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Explaining Teachers' Job Satisfaction, Intent to Leave, and Actual Turnover

Title: Explaining Teachers' Job Satisfaction, Intent to Leave, and Actual Turnover: A Structural Equation Modeling Approach.
Name(s): Cha, Sung-Hyun, author
Cohen-Vogel, Lora, professor directing dissertation
Becker, Betsy, outside committee member
Brooks, Jeffrey S., committee member
Iatarola, Patrice, committee member
Department of Educational Leadership and Policy Studies, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2008
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: To better understand the factors related to teachers' turnover decisions in the face of high rates of teacher turnover, the study used a large national secondary dataset – the 1999-2000 Schools and Staffing Survey and the 2000-2001 Teacher Follow-up Survey. Through a structural equation modeling approach, the study aimed to identify the relative weights of three independent variables (i.e., salary, working conditions, and professional training experiences) on three dependent variables (i.e., teachers' job satisfaction, turnover intention, and actual turnover). Furthermore, it examined possible mediating effects of job satisfaction and turnover intention and any variation in the structural relationships across teacher and school characteristics. Findings indicated that working conditions had more of an impact on all of the dependent variables than either salary or professional training experiences. Specifically, the impact of working conditions on job satisfaction and on actual turnover was about nine times and two times larger than that for salary, respectively. Teachers' professional training experiences did not have a significant impact on any of the dependent variables. Perhaps this is because the SASS did not provide teachers' perceptions about the quality of professional development programs where they participated. In addition, the association between working conditions and actual turnover was fully mediated by job satisfaction. Teachers who worked in schools with better working conditions were more likely to be satisfied with their jobs and less likely to actually leave the profession. The study did not find any significant variations in the structural relationships by the selected teacher and school characteristics. These findings suggest that improving working conditions is more important for teachers to be satisfied and to be willing to stay than salary increase. Policy makers might do well to formulate and fund policies focused on improving working conditions for public school teachers, including professional development for principals and site-based management.
Identifier: FSU_migr_etd-3961 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester, 2008.
Date of Defense: March 7, 2008.
Keywords: Teacher Turnover, Schools and Staffing Survey, Working Conditions, Structural Equation Model
Bibliography Note: Includes bibliographical references.
Advisory Committee: Lora Cohen-Vogel, Professor Directing Dissertation; Betsy Becker, Outside Committee Member; Jeffrey S. Brooks, Committee Member; Patrice Iatarola, Committee Member.
Subject(s): Education
Persistent Link to This Record:
Owner Institution: FSU

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Cha, S. -H. (2008). Explaining Teachers' Job Satisfaction, Intent to Leave, and Actual Turnover: A Structural Equation Modeling Approach. Retrieved from