Teachers' Job Satisfaction and Efficacy as Indicators of Intent-To-Leave Teaching

Teachers’ Job Satisfaction and Efficacy as Indicators of Intent-To-Leave Teaching by Vinessa Lopez MS, National University, 2007 BS, Fayetteville State University, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2018 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.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. Teachers’ Job Satisfaction and Efficacy as Indicators of Intent-To-Leave Teaching by Vinessa Lopez MS, National University, 2007 BS, Fayetteville State University, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2018 Dedication I dedicate my doctoral study to my supportive, loving, and understanding husband, Danny Lopez. I would not have been able to complete this journey without you by my side. You will never know how much I appreciate the countless times you made me food and coffee to keep me motivated in my times of despair, or the times you cleaned the house so that I would not miss a deadline. You are truly my savior. To my kids, Makayla and Nathaniel Lopez, I also dedicate this doctoral study. I hope that I have inspired you to follow your dreams even through the challenges you may face in life. I hope I have shown you even with failure you can have success. You will never know how much you both inspire me. You three are the motivation behind everything I do. You make me want to be the best I can in everything I do. I cannot forget my parents, Tom Chuha and Ricki Newberry. Throughout my many adventures in life, you have supported, listened, and guided me when I needed it. Without your love and support, I would not be the person that I am today. I hope you know how much you have taught me in life. Acknowledgments I would like to take some time to acknowledge the following people for their contributions to the completion of my project study. My chair, Dr. Ann Jablonski, for all the support, advice, and resources she gave me throughout this process. Although there were many times I was lost and frustrated, she provided the light to my darkness. Dr. Antoinette Myers, as my assistant chair, brought fresh eyes and insight when things were murky. My URR, Dr. Esther Javetz, provided viewpoints and guidance that I had missed that help mold my project study. I would especially like to thank all the principals and teachers that participated in my project study. Without any of you, the completion of this project study would be impossible. I am forever grateful for your time and support you gave me. Thanks go to all of those who have helped and supported me over the many years of going to school. Ann Ansardi, a special thank you for a special friend who has listened to my many rants throughout this process and whose ears and shoulders have been a life savior. My husband and kids, a very special thank you for sacrificing so much for me over the years. I promise to repay you for everything.