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ERIC Number: ED670708
Record Type: Non-Journal
Publication Date: 2024
Pages: 106
Abstractor: As Provided
ISBN: 979-8-3468-9360-8
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
School Culture, Job Satisfaction, and Education Level: Their Impact on Teacher Retention Rates
Charlotte Anne Caraker
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Corpus Christi
This quantitative study explores the impact of educational level, specific school culture behaviors, and job satisfaction on career retention among K-12 teachers in the South Texas Coastal Bend region. Teacher retention is a critical issue that affects educational continuity, student outcomes, and the financial stability of school districts. Using multiple regression analysis, this research aimed to identify the most significant predictors influencing teachers' decisions to remain in the profession. Data were collected through a comprehensive survey that included items measuring educational attainment, school culture variables (e.g., engaged and intimate behaviors), and job satisfaction. The findings revealed that educational level and specific school culture behaviors--namely, engaged and intimate behaviors--significantly influenced teacher retention. Teachers with higher educational attainment, such as a master's degree, were likelier to remain in their positions, while those with lower degrees exhibited higher attrition rates. Engaged behavior within the school positively predicted retention, while intimate behavior had a negative impact, suggesting that overly close relationships among staff may contribute to attrition. Contrary to expectations, job satisfaction did not emerge as a significant predictor of retention, likely due to the complexity and multidimensional nature of job satisfaction. The study's findings underscore the need for tailored interventions focusing on educational support, professional development, and school culture enhancements to improve teacher retention. Future research should expand geographically, utilize longitudinal designs, and explore the effectiveness of targeted school culture interventions to further understand the dynamics influencing teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A