Factors Affecting Job Satisfaction and Retention of Beginning Teachers
By
Karen S. Myers Giacometti
Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University
in partial fulfillment of the requirements for the degree of
Doctor of Education
W
in
Educational Leadership and Policy Studies
IE
EV
Committee:
David J. Parks, Chairperson
Susan G. Magliaro
PR
Stephen R. Parson
Travis W. Twiford
November 8, 2005
Blacksburg, Virginia
Key Words: Retention, Shortage, Recruitment, Supply, Novice Teacher
, UMI Number: 3191775
Copyright 2006 by
Giacometti, Karen S. Myers
W
All rights reserved.
IE
EV
PR
UMI Microform 3191775
Copyright 2006 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest Information and Learning Company
300 North Zeeb Road
P.O. Box 1346
Ann Arbor, MI 48106-1346
, Factors Affecting Job Satisfaction and Retention of Beginning Teachers
Karen. S. Myers Giacometti
ABSTRACT
In this national study, a combination of factors that affect teacher satisfaction and
retention were examined. Domains that discriminate between teachers who choose to stay or
leave the teaching profession were investigated. A researcher-developed questionnaire was
administered to 450 randomly selected first, second, and third year teachers. Survey items were
related to domains affecting teacher satisfaction and retention. A demographic section was
W
included to collect background information. A principal components analysis resulted in the
emergence of domains that were used in the final analysis. They are: emotional factors; school
IE
and community support; instructional support; preparation in teaching curriculum, managing
students, and assessing students; collaboration; compensation and benefits; motivation to teach;
EV
and culture shock.
Eleven percent of the respondents chose to leave the profession. Results of the
PR
discriminant analysis indicated that the best predictor in choosing to leave or stay in the teaching
profession was emotional factors followed by compensation and benefits and culture shock. The
analysis was used to determine if the individuals in the two groups were correctly classified
based on their scores on the eight predictor variables. The number of cases correctly classified
was 91.4 percent.
By
Karen S. Myers Giacometti
Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University
in partial fulfillment of the requirements for the degree of
Doctor of Education
W
in
Educational Leadership and Policy Studies
IE
EV
Committee:
David J. Parks, Chairperson
Susan G. Magliaro
PR
Stephen R. Parson
Travis W. Twiford
November 8, 2005
Blacksburg, Virginia
Key Words: Retention, Shortage, Recruitment, Supply, Novice Teacher
, UMI Number: 3191775
Copyright 2006 by
Giacometti, Karen S. Myers
W
All rights reserved.
IE
EV
PR
UMI Microform 3191775
Copyright 2006 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest Information and Learning Company
300 North Zeeb Road
P.O. Box 1346
Ann Arbor, MI 48106-1346
, Factors Affecting Job Satisfaction and Retention of Beginning Teachers
Karen. S. Myers Giacometti
ABSTRACT
In this national study, a combination of factors that affect teacher satisfaction and
retention were examined. Domains that discriminate between teachers who choose to stay or
leave the teaching profession were investigated. A researcher-developed questionnaire was
administered to 450 randomly selected first, second, and third year teachers. Survey items were
related to domains affecting teacher satisfaction and retention. A demographic section was
W
included to collect background information. A principal components analysis resulted in the
emergence of domains that were used in the final analysis. They are: emotional factors; school
IE
and community support; instructional support; preparation in teaching curriculum, managing
students, and assessing students; collaboration; compensation and benefits; motivation to teach;
EV
and culture shock.
Eleven percent of the respondents chose to leave the profession. Results of the
PR
discriminant analysis indicated that the best predictor in choosing to leave or stay in the teaching
profession was emotional factors followed by compensation and benefits and culture shock. The
analysis was used to determine if the individuals in the two groups were correctly classified
based on their scores on the eight predictor variables. The number of cases correctly classified
was 91.4 percent.
