher turnover has been shown to have a negative effect on student performance. The purpose of this quantitative, nonexperimental study was to investigate on-the job and off-the job embeddedness and its dimensions of links, fit, and sacrifice to determine effects on math teacher turnover intention. The theory of job embeddedness provided the framework for the study. Data were collected from 152 high school math teachers from 17 counties in a western U.S. state using the Job Embeddedness Questionnaire and a demographic survey. Findings from multiple linear regression analysis indicated statistically significant relationships between turnover intention and the sacrifice/job (on-the-job embeddedness) and turnover intention and links/community (off-the-job embeddedness). Findings may be used by administrators and policymakers to develop programs geared toward promoting math teacher retention
Recommended Citation
Osowski, Cynthia Davis, "Relationship Between Job Embeddedness and Turnover Intention of High School Math Teachers" (2018). Walden Dissertations and Doctoral Studies. 6087.
https://scholarworks.waldenu.edu/dissertations/6087
