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Teacher retention influences: an evaluation study

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Content Running head: TEACHER RETENTION INFUENCES: AN EVALUATION STUDY

1

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY
by James Andrew Surber

A Dissertation Proposal Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF
EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of
the Requirements for the Degree DOCTOR OF EDUCATION

May, 2018

Copyright 2018 Andy Surber

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 2
TABLE OF CONTENTS
Dedication ..................................................................................................................................... 6
Acknowledgements ....................................................................................................................... 7
Abstract……….. ............................................................................................................................ 8
CHAPTER ONE: INTRODUCTION ......................................................................................... 9
Introduction of the Problem of Practice ...................................................................................... 9
Organizational Context and Mission ........................................................................................ 13
Related Literature ...................................................................................................................... 15
Importance and Significance of the Project .............................................................................. 16
Importance and Significance of the Project .............................................................................. 17
Stakeholders and Stakeholders’ Performance Goals ................................................................ 18
Organizational Performance Goal ............................................................................................. 20
Purpose of the Project and Questions ....................................................................................... 21
Conceptual and Methodological Framework ............................................................................ 22
Definitions ................................................................................................................................. 23
Organization of the Study ......................................................................................................... 23
CHAPTER TWO: REVIEW OF THE LITERATURE .......................................................... 25
Teacher Retention ..................................................................................................................... 25
General Research about Factors Influencing Teacher Retention .............................................. 28
The importance of teacher retention. .................................................................................... 28
Elements that lead to teacher retention. ............................................................................... 31
The Clark and Estes (2008) Gap Analytic Conceptual Framework ......................................... 33
Stakeholder Knowledge and Motivation Influences ................................................................. 34
Knowledge and Skills ............................................................................................................ 34
Motivation ............................................................................................................................. 40
Organizational Influences ..................................................................................................... 45
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and the
Organizational Context ............................................................................................................. 50
Conclusion ................................................................................................................................ 52
CHAPTER THREE: METHODOLOGY ................................................................................ 53
Participating Stakeholders ........................................................................................................ 53
Survey Sampling Criteria and Rationales ............................................................................. 54
Survey Sampling (Recruitment) Strategy and Rationale ...................................................... 55
Interview and/or Focus Group Sampling Criterion and Rationale ...................................... 55
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 3
Interview and/or Focus Group Sampling (Recruitment) Strategy and Rationale ................ 56
Data Collection and Instrumentation ........................................................................................ 56
Surveys .................................................................................................................................. 57
Interviews .............................................................................................................................. 59
Documents and Artifacts ....................................................................................................... 60
Data Analysis ............................................................................................................................ 61
Credibility and Trustworthiness ................................................................................................ 62
Validity and Reliability ............................................................................................................. 63
Ethics ..................................................................................................................................... 64
CHAPTER FOUR: RESULTS AND FINDINGS .................................................................... 66
Participating Stakeholders ........................................................................................................ 66
Results and Findings ................................................................................................................. 67
Knowledge ............................................................................................................................. 68
Motivation ............................................................................................................................. 73
Organizational Resources ..................................................................................................... 75
Synthesis ................................................................................................................................... 83
Knowledge Influences ........................................................................................................... 84
Motivation Influences ............................................................................................................ 84
Organizational Influences ..................................................................................................... 86
CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS ........................................ 90
Recommendations for Practice to Address KMO Influences ................................................... 90
Knowledge Recommendations .............................................................................................. 90
Motivation Recommendations ............................................................................................... 95
Organization Recommendations ........................................................................................... 97
Integrated Implementation and Evaluation Plan ..................................................................... 102
Implementation and Evaluation Framework ...................................................................... 102
Organizational Purpose, Need and Expectations ............................................................... 102
Level 4: Results and Leading Indicators ............................................................................ 104
Level 3: Behavior ................................................................................................................ 105
Level 2: Learning ................................................................................................................ 108
Level 1: Reaction ................................................................................................................ 111
Evaluation Tools ................................................................................................................. 112
Data Analysis and Reporting .............................................................................................. 113
Summary ............................................................................................................................. 115
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 4
Strengths and Weaknesses of the Approach ........................................................................... 115
Limitations .............................................................................................................................. 116
Future Research ...................................................................................................................... 116
Conclusion .............................................................................................................................. 118
References…….. ........................................................................................................................ 119
Appendix A: Survey Items ....................................................................................................... 125
Appendix B: Interview Protocol .............................................................................................. 128
Appendix C: Teacher Retention Training Survey ................................................................. 130
Appendix D: Teacher Retention Training Survey ................................................................. 132

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 5
List of Figures and Tables

Figure 1: Teacher Retention Framework ...................................................................................... 51
Figure 2: Three dashboard widget examples. This figure shows examples of widgets used to help
communicate progress. ............................................................................................................... 114

Table 1: Organizational Mission, Global Goal, and Stakeholder Goals ....................................... 19
Table 2: Knowledge worksheet .................................................................................................... 39
Table 3: Motivation Worksheet .................................................................................................... 44
Table 4: Organizational Assumed Influences Worksheet ............................................................. 48
Table 5: Summary of Knowledge Influences and Recommendations .......................................... 91
Table 6: Summary of Motivation Influences and Recommendations .......................................... 95
Table 7: Summary of Organizational Influences and Recommendations .................................... 98
Table 8: Outcomes, Metrics, and Methods for External and Internal Outcomes ....................... 104
Table 9: Critical Behaviors, Metrics, Methods, and Timing for Evaluation .............................. 106
Table 10: Drivers Required to Support Critical Behaviors ......................................................... 106
Table 11: Components of Learning for the Program .................................................................. 111
Table 12: Components to Measure Reactions to the Program .................................................... 112

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 6
Dedication
This dissertation is dedicated to Keenan and Logan. It is my wish that you always have
teachers and mentors who inspire a love of learning and demonstrate compassion along the way.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 7
Acknowledgements
Many thanks to Dr. Kathy Stowe for your leadership and guidance throughout this
dissertation experience. Your wealth of knowledge, use of motivation, and genuine humor were
inspiring throughout this journey. Special thanks to my committee members, Dr. Monique Datta
and Dr. Tim Stowe. Your thoughtful reviews and suggestions framed my study in a way that
improved my work and targeted my actions to help me understand and communicate about
teacher retention influences and the organization of study in a meaningful way.
The support of everyone in Cohort 2, especially the Tuesday Trojans, has been
instrumental to my success throughout the OCL program. I am fortunate to have experienced this
journey with incredibly talented classmates who caused me to stretch and learn in many different
ways. The friendships formed throughout this program have been transformative. Thanks for
enriching my life with knowledge, humor, caring, and understanding.
To my colleagues at Ocean Walk Country Day School, thank you for your support of this
project. Your participation in the study was invaluable, helping guide future work to help make
our school the best it can possibly be.
To my mom and dad, Chris and Jim Surber, your unconditional support and constant
encouragement is an uplifting voice in my life. Thanks for all you give. Very special
appreciations to my wife Mary and two children, Keenan and Logan. Without your
understanding, support, and humor throughout the past two and a half years, this achievement
would not be possible. Countless sacrifices were made, and I am so truly grateful for your
ongoing encouragement. I am fortunate that we get to share in this experience together.
Fight On!

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 8
Abstract
This study explores the topic of teacher retention at a prekindergarten through 12
th
grade,
independent school. The executive team, including the division heads and head of school are the
primary stakeholders of the study. The full-time teachers of the school participated in the study
through the use of surveys. Teacher retention influences from the perspectives of the executive
team, full-time teachers, and a document analysis were analyzed following the gap analysis
framework (Clark & Estes, 2016). A plan to implement the results of the study following the
New World Kirkpartick Model (Kirkpatrick and Kirkpatrick, 2016). Gaps in knowledge,
motivation, and organizational resources applicable to the executive team were studied, with
recommendations made including potential changes in the organizational resources of time and
finance to help the organization reach the goal of having 90% of teachers return to the school
after the 2018-2019 school year and each year moving forward.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 9
CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
Teacher retention is a common problem of practice in schools. Teacher turnover is a
challenge within the education system across the United States (California Beginning Teacher
Support and Assessment and Intern Alternative Certification Evaluation Study, 2007; Morello,
2014; National Commission on Teaching and America’s Future, 2007). With more than $2.2
billion spent each year addressing issues related to teacher attrition, there is an opportunity to
increase the quality of education students receive as well as to use educational funds in more
meaningful ways (Alliance for Excellent Education, 2014). As schools face teacher shortages,
hiring quality educators and keeping them employed is a challenge (Morello, 2014). It is
estimated that between 2008 and 2020, public schools in the United States will need to hire
between 2.9 to 5.1 million full-time teachers to replace exiting teachers (Aaronson & Meckel,
2008). This teacher shortage issue is compounded by the facts that content-specific teachers are
difficult to recruit and that 29% of first-year teachers either leave their school in the first year or
leave the teaching profession altogether (Brown & Wynn, 2009). Administrators are constantly
challenged to keep quality teachers and recruit replacements when needed. Yearly teacher
turnover can be overwhelming for schools in many ways, and this study seeks to achieve a better
understanding of elements that influence teacher retention.
In the past, administrators warned of a nationwide teaching force rising in age with many
teachers soon retiring from the system, but it is suggested that this retirement bubble may have
passed (Ingersoll, 2012). However, according to Ingersoll (2012), there have never been as many
teachers with so little experience in the teaching workforce, with approximately 745,000 teachers
with three years of experience or less in the 2007-2008 school year (Ingersoll, 2012). According
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 10
to Watlington, Shockley, Guglielmino, and Felsher (2010), the fear of teachers leaving the
profession includes the loss of high-quality instructors who bring a skillset that allows for growth
and learning in students. According to Argon (2016), students enrolled in teacher preparation
programs have dropped by over 250,000 between the years 2009 and 2014. While the number of
students has not substantially increased over the last 25 years, the number of teachers in the
workforce has increased (Ingersoll, Merrill, & Stuckey, 2014). This increase in demand for
teachers is due to many teachers joining private and charter schools combined with the push to
lower class sizes and teacher workloads (Ingersoll et al., 2014). With the increasing demand for
instructors due to teachers leaving the classroom, finding teachers who are gifted instructors
willing to work in a school environment is a challenge. Part of the challenge of finding new
teachers is the financial burden recruitment places on schools.
Teacher retention is a multifaceted financial issue (Ingersoll, 2012). Financial issues
associated with teacher turnover include separation costs, hiring costs, and training and support
costs (Texas Center for Educational Research, 2007). Separation costs can include time,
separation pay, payment of accrued sick leave, and potential unemployment pay (Watlington,
Shockley, Guglielmino, & Felsher, 2010). Hiring costs can include advertisement costs, time
invested into posting openings and interviewing, and hiring incentives that may include a signing
bonus, relocation costs, and other incentive types (Watlington et al., 2010). The overall cost of
replacing a teacher varies from location to location throughout the United States, and in a
comprehensive study by the National Commission on Teaching and America’s Future (2007),
these costs ranged from $4,366 to $17,872 per position. Additionally, according to a report
created by the Alliance for Excellent Education (2014), teacher turnover costs schools in the
United States over 2.2 billion dollars annually. While there are high costs of teacher turnover,
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 11
there are strategies schools can use that may increase teacher retention rates while costing less
than the fees associated with replacing a teacher.
Induction and mentoring programs are often cited as cost effective ways to positively
impact teacher retention (Ingersoll, 2012; Moir, 2009). Many believe that teacher preparation
programs do not sufficiently prepare teachers for the classroom experience and that additional
site training is needed to ensure a smooth transition to the classroom (Ingersoll, 2012; Mitchell,
Scott, Hendrick, & Boyns, 1998; National Commission on Teaching and America’s Future,
2007). Schools that implement induction systems that encourage established teachers and new
teachers to collaborate can positively impact teacher attrition and turnover rate as well as the
quality of education (Ingersoll, 2012; Moir, 2009). These systems can include face-time with
administrators, small-group instruction that educates about the culture and traditions of the
school, and partnership between new and established teachers at the school. Induction programs
typically have the goal of addressing issues that often impact teacher satisfaction, such as
connections to co-workers and education about how to work with difficult students and their
families. Getting to know the culture of the school as well as the expectations of the working
environment can be challenging. When new teachers experience obstacles to learning the school
culture as well as a heavy workload that includes preparing lessons, teaching, communicating
with families, and grading, the morale of teachers new to the organization can be negatively
impacted.
Teachers in their first year at a school are often placed into a sink-or-swim situation with
a steep learning curve when starting a new position (Ingersoll, 2012). Research studies suggest
that new teacher training and mentoring programs can have a positive impact on the quality of
education given by teachers (Ingersoll, 2012; Moir, 2009) as well as encourage new teachers to
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 12
stay in the profession longer (Ingersoll & Kralik, 2004). While many teachers are now required
to participate in teacher induction programs, the elements of these programs can widely vary
from school to school, and common elements include teacher mentoring, dedicated time with
administration, journaling, teaching observation and feedback. The goal is that through
participation in induction and mentoring programs teachers will continue to teach at the same
school for a longer period of time.
Keeping teachers employed at schools for longer periods of time is ultimately a quality of
education issue. While past research suggests that the effectiveness of new teachers grows
quickly and then plateaus after two years of experience, more recent research suggests that the
window of growth in teacher effectiveness is longer and that teachers become better educators
throughout their careers (Kini & Podolski, 2016). As teachers acquire classroom experience,
student gains also occur in the form of higher standardized test scores (Kini & Podolski, 2016;
Ronfeldt, Loeb, & Wyckoff, 2013). Much like elements that support teacher retention, favorable
workplace conditions and a supporting environment among peers increases a teacher’s
effectiveness (Kini & Podolski, 2016). It is also suggested that teacher longevity in a school
leads to greater support from colleagues and the school as a whole (Kini & Podolski, 2016).
While the impacts of teacher turnover can be felt directly by students, the potential financial
impact affects all stakeholders connected to the institution. Through the course of this study,
elements that encourage positive workplace engagement as well as site-specific opportunities to
impact teacher retention will be further evaluated to impact the teacher retention efforts at the
site of study.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 13
Organizational Context and Mission
Founded in 1933, Ocean Walk Country Day School (pseudonym) is an independent, non-
sectarian school located in southern California. Ocean Walk Country Day School (OWCDS)
serves nearly 350 students from grades Early Kindergarten through 12
th
grade in a college
preparatory learning environment. The student body is spread between three divisions: Lower
School, Middle School, and Upper School. The Lower School is located on its own age-
appropriate campus and includes early kindergarten (4 year olds) through grade 4. The Middle
and Upper Schools share a larger campus 10 miles away from the Lower School. The Middle
School is made up of grades 5-8 and uses an area of the campus mostly dedicated to the Middle
School students and teachers who make up the program. The Upper School contains grades 9-12
and also has areas that are mostly dedicated to this age group and its teachers.
As an independent school, the institution is primarily funded through tuition and does not
receive any financial support from the federal or state government. The primary source of
revenue is student tuition, followed by contributions to the organization in the form of donations
from fundraising and grants.
The mission of Ocean Walk Country Day School is to develop the intellectual, social,
physical, artistic, and ethical lives of our students by providing a comprehensive and
personalized early kindergarten through twelfth grade educational experience that prepares
students for college and lifelong success.
Four identified core values guide the work of the school:
Scholarship: We believe that academic excellence is best achieved in an
atmosphere of high expectation, inspirational instruction, individualized attention,
and student-teacher relationships based on mutual trust and respect.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 14
Character: We believe in the cultivation of integrity, personal responsibility,
consideration for others, and skills for compassionate leadership.
Balance: We believe students should develop dimensions of themselves beyond
academics. Ocean Walk Country Day School is committed to providing all
students with meaningful experiences in the arts, athletics, and a wide array of co-
curricular opportunities.
Community: We believe the success of Ocean Walk Country Day School relies
on a mutually supportive partnership between teachers, students, parents, and staff
who actively promote healthful living, honorable citizenship, and human
kindness.
Ocean Walk Country Day School has 40 full-time teachers with an average tenure of nine
years at the school. The current faculty is composed of 65% female and 35% male employees.
With a large percentage of new teachers joining the school over the past three years (35%) and
the average tenure of teachers being nine years of service at OWCDS, there is an opportunity to
evaluate elements of teacher retention programs that encourage teachers to continue working at
the school for longer periods of time. It is through acquiring teaching experience throughout
one’s career that teachers continue to grow in their effectiveness as well as develop relationships
with others (Kini & Podolski, 2016).
While there is a new teacher training program within the school, it has not been formally
used over the last three years. With the high rate of turnover in teacher positions, training and
preparing new teachers for success at a new school is especially important, as the school has the
goal of reducing turnover and increasing the tenure its teachers. Of the current full-time teachers
at the site of study, 14 of 40 have joined the school in the last three years. There are specific
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 15
reasons why teachers have left the school over the past three years, such as due to contracts not
being renewed (5), while others left for personal reasons (8), others left to return to college (4),
and two teachers took sabbaticals.
Related Literature
The issues that relate to teacher retention are complicated and often multilayered. The
teacher labor market can be one that is considered cyclical and market dependent (Aragon,
2016). The number of potential teachers entering the market each year varies and can rise and
fall due to demand. However, Aragon (2016) states that while the production of teachers is
believed to grow 29% between 2011 and 2020, about half of these teachers will never teach in
schools, and when teachers do enter the workforce, 29% will either transfer to another school or
leave the profession altogether (Brown & Wynn, 2009). Morello (2014) suggests that while
teacher attrition rates a high when compared to other professions like nurses, lawyers, and
engineers, there is more turnover when compared to the professions of administrative assistants,
child care workers, and correctional officers. Understanding the nature of the work and the high
potential for schools to face turnover, knowing the influences that can positively impact teacher
retention can help schools address this complicated issue.
The focus of retention efforts seeks to address influences that lead to longer tenure.
Literature based retention influences include well-being and teacher workload (Brill &
McCartney, 2008; Hughes, 2012), compensation (Brill & McCartney, 2008; Hughes, 2012),
induction programs (Brill & McCartney, 2008; Ingersoll & Strong 2011), and the importance of
relationships with peers and families served (Hughes, 2012). It is through the understanding of
the influences of teacher retention that a comprehensive and effective retention program can be
developed and implemented.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 16
Teacher attrition and teacher retention have been studied in many different ways and
through many different lenses including the review of the quality of education offered to
students, teacher preparation programs, teacher induction and training, and related financial
impacts. The various ways teacher retention has been studied attempts to better understand
teacher retention influences in the hopes to positively impact teacher attrition.
Importance and Significance of the Project
The issues that relate to teacher retention are complicated and often multilayered. The teacher
labor market can be considered cyclical and market dependent (Aragon, 2016), and the number
of potential teachers entering the market each year varies and can rise and fall due to demand.
However, Aragon (2016) states that while the production of teachers is believed to grow 29%
between 2011 and 2020, about half of these teachers will never teach in schools, and when
teachers do enter the workforce, 29% will either transfer to another school or leave the
profession altogether (Brown & Wynn, 2009). Morello (2014) suggests that while teacher
attrition rates are high compared to other professions such as nurses, lawyers, and engineers, they
have less turnover compared to the professions of administrative assistants, child care workers,
and correctional officers. Understanding the nature of the work and the high tendency for schools
to face turnover as well as knowing the influences that can positively impact teacher retention
can help schools address this complicated issue.
The focus of retention efforts seeks to identify influences that lead to longer tenure.
Retention influences found in the literature include well-being and teacher workload (Brill &
McCartney, 2008; Hughes, 2012), compensation (Brill & McCartney, 2008; Hughes, 2012),
induction programs (Brill & McCartney, 2008; Ingersoll & Strong, 2011), and the importance of
relationships with peers and families served (Hughes, 2012). It is through understanding of the
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 17
influences of teacher retention that a comprehensive and effective retention program can be
developed and implemented.
Teacher attrition and retention have been studied in many different ways and through
many different lenses, including the review of the quality of education offered to students,
teacher preparation programs, teacher induction and training, and related financial impacts.
Teacher retention influences have been studied in various ways with the hope to positively
impact teacher attrition.
Importance and Significance of the Project
The problem of teacher retention is important to solve for many reasons. Continuity in
the school’s academic program, growing the teaching effectiveness of teachers, and controlling
the costs of separation and recruitment can all be affected through teacher retention efforts
(Ingersoll, 2014). It is the goal of the Ocean Walk Country Day School to reduce the percentage
of teachers leaving the school. The school chooses this goal as a way to build consistency in the
academic program while also having a potentially positive impact on enrollment numbers. Many
teachers have left the school in the past three years. Due to this turnover, trust in the school was
impacted and enrollment dropped significantly, causing cutbacks in teachers and programs.
These cutbacks included a reduction in the classes offered at the Middle and Upper School levels
as well as teachers being changed from full- to part-time status throughout the school. The school
incorporated a structure that, in addition to salary freezes, adjusted teachers’ salaries based on the
percentage assigned due to teaching workload. For example, a teacher may have a reduced
workload due to low enrollment and been moved from 100% to 70% contract time. These cuts
incentivized all aspects of the workplace, causing negative moral issues for all involved. It is
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 18
hoped that by positively impacting teacher retention numbers, trust and demand in the school
will increase and, in turn, drive higher enrollment numbers.
A comprehensive teacher retention program will allow the school to formally train new
employees in the philosophy of the school and offer the opportunity for new teachers to connect
with the learning community in a way that helps to increase buy-in and retention. The elements
of training and personal connections lead teachers in the direction of a supportive teaching
community (Ingersoll & Strong, 2011). If this problem is not effectively addressed, the
likelihood of teachers continuing to leave the school is high, impacting both the educational
quality students receive and their families’ overall satisfaction in the school. By not effectively
using a teacher retention program, there is a missed opportunity to help teachers new to the
school become connected to the organization and leverage the knowledge of experienced
teachers.
Stakeholders and Stakeholders’ Performance Goals
There are many stakeholder groups that are invested in the success of OWCDS. This
study seeks to articulate the benefits of addressing teacher retention for four main stakeholder
groups. The executive team is the primary stakeholder of this study and is made up of three
division heads (principals) and one head of school. The executive team is the leadership group
charged with the overall management and successful operation of the organization. The board of
the school is another highly invested stakeholder with the success of the organization at its core
function. One of the board’s important oversight function with the organization is to ensure the
finical solvency of the school. By reducing teacher recruitment costs, the board has the
opportunity to reallocate school funds to other areas as needed by the organization. The faculty at
the school are an invested stakeholder as they seek to work with peers who are collegial and
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 19
make the school a rewarding place to work. By reducing teacher turnover, deeper connections
are able to be fostered leading to higher workplace satisfaction for the teachers. Parents of the
students who attend the school are an important stakeholder of the organization. As a private
school, parents elect to pay tuition to have their children attend. This is a discretionary expense
and the organization must create trust with the parent stakeholder group to earn high satisfaction
ratings. As the school is tuition dependent for a majority of its income, high parent satisfaction
brings high enrollment numbers and demand in the school. Table 1 describes the overall
organization, its mission, and achievable stakeholder goals that are dependent on teacher
retention.
Table 1: Organizational Mission, Global Goal, and Stakeholder Goals
Organizational Mission
Ocean Walk Country Day School is an independent, non-sectarian school. Ocean Walk
Country Day School serves nearly 350 students in grades Early Kindergarten through 12
th

grade in a college preparatory learning environment. The student body is spread between three
divisions: Lower School, Middle School, and Upper School. As an independent school, the
institution is primarily funded by tuition and does not receive any financial support from the
federal or state government. From the website of the school, the mission states:

Ocean Walk Country Day School develops the intellectual, social, physical,
artistic, and ethical lives of our students by providing a comprehensive and
personalized Early Kindergarten through Twelfth Grade educational experience
that prepares students for college and lifelong success.

Four identified core values guide the work of the School:

Scholarship: We believe that academic excellence is best achieved in an
atmosphere of high expectation, inspirational instruction, individualized
attention, and student-teacher relationships based on mutual trust and respect.

Character: We believe in the cultivation of integrity, personal responsibility,
consideration for others, and skills for compassionate leadership.

Balance: We believe students should develop dimensions of themselves beyond
academics. Ocean Walk Country Day School is committed to providing all
students with meaningful experiences in the arts, athletics, and a wide array of
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 20
co-curricular opportunities.

Community: We believe the success of Ocean Walk Country Day School relies
on a mutually supportive partnership between faculty, students, parents, and
staff who actively promote healthful living, honorable citizenship, and human
kindness.

Organizational Performance Goal
The school has set the goal of having 90% of faculty return to Ocean Walk Country Day
School to teach after the 2018-2019 school year.

Stakeholder 1 Goal

The executive team will
implement a research-
based, site-specific
teacher retention
program by the 2018-
2019 school year.
Stakeholder 2 Goal

The board of the school
will reallocate financial
resources previously
used for teacher
recruitment to support
other essential needs of
the school at the end of
the 2018-2019 school
year.
Stakeholder 3 Goal

90% of full-time
teachers will report
higher job satisfaction
and a willingness to
return to the position
after the 2018-2019
school year.

Stakeholder 4 Goal

Parents will
demonstrate higher
satisfaction with the
school in the area of
teacher retention after
the 2018-2019 school
year.

Organizational Performance Goal
The school has set the goal of having 90% of the entire faculty return to Ocean Walk
Country Day School to teach after the 2018-2019 school year and each year moving forward.
The executive team at the school, which includes the division heads and head of school, are
charged with achieving this goal and are the primary stakeholder in this study. Through the use
of teacher surveys, qualitative interviews with administrators, and a review of related internal
documents, data were gathered to determine the elements that lead to a long teaching tenure at
the site of study. The motivational elements of the executive team received focus to understand
this group’s willingness and confidence in their abilities to create and implement a
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 21
comprehensive teacher retention program. Retention influences were compared between new and
experienced teachers to better determine whether new teachers have different retention needs
compared to experienced teachers. These influences were ranked in order of importance and will
be reviewed by the executive team during teacher retention trainings, so that organizational
resources can be allocated in ways that best impact teacher retention efforts. It is through the
ranking of retention influences that prioritization can take place.
The National Association of Independent Schools (NAIS), the overarching accreditation
organization of independent schools, does not have a baseline number that schools should attain
regarding teacher retention. The NAIS does suggest that each school sets its own teacher
retention rate in order to best fit the needs of the school (Tracy, 2004). OWCDS has the goal of
having at least 90% of teachers return each year starting after the 2018-2019 school year. This
goal has been established by the school in order to impact teacher turnover and classroom
instruction.
Purpose of the Project and Questions
The purpose of this project is to evaluate the degree to which Ocean Walk Country Day
School is meeting its goal of having 90% of the faculty return to the school beginning after the
2018-2019 school year and to evaluate what the organization can do to best achieve this goal.
The analysis focuses on knowledge, motivation, and organizational influences related to
achieving this organizational goal. While a complete performance evaluation would focus on all
stakeholders in the organization, for the purpose of this study the school’s executive team is the
stakeholder of focus, as this group is ultimately charged with the implementation of a teacher
retention program. The executive team consists of three division heads and the head of school.
As such, the following questions guide this study:
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 22
1. What are the knowledge, motivation, and organizational influences for the executive
team related to achieving the organizational goal of having 90% of teachers return to the
school each year beginning after the 2018-2019 school year?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources related to teacher retention?
Conceptual and Methodological Framework
This study utilized the Clark and Estes’ (2008) gap analysis, which is a systematic,
analytical method that helps clarify organizational goals and identify knowledge, motivation, and
organizational influences. This analysis was adapted to the evaluation dissertation model and
implemented in the conceptual framework. The methodological framework used a qualitative
case study with descriptive feedback from the executive team, informational survey data from
both new and returning teachers at the school, and a review of internal documents related to
teacher retention. The knowledge, motivation, and organizational influences of Ocean Walk
Country Day School’s executive team assumed to impact the organization’s goal achievement
were generated based on interviews with the executive team triangulated with survey results
from teachers and related document review. Research-based solutions are recommended in a
comprehensive manner. Specific data gathered include attitudes toward the institution, job
satisfaction, and an evaluation of specific teacher retention elements that may be specific to this
organization. Open-response questions were also used to allow participants the opportunity to
articulate feelings toward the institution that may best guide the organization going forward in
achieving its teacher retention goal and allow for emergent retention influences.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 23
Definitions
Experienced Teacher: This study uses the term experienced teacher to indicate a teacher who has
taught at the site of study for four or more years.
Independent School: A type of school that is private in nature, does not receive federal or state
funding, and typically charges tuition for students to attend. These schools typically fall outside
the umbrella of public school authority and have the autonomy to create academic programs that
best serve the mission of the school.
New Teacher: This study uses the term new teacher to indicate a teacher who has taught at the
school for three years or less.
Teacher Induction Program: A set of guiding activities that schools typically have teachers new
to the school follow in order to learn about the organization and connect with other teachers.
Workplace Conditions: This term encompasses the collective impact that multiple factors may
have on teacher satisfaction. The elements of the physical environment, quality of students,
teaching workload, and safety all influence workplace conditions.
Organization of the Study
Five chapters are used to organize this study. This chapter provides an overview to the
reader of the key concepts and terminology commonly found in discussion about teacher
retention. The organization’s mission, goals, and stakeholders as well as the review of the
evaluation framework were provided. Chapter Two provides a review of literature surrounding
the scope of the study, where topics of teacher retention, teacher induction programs, and the
viewpoints of administration in regard to teacher retention will be addressed. Chapter Three
details the choice of participants, data collection, and analysis. In Chapter Four, the data and
results are described and analyzed. Chapter Five provides recommendation for practice based on
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 24
data and literature suggestions as well as recommendations for implementation, evaluation, and a
training plan.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 25
CHAPTER TWO: REVIEW OF THE LITERATURE
Chapter Two outlines a review of teacher retention literature leading to the emergence of
compensation and workplace conditions as primary contributing factors to employee satisfaction,
impacting the willingness of the employee to return to the school to work the following year. The
first section focuses on a historical overview of factors that influence teacher retention, while the
second segment addresses compensation and workplace conditions as contributors relevant to
teacher retention. The chapter ends with an analysis of faculty satisfaction issues viewed through
the lens of educational psychology literature utilizing the gap analysis dimensions of knowledge,
motivation, and organizational issues related to teacher retention.
Teacher Retention
Teacher retention is a problem of practice in many elementary and secondary schools and
has received a significant amount of attention and study. Turnover in teachers creates issues for
schools in providing a consistent, high-quality, academic program for students (Brill &
McCartney, 2008; National Commission on Teaching and America’s Future, 2007). When
teacher turnover takes place, new teachers are challenged in learning the curriculum, getting
accustomed to the learning environment, and learning about the students, their families, and the
particular needs of the students. Turnover increases costs as schools seek to recruit and hire the
best possible candidates (Brill & McCartney, 2008; Ingersoll, 2012; Watlington et al., 2010). It is
often difficult to replace quality teachers, as locating and recruiting high-caliber teaching
candidates can be a challenging task (Morello, 2014). With teacher retirement and teachers new
to schools leaving the profession, turnover is a common occurrence (Morello, 2014). Workplace
conditions can also have a deep impact on teachers choosing to return or leave schools (Brill &
McCartney, 2008; Hughes, 2012). Ultimately, interventions that include mentoring and
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 26
professional development can help increase faculty retention numbers and cost less than
replacing teachers who leave the school (Watlington et al., 2010). While this study uses a variety
of related literature to learn more about influences on teacher retention, the following research
helps guide this study in the evaluation of teacher retention influences.
Brill and McCartney (2008) created a literature review that included a comprehensive list
of teacher retention issues as well as teacher workplace needs, where important topics emerge in
regard to teacher retention. Brill and McCartney (2008) assert that high attrition rates lead to
inexperienced teachers in the classroom, and that inexperienced teachers perform at a lower level
than experienced teachers. Turnover in teachers leads to higher economic costs as new teachers
must be hired and trained to replace teachers who leave the school. A variety of teacher
satisfaction factors that lead to negative experiences are explained, including excessive teaching
workloads, high-stakes testing, disruptive student behavior, poor leadership and administration
within schools, and views of teaching as a temporary profession. Brill and McCartney (2008) go
on to state that interventions including mentoring programs, induction programs, and adjustment
in organizational resources are more cost effective than having a revolving door for teachers.
Hughes (2012) conducted a study that used a highly statistical survey analysis with 789
survey responses from teachers. Hughes sought to learn more about teacher retention through the
lenses of teacher characteristics, school characteristics, organizational characteristics, and teacher
efficacy. Results from the study suggest that the following areas are key to address to positively
impact teacher retention: higher salaries, teacher workload, and improved relationships between
teachers, students, and their families. There were several interesting findings in this study that
may go against traditional thinking, such as that teachers who work in lower
socioeconomic schools planned to stay at their workplace and in the teaching profession longer
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 27
than peers who teach in higher socioeconomic schools. Another finding that may go against
other teacher retention data is that support teachers receive from principals was not found to be a
statistically significant factor in teacher retention.
In a study that examines the role administrators play in teacher satisfaction, Boyd et al.
(2011) suggest that administrative support is a strong indicator of teacher satisfaction. In a
quantitative study that surveyed all new teachers in New York City, it is suggested that to
increase teacher retention, both new and experienced teachers need to feel support from
administration. Other factors that Boyd et al. (2011) suggest increase teacher retention include
teaching autonomy in the classroom, co-worker relations, student behavior, safety, and facilities.
The study states that teacher turnover is highest among younger and older teachers compared to
middle-aged teachers. It is suggested that programs that are able to unite teachers can increase
teacher retention.
Programs that seek to train and connect teachers can be a cost-effective way to impact
teacher retention. Watlington, Shockley, Guglielmino, and Felsher (2010) sought to better
explain the costs schools face when dealing with teacher turnover. While there are basic
algorithms that help schools quantify costs, Watlington et al. (2010) suggest that there are both
explicit and hidden costs related to teacher turnover. The School Turnover Analysis (STA)
algorithm measures the many various costs, including separation costs (time, separation pay,
sick-leave pay, and unemployment), recruitment and hiring costs (advertising, time, and hiring
incentives), and new employee induction and professional development (training, orientation,
and mentoring programs). The study implies that schools should frame the teacher attrition issue
as a teacher retention and training issue. This refocus includes schools placing funds into
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 28
programs that are more cost effective than recruiting and training new teachers on a consistent,
revolving-door basis.
Ingersoll and Strong (2011) conducted an in-depth literature review of 15 studies,
including both quantitative and qualitative types, with the goal of better understanding elements
of induction and mentoring programs for teachers in an attempt to increase teacher retention.
From this study, several important points are suggested regarding the effectiveness of mentoring
programs. Students who received instruction from teachers who took part in mentoring programs
that connected experienced teachers with new teachers scored higher on achievement tests.
Ingersoll and Strong (2011) go on to state that not all teacher turnover is negative for schools, as
the pool of teachers can be strengthened through attrition. The work of Ingersoll and Strong
among others suggested that mentoring and induction programs have a positive and direct effect
on the teachers’ and students’ experience.
Even though this is not a complete review of the literature used in this study, many issues
foundational to teacher retention are brought to light. Teacher retention can be directly impacted
by elements such as administration support, compensation, induction/mentoring programs, the
mission of the organization, peer relationships, and the student community. This informed base
of teacher retention influences assembles a foundation in seeking to impact teacher retention
numbers at the site of this study.
General Research about Factors Influencing Teacher Retention
The importance of teacher retention.
Faculty retention is a multifaceted issue that impacts many areas in schools (Brill &
McCartney, 2008; Hughes, 2012). Research literature in this area suggests that there are
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 29
numerous attributes that impact teacher retention. The following influences on retention have
emerged as the main elements that have the largest impact on teacher retention.

Finding, hiring, and keeping quality teachers is a human resources issue. The number one
goal for any school should be to offer an educational program that encourages students to grow
in both academic and social-emotional ways, and this work is accomplished by well-trained
teachers (Brown & Wynn, 2009). Administrators seek to attract and hire the most qualified
candidates who will have the greatest impact on the classroom. In addition to bringing on high-
quality faculty members, keeping quality faculty members at the organization has positive
influences. School goals should include retaining quality employees for long periods of time.
The methods used in recruitment and on-boarding new teachers can help identify potential
candidates who fit both the mission of the school and connect well with stakeholders within the
organization (Brown & Wynn, 2009). It is through both fit and connection that higher teacher
retention can be encouraged.
Consistency in teachers working for a school for many years has positive benefits. As
teachers join a school, there is a learning curve in regard to curricula, students, families, and
organizational policies and traditions. It takes time, support, and training for new faculty to
successfully join a school, and the quality of a teacher’s work improves over the first several
years (Brill & McCartney, 2008). Brill and McCartney (2008) state that faculty attrition leads to
inexperienced teachers in the classroom. This inexperience can lead to poor learning results,
inconsistency in the classroom, and makes long-term planning difficult for the school (Brill &
McCartney, 2008).
The financial impact of teacher attrition can be substantial, taking needed funds away
from potential aims that impact student programming and are used for recruitment and training
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 30
of new faculty members (Watlington et al., 2010). Teacher attrition costs schools in the United
States over 2.2 billion dollars a year (Alliance for Excellent Education, 2014). In addition to the
direct costs of teacher recruitment, there are other costs associated with teacher attrition. Faculty
morale and the trust families place in the school can be negatively impacted through faculty
turnover. Watlington et al. (2010) suggest that the financial issues of faculty attrition can be
offset in way that addresses both the explicit and hidden costs of faculty turnover.
An opportunity exists to implement programs that impact the retention rate of teachers
both new to the school and those who have served at the school for an extended period of time.
Induction programs and teacher mentorship connections have been cited as ways to effectively
impact retention rates. These programs are often credited as costing less and having a greater
impact than constantly recruiting and training new faculty members (Brill & McCartney, 2008;
Watlinton et al., 2010). Mentoring programs that pair experienced and new faculty members
together have proven to be both successful at increasing retention rates and are more cost
effective than constantly recruiting new faculty (Brill & McCartney, 2008). Developing teachers
is another important element in faculty retention programs. Through the development of
teachers, a school can train faculty in ways that best fit the organization and the students served
(Ingersoll & Strong, 2001; Johnson, 2011). While induction and mentoring programs can be
efficient use of funds to increase retention, teacher attrition can also have unintended and
difficult-to-measure outcomes, such as the loss of trust placed in the school from the
stakeholders the organization serves.
Important to this site of study is the trust placed in the school from the parents and the
families it serves. Having a faculty comprised of members who have years of experience and
service at a school helps build trust from stakeholders (Brill & McCartney, 2008). In schools
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 31
where high teacher attrition exists, families have difficulty trusting all teachers, not just the
newly hired teachers, as new people join the faculty (Brill & McCartney, 2008). Due to increased
competition for students in both private and public educational settings, schools need to create
learning environments that foster trust from families. It is through retention that deeper and long-
term relationships can develop between families and the school.
Elements that lead to teacher retention.
Due to the importance faculty retention plays on the overall workplace conditions at the
organization, it is important to understand which elements lead to job satisfaction from a faculty
member’s perspective. It is through this understanding that a thoughtful review and ranking of
teacher retention influences can be determined.
Compensation is the single most mentioned element when looking at teacher retention.
According to Pink (2009), compensation as a motivating factor can have mixed results.
However, compensation must be at a level where people can make ends meet, allowing
employees to focus on the job at hand and not on issues outside the organization (Pink, 2009).
Raising salaries is often suggested, and this can have an immediate and positive impact on
teacher morale and willingness to return to the school (Brill & McCartney, 2008; Hughes, 2012).
However, according to Brill and McCartney (2008), studies suggest that salary increases need to
be in the area of 20% to have a significant impact on faculty retention. Brill and McCartney
(2008) go on to suggest that low salaries may be more of a barrier to entry for new faculty than a
retention issue, as many entering teachers are well aware of the potential for low salaries in the
field of education.
Working conditions are another factor that influence workplace satisfaction. While
workplace conditions can encompass many different features, this study refers to workplace
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 32
conditions as the physical environment, quality of students, faculty workload, and safety. While
these attributes individually have an impact on satisfaction, their combined impact can add up to
something greater than their individual elements. According to Hughes (2012), it is suggested
that workplace conditions are the root of teacher dissatisfaction. Class size and teacher workload
put increased pressure on teachers, and when combined with the pressure from families and
administration for teachers to perform, this can lead to teacher dissatisfaction (Brill &
McCartney, 2008). Poor student behavior and low classroom management skills are additional
elements that cause teacher dissatisfaction (Boyd et al., 2011; Brill & McCartney, 2008).
Workplace conditions are an important element in this study, as many of these attributes can be
manipulated by the organization.
Relationships with others within the school is an important factor in workplace
satisfaction (Boyd et al., 2011). Schools are dynamic, social places that require teachers to have
many interactions with others. Relationships with students, families, co-workers, administrators
are all important and can impact satisfaction (Boyd et al., 2011). There are mixed findings in the
literature concerning the relationships between faculty and administration and the effect of these
relationships on workplace satisfaction. While most research agrees that supportive relationships
between faculty and administration can positively impact job satisfaction (Boyd et al., 2011;
Brill & McCartney, 2008; Johnson, 2011), this is not always the case. It is suggested that
principal support was not a statistically significant factor in teacher retention Hughes (2012).
Hughes (2012) goes on to state that positive interactions with students and families can lead to
higher teacher retention and is a more highly ranked factor compared to other retention
influences, especially compared to the relationships between administration and teachers.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 33
Hiring practices are important when adding new faculty to a school, and it is a challenge
to ensure that schools are hiring the right person for the position. At independent schools where
the mission, pedagogy, and work expectations may greatly differ from typical public-school
models, understanding the desired skillset needed in successful employees is important. When
new faculty share similar values of both the institution and potential coworkers, this shared
understanding helps to create a cohesive, supportive team (Brown & Wynn, 2009). Hosting
student teachers at the school and developing faculty is one effective way to help ensure people
joining the teaching ranks are an appropriate fit (Sinclair, 2008). Brown and Wynn (2009) also
suggest that teacher turnover is not necessarily a negative thing. Poor performing teachers or
those who do not fit within the context of a particular school setting can negatively impact
student performance and also impact the cohesiveness of the group in a negative way (Brown &
Wynn, 2009).
The Clark and Estes (2008) Gap Analytic Conceptual Framework
The structure used in this study is the KMO framework developed by Clark and Estes
(2008). KMO stands for knowledge, motivation, and organizational influences as they relate to
teacher retention at the organization of the study. This gap analysis framework allows for the
investigation of teacher retention through analysis of knowledge and motivational issues of
stakeholders as well as issues that are influenced by organizational culture, policies, procedures,
and resources. Through this process, a comprehensive plan can be created to address teacher
retention issues in a targeted way.
The KMO framework takes each dimension and breaks it down further into fundamental
elements. The knowledge area is comprised of four areas: factual, conceptual, procedural, and
metacognitive (Krathwohl, 2002). This study places emphasis on the conceptual and
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 34
metacognitive areas. The topic of motivation is comprised of many different constructs, and this
study analyzes teacher retention efforts through the stakeholder perspectives of expectancy-value
theory and self-efficacy theory. Lastly, organizational issues are explored to ensure the school
offers influential stakeholders appropriate resources to effect change. In addition to providing
necessary resources, school policies and procedures will be reviewed, and the cultural setting
will be studied to better understand site-specific issues related to faculty retention.
Stakeholder Knowledge and Motivation Influences
Knowledge and Skills
Ocean Walk Country Day School (OWCDS) experienced a high rate of teacher turnover
the past several years. Due to the lack of teacher retention, the school has set the goal of 90% of
faculty returning to the school at the end of the 2018-2019 school year. This organizational goal
is coupled with the stakeholder goal of the executive team reviewing current faculty retention
efforts and creating retention plans to impact teacher retention numbers.
Achieving the outlined goals is important for the school, as it wishes to create a more
connected faculty and improved learning experience for the students. As changes take place,
having an understanding of the knowledge needed to impact change is crucial. Therefore, being
explicit about the organizational goal is key, should the school expect clear and measurable
results. Rueda (2011) states that if an organization’s leadership is unclear in its goal or direction,
there is almost certainly a lack of leadership or understanding about the steps management
should take to best move forward. As the executive team at the school seeks to solve a faculty
retention problem that is complex and involves many different variables, Clark and Estes (2008)
suggest that continuing education is needed to better understand the underlying causes of
situations. The issue of teacher retention is challenging and requires novel problem solving.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 35
Clark and Estes (2008) go on to state that information, job aids, training, and education can help
clarify and create a clear understanding of the knowledge and information needed to create
positive change.
As OWCDS looks to achieve organizational goals, identifying potential gaps in
knowledge influences will help create action steps to address shortcomings and allow the
organization to best move forward. The knowledge influences describe the types of knowledge
and skills necessary to achieve the stakeholder goal.
Knowledge influences. Krathwohl (2002) suggests that four knowledge areas exist when
analyzing the knowledge types needed to achieve goals. The four knowledge types are factual,
conceptual, procedural, and metacognitive. Factual knowledge consists of the basic elements
needed to address an issue. Conceptual knowledge builds on the understanding of factual
knowledge, where one can see relationships between factual elements and how these influences
can be applied to a larger issue. Procedural knowledge is the understanding of how to do things.
Metacognitive knowledge is the awareness about one’s thinking. While Krathwohl (2002)
outlines four knowledge domains, there are two main areas of focus for OWCDS, namely
conceptual and metacognitive, as the school attempts to meet the organizational and stakeholder
goals.
The literature reviewed below is relevant to the stakeholder goal which states that the
executive team will implement a faculty retention plan by the end of the 2018 school year that
leads to 90% of the faculty returning to the school. By identifying the different knowledge types
required to effectively implement a faculty retention plan, the executive team will be able to
create a framework that is comprehensive and effective in impacting teacher retention numbers.
While there are many factors that have a direct effect on faculty retention, there are two
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 36
identified knowledge influences that are important attributes when implementing a faculty
retention program, which are the conceptual and metacognitive knowledge types. It is important
to categorize the knowledge influences in order to pinpoint areas that will lead to goal
achievement, as this will guide actions needed in order to achieve the stakeholder goal.
Working conditions. As the executive team seeks implement an effective faculty
retention program, this plan needs to include elements that lead to high teacher satisfaction. This
type of knowledge is important in achieving the stakeholder goal, as having a fundamental
understanding of the elements that make up an effective faculty retention program will help
administration target specific areas to help guide the work in achieving the stakeholder goal.
One knowledge element that is conceptual in nature is based on the executive team
having knowledge of working conditions that influence teacher well-being and satisfaction
including workload, number of students taught, compensation, benefits, and importance of
mission. If the executive team does not have knowledge about conditions that lead to faculty
retention, changes in these areas may be placed in a direction that is not productive. It is
important that the executive team has knowledge of working conditions that influence teacher
well-being and satisfaction including teacher workload (Brill & McCartney, 2008; Hughes,
2012), compensation (Brill & McCartney, 2008; Hughes, 2012), and benefits (Hughes, 2012).
Other teacher retention influences include induction programs (Brill & McCartney, 2008;
Ingersoll & Strong 2011), and the importance of relationships with peers and families served
(Hughes, 2012). It is through this understanding of the basic elements of faculty retention that a
comprehensive and effective induction program can be implemented.
Essential teaching qualities. The executive team needs to have an understanding of the
qualities that lead to a successful tenure for teachers at OWCDS. As the executive team seeks to
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 37
add new members to the faculty, finding faculty members that fit a profile that leads to success at
the school is important. Brown and Wynn (2009) suggest that when schools are recruiting new
faculty members, candidates must align with the school from a philosophical perspective. Shared
philosophical values help ensure alignment of potential teachers with the mission and overall
philosophy of the school (Brown & Wynn, 2009).
Erdogan and Bauer (2005) found that both person-organization and person-job fit were
analyzed to determine if the fit had an influence on proactive behaviors and job performance.
The study suggests that when employees have a high self-perception of fit with both the
organization and the job at hand, this leads to higher job and career satisfaction. As the school
seeks to increase retention rates, it is important for the executive team to understand the role of
employee fit at an organization.
With past high numbers of faculty turnover, the question must be asked of the executive
team whether they are hiring the right candidates for open positions. It has been suggested that
new faculty hires have not experienced consistent success at the school. Through survey results
from teachers, a profile of qualities valued by teachers who have been at the school for a longer
period of time was created. As the school looks to add new teachers, emphasis can be placed on
hiring candidates who possess philosophies and attitudes that best align with the school.
Reflective thinking. Metacognitive knowledge is a knowledge influence based on one’s
own reflection on thinking (Baker, 2006; Krathwohl, 2002). The term metacognitive knowledge,
when applied to the main stakeholder group of this study, indicates the ability of individuals to
self-reflect about what one knows, does not know, and wants to know about effective teacher
retention plans. This metacognitive ability allows stakeholders a self-check to evaluate their
knowledge base (Mayer, 2011). Taking part in a self-assessment, metacognitive exercise allows
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 38
the stakeholder group an opportunity to review and ensure that a comprehensive knowledge base
is in place to help achieve the stakeholder goal. Baker (2006) states that self-assessment can help
promote metacognition. Through the practice of self-reflection, the executive team will be able
to have an understanding of teacher retention.
Individually, members of the executive team will reflect on what they know and do not
know about conditions that lead to teacher retention. This type of knowledge influence is
metacognitive in nature. As members of the executive team reflect on their individual
understanding of aspects of effective teacher retention programs, there is a natural check that
occurs to make sure that the teacher retention program meets the needs of the faculty. This
metacognitive practice can help lead to the transfer of understanding (Baker, 2006). Using
metacognition, the members of the executive committee have an opportunity to review elements
of the retention program and make targeted changes and increase learning as needed when
moving forward. Table 2 shows the three different knowledge influences that are important for
Ocean Walk Country Day School to achieve its goal.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 39
Table 2: Knowledge worksheet
Organizational Mission

Ocean Walk Country Day School is an independent, non-sectarian school located in
Santa Barbara, CA. Ocean Walk Country Day School serves nearly 350 students in grades Early
Kindergarten through 12
th
grade in a college preparatory learning environment. The student
body is spread between three divisions: Lower School, Middle School, and Upper School. Being
an independent school, the institution is primarily funded by tuition and does not receive any
financial support from the federal or state government. From the website of the school, the
Mission states:

Ocean Walk Country Day School develops the intellectual, social, physical,
artistic, and ethical lives of our students by providing a comprehensive and
personalized Early Kindergarten through Twelfth Grade educational experience
that prepares students for college and lifelong success.

Four identified core values guide the work of the School:

Scholarship: We believe that academic excellence is best achieved in an
atmosphere of high expectation, inspirational instruction, individualized attention,
and student-teacher relationships based on mutual trust and respect.

Character: We believe in the cultivation of integrity, personal responsibility,
consideration for others, and skills for compassionate leadership.

Balance: We believe students should develop dimensions of themselves beyond
academics. Ocean Walk Country Day School is committed to providing all
students with meaningful experiences in the arts, athletics, and a wide array of co-
curricular opportunities.

Community: We believe the success of Ocean Walk Country Day School relies
on a mutually supportive partnership between faculty, students, parents, and staff
who actively promote healthful living, honorable citizenship, and human
kindness.

Organizational Global Goal

The school has set the goal of having 90% of faculty return to Ocean Walk Country Day School
to teach after the 2018-2019 school year.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 40
Motivation
Motivation is an important factor to consider when promoting positive change in order to
meet the stakeholder goal of impacting faculty retention. According to Eccles (2006), there are
many ways to address issues that exist due to a lack of motivation. Utility value is the
understanding of how well a task helps achieve goals (Eccles, 2009). Ultimately, motivation is a
key construct to improving performance, and according to Rueda (2011), motivational issues are
often complex and contextually based. Due to motivational issues often being multi-layered and
challenging to address, leaders must be thoughtful about interventions, as motivational constructs

Stakeholder Goal

The executive team will implement a faculty retention plan by the end of the 2018 school year
that leads to 90% of the faculty returning to the school.

Assumed Knowledge Influence Knowledge Type Knowledge Influence Assessment

The executive team needs
knowledge of working conditions
that influence teacher well-being
and satisfaction including
workload, number of students
taught, compensation, benefits, and
importance of mission.
Conceptual Through the use of interviews,
members of the executive team
will list and describe items that
directly influence teacher
retention.
The executive team has a clear
understanding of the qualities
teachers need to demonstrate that
lead to a successful teaching career
at the school.
Conceptual Through the use of interviews of
teachers (returning teachers and
exit interviews), the executive
team will review the qualities that
lead to successful job
performance and longer tenure at
the school.
Individually, members of the
executive team will reflect on what
they know and do not know about
conditions that lead to teacher
retention.
Metacognitive Members will use interview
answers to reflect on knowledge
and understanding of working
conditions that lead to increased
faculty retention.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 41
are based on the individual and motivational interventions can be difficult to apply to large
groups of people (Rueda, 2011).
The executive team must see the value in creating a faculty retention program. From a
utility value perspective, without understanding and support from the executive team, efforts
made to impact faculty retention will likely not be successful. As there are many factors that
impact faculty retention, there are two main motivational influences of focus that can lead to
higher faculty retention numbers from a motivational perspective. The administrative team must
work to establish positive relationships with faculty, as these associations can create a
motivational connection in the workplace (Boyd et al., 2011; Johnson, 2011). The executive
team must understand the roles salary and benefits play in the organization, as these offerings
must reflect the value of the work provided by employees (Brill & McCartney, 2008; Hughes,
2012).
Expectancy-value theory. Expectancy-value theory is defined by Eccles (2006) as
having an understanding of whether or not people can perform any given task as well as having
the motivation to want to do the task. Expectancy-value theory can also be described as having
an understanding of the outcomes of a situation and the probabilities of these outcomes occurring
(Coleman, 2015). Expectancy-value theory is a key factor to motivating change. A person will
rarely act without having belief in one’s own abilities and one must see that work and actions
will lead toward desired results (Bandura, 2000). Group efficacy is important to consider when
working within organizations. Bandura (2000) states that when groups of people have higher
perceived group efficacy, a group is able to achieve at a higher level and persevere when facing
challenges.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 42
Executive team and expectancy-value theory. Expectancy-value theory is a main
motivational factor in regard to faculty retention. Regardless of people’s motives for wanting to
become a teacher, some attributes, including the teaching of challenging students and working
with difficult parents, make teaching a stressful career choice (Boyd et al., 2011; Cowley, 2013;
DeStercke, Goyette, & Robertson, 2015). According to expectancy-value theory, the efforts of
the people involved in achieving the stakeholder goal must see value in their efforts (Eccles,
2006). The executive team can help with motivation of employees by understanding the elements
that lead to higher faculty retention numbers.
The executive team must see value in creating a faculty retention plan. Without
understanding the value that achieving a difficult task may offer, moving forward can be difficult
from an expectancy-value perspective (Parajes, 2006). Support and buy-in from the executive
team is essential in moving the faculty retention program forward. Without understanding the
value a faculty retention program would bring to the school, lack of motivation will hinder and
stall the implementation process.
The executive team needs to possess collective efficacy in creating a faculty retention
program. The group must be cohesive in its focus and united when difficult work and challenges
arise. As teacher retention leads to continuity in the program, this stability is positive for student
outcomes and improving the education students receive (Brill & McCartney, 2008). Resulting
cost savings for the school are sizeable, and funds can be allocated to more meaningful purposes
than recruitment (Watlington et al., 2010). It has also been shown that quality interventions,
including professional development, are more cost effective than hiring new teachers (Brill &
McCartney, 2008; Watlington et al., 2010).
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 43
Self-efficacy theory. Self-efficacy is having the mental ability to understand that the
tasks needed to be completed will be useful and help in achieving goals (Parajes, 2006). By
seeing other organizational models in action and understanding their performance, individuals
are able to recognize the value in learning from and creating models that will help meet
stakeholder goals (Parajes, 2006). While self-efficacy theory is closely related to social cognitive
theory, change is more likely to occur when seeing others being successful (Parajes, 2006).
Rueda (2011) states that individuals who have belief in their abilities often persist at difficult
tasks. It is important that the executive team at the site of study have a high level self-efficacy
when attempting to address faculty retention at the organization, as effecting this organizational
change can be highly complex and take great effort.
Executive team and self-efficacy theory. Having a vision and putting plans into place to
achieve a goal takes confidence in one’s abilities (Parajes, 2006). The executive team needs to
have confidence in its ability to create and execute a faculty retention plan. Through the
executive team having an understanding of its knowledge base, motivation, and an evaluation of
programs, an assessment can occur to report the executive team’s understanding of the
components of a comprehensive faculty retention program. This assessment can also indicate the
self-efficacy levels of the executive team to ensure there is understanding and confidence in the
ability of the team to move forward but not overconfidence that may lead to overlooking key
features. It has been found that administrators who have high self-efficacy feel prepared and
confident when working in management roles (Smith, Guarino, Strom, & Reed, 2003). The
executive team’s assumed motivational influences of value and self-efficacy are further
described in Table 3.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 44
Table 3: Motivation Worksheet
Organizational Mission
Ocean Walk Country Day School is an independent, non-sectarian school located in
Santa Barbara, CA. Ocean Walk Country Day School serves nearly 350 students in grades Early
Kindergarten through 12
th
grade in a college preparatory learning environment. The student
body is spread between three divisions: Lower School, Middle School, and Upper School. Being
an independent school, the institution is primarily funded by tuition and does not receive any
financial support from the federal or state government. From the website of the school, the
Mission states:

Ocean Walk Country Day School develops the intellectual, social, physical,
artistic, and ethical lives of our students by providing a comprehensive and
personalized Early Kindergarten through Twelfth Grade educational experience
that prepares students for college and lifelong success.

Four identified core values guide the work of the School:

Scholarship: We believe that academic excellence is best achieved in an
atmosphere of high expectation, inspirational instruction, individualized attention,
and student-teacher relationships based on mutual trust and respect.

Character: We believe in the cultivation of integrity, personal responsibility,
consideration for others, and skills for compassionate leadership.

Balance: We believe students should develop dimensions of themselves beyond
academics. Ocean Walk Country Day School is committed to providing all
students with meaningful experiences in the arts, athletics, and a wide array of co-
curricular opportunities.

Community: We believe the success of Ocean Walk Country Day School relies
on a mutually supportive partnership between faculty, students, parents, and staff
who actively promote healthful living, honorable citizenship, and human
kindness.
Organizational Global Goal

The school has set the goal of having 90% of faculty return to Ocean Walk Country Day to teach
after the 2018-2019 school year.

Stakeholder Goal

The executive team will implement a faculty retention plan by the end of the 2018 school year
that leads to 90% of the faculty returning to the school.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 45
Assumed Motivation Influences Motivational Influence Assessment

Value

The executive team sees the value in creating a
faculty retention plan.

Through interviews, the executive team
were evaluated on the value each individual
placed in creating a teacher retention
program.
Self-efficacy

The executive team has confidence in its ability to
create a faculty retention plan.

Through interviews, the executive team
answered the question, “How confident are
you in your ability to create comprehensive
a faculty retention program? Why do you
feel this way?”

Organizational Influences
General theory. As previous sections outlined the knowledge and motivation influences
related to faculty retention, the organization itself plays an important role in ensuring that the
elements under its control are harnessed to make progress toward the organizational goal. This
section describes the role the organization plays in addressing organizational performance gaps.
Inefficiency in work processes within an organization can certainly cause employees to
expend more effort than needed and cause the most basic procedures to require large amounts of
time and effort. Even when work processes are changed, training and communication are needed
to ensure everyone has the knowledge, skills, and motivation to best move forward (Clark &
Estes, 2008). Work processes should be aligned to both the mission and to the goals of the
organization. According to Clark and Estes (2008), when work processes are not aligned, failure
rates increase. When processes are misaligned, it causes employees to question the mission and
direction of the organization, impacting motivation (Clark & Estes, 2008).
The organization must allocate resources in a way that best supports goal achievement.
Organizational resources can include physical items such as office equipment, capital, and time
allocation (Clark & Estes, 2008). As organizations attempt to achieve goals, a review of
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 46
organizational resources can lead to greater efficiency and a narrowing of performance gaps. The
manner in which resources are allocated reflect and affect an organization’s culture (Schein,
2010). The allocation of resources plays an important role at OWCDS as it attempts to impact
faculty retention rates.
The culture of an organization can play a large role in performance. According to
Clark and Estes (2008), culture is a way to describe the core values of an organization, including
goals and processes. The term culture within an organization can be broken down into different
labels, cultural models, and cultural settings to better reflect the use of the term. Cultural models
are a set of beliefs or expectations that typically reflect a large group or an industry (Rueda,
2011). A cultural setting refers to beliefs and expectations that are site specific. Both the cultural
model and cultural setting can inform each other and influence the work of an organization
(Rueda, 2011). The cultural setting receives additional focus in this study in order to best address
influences that affect the organization in relation to achieving the stakeholder goal. Schein
(2010) goes on to state that leadership and culture are interconnected. Leadership defines and
forms culture, and in turn culture defines leadership. This relates to the importance of the
executive team understanding the cultural setting at OWCDS, as their leadership role informs
and largely defines the culture of the organization.
Resources. As OWCDS seeks to create a faculty retention program that helps the organization
achieve the retention goal of 90% of the faculty returning to the school after the 2018-2019
school year, an analysis of the influences on organizational resources is needed. The organization
plays a large role in moving the creation of a teacher retention plan forward, as the organization
is responsible for the allocation of resources including time allocated, capital expenditures, and
potential reward systems (Clark & Estes, 2008). By aligning the resources available to the
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 47
organization, it can best use its influence in resource allocation to move the organization
forward.
The administrative team plays a large role in creating the cultural setting at the school.
The term cultural setting refers to the overall work environment at a specific site, which can
include organizational policies and procedures, overall tone, employee attitudes, and
reward/consequence systems. Many of these traits are impacted by organizational
communication and the way expectations are set by the organization. The executive team has the
power in the organization to allocate resources, and by understanding the elements of successful
teacher induction programs, resources can be used in ways to move the organization forward.
In order to allocate resources, they must be available to the executive team. This study
measured whether the executive team at OWCDS has the resources needed in order to implement
a comprehensive faculty retention program.
Work Processes. Organizational structures are a key aspect in faculty retention and
fostering an effective work environment for all employees. Clark and Estes (2008) state that
work processes need to be aligned to the mission and goals of the institution. OWCDS has
experienced turnover in the executive team, with the longest tenured administrator serving for
four years at the school. While the relatively new team has moved the school forward in a short
period of time, there is an opportunity to institutionalize important. This study learned whether
organizational policies and procedures are in place and provide needed guidance and
accountability to impact faculty retention numbers.
Culture New and experienced teacher success is an important factor as the school looks
to increase faculty retention numbers. The cultural setting has a direct impact on traits that help
lead new teachers to success, and the executive team has a large influence on the organizational
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 48
environment. School leaders have the responsibility of creating an environment that is effective
and encourages professional commitment (Pogodzinski, Youngs, Frank, & Belman, 2012).
Institutionalized procedures, workload, compensation, and reward systems can be harnessed to
have a positive impact on faculty new to the school. Both teamwork and feeling part of a team
are important cultural setting attributes that lead to an inclusive culture (Gallagher, 2012).
Administrative support and a culture of autonomy can lead to higher faculty retention (Guarino,
Santibanez, & Daley, 2006). A better understanding of the cultural setting at OWCDS is needed
to ensure the executive team is fostering a workplace that is conducive to teacher success.
Organizational influences play a large role when trying to achieve goals and impactful
change. Careful consideration is needed when evaluating the culture of the organization,
embedded policies and procures, and allocation of resources. As OWCDS seeks to impact
faculty retention numbers, the assumed organizational influences in Table 4 were studied for
potential gaps to ensure the organization is aligned and prepared to best support faculty retention
efforts.
Table 4: Organizational Assumed Influences Worksheet

Organizational Global Goal

The school has set the goal of having 90% of faculty return to Ocean Walk Country Day School
to teach after the
2018-2019 school year.

Stakeholder Goal

The executive team will implement a faculty retention plan by the end of the 2018 school year
that leads to 90% of the faculty returning to the school the following year.

Assumed
Organizational
Influences

Organizational
Influence Assessment
Research-Based
Recommendation
or Solution
Principle
Proposed Solution
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 49

The executive team has
the resources needed in
order to implement a
comprehensive faculty
retention program
(Resources)

Through the use of
interview questions,
members of the
executive team will
describe the access to
resources needed to
implement a faculty
retention program.

Effective change
efforts ensure that
everyone has the
resources
(equipment,
personnel, time,
etc.) needed to do
their job, and that
if there are
resource
shortages, then
resources are
aligned with
organizational
priorities (Clark
& Estes, 2008).

The executive team
will establish, from the
beginning, what the
priorities are, so that
when decisions in
regard to resource
allocation must be
made, the guidance
and priorities are
already established.

Structures are needed to
provide guidance and
accountability in using
the faculty retention
program. (Work
Processes)

Through a review of
internal documents and
interview questions, an
assessment of policies
in place and the
execution of these
policies will take place.

Effective
organizations
insure that
organizational
messages,
rewards, policies
and procedures
that govern the
work of the
organization are
aligned with or
are supportive of
organizational
goals and values
(Clark & Estes,
2008).

The executive team
will conduct an
informal audit of
policies, procedures to
check for alignment or
interference with
goals.

The organization needs
to have a cultural setting
conducive to teacher
success. (Cultural
Setting)

Through the use of
interview questions,
members of the
executive team and the
faculty will describe the
cultural setting in
relation to new teacher
success.

Administrative
support and a
culture of
autonomy can
lead to higher
faculty retention
(Guarino,
Santibanez, &

The executive team
will analyze results
from teacher surveys
that articulate the
influences that best
lead to teacher
success. As a faculty
retention plan is
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 50
Daley, 2006).

created, influences
that are highest ranked
will receive emphasis.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
This conceptual framework seeks to present potential influences that influence faculty
retention. The purpose of a conceptual framework is to give structure to the study as well as to
outline concepts and theories relevant to the study (Maxwell, 2013). While each factor is
presented as its own entity, there is a dynamic created that can allow factors to influence each
other. During the course of the study, each factor will be evaluated to better understand the
factors that lead to teacher retention at the site of study. Through the review of related literature,
it is suggested that the topics listed in Figure 1 will best impact retention rates.
Figure 1 represents the teacher retention framework used as a guide for this study. The
executive team of the organization is the main stakeholder in this study and is seeking to create a
program to achieve the organizational goal of having 90% of teachers return to the school after
the 2018-2019 school year. Other stakeholders are important to the study, as it explores key
elements that impact teacher retention through the perspective of new and experienced teachers
at the school. The diagram explores the retention influences through Clark and Estes’ framework
(2008), focusing on performance gaps categorized in the areas of knowledge, motivation, and
organizational influences. Through the use of qualitative interviews, surveys, and a review of
existing documents, a better understanding of the key elements related to teacher retention will
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 51
be determined, and recommendations will be made when creating the teacher retention program.

Figure 1: Teacher Retention Framework
The above framework outlines the overall flow of the study. Key elements of teacher
retention are reviewed and ranked through surveys given to the faculty stakeholder groups, the
results from the one-on-one, semi-structured interview with the execution team, and a document
analysis. While the teacher retention framework (Figure 1) alphabetically lists key elements that
impact teacher retention, it is hoped that through this study, the listed elements as well as
possible emergent retention elements will be clarified regarding level of importance at the site of
study. This better understanding of teacher retention influences combined with results gathered
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 52
from administrative interviews allows for the creation and implementation of a comprehensive
plan that is specifically aligned with the data gathered in order to achieve the organizational goal.
Conclusion
The purpose of this study is to fully understand the knowledge, motivation, and
organizational influences that influence teacher retention at a small, independent school. Teacher
retention is a problem of practice at nearly every school, and the site of this study has
experienced large swings in teacher retention rates. The site of study is seeking to positively
impact retention rates by creating and implementing a comprehensive faculty retention program.
This retention program will consist of elements articulated in research literature and further
confirmed through teacher survey results, qualitative interviews of the executive team, and a
review of internal documents. This study uses a qualitative approach to learning about faculty
retention influences from knowledge, motivation, and organizational viewpoints. These
influences are further triangulated through the use of surveys, interviews, and a review of
documents in Chapter Three of this dissertation.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 53
CHAPTER THREE: METHODOLOGY
Chapter Three presents the overall design of this study and describes the process of data
collection and analysis. Participating stakeholders and how they are determined are outlined as
well as the rationale used why stakeholder participation is important. Additional details are
offered about this study using surveys, interviews, and document analysis for data collection.
Study limitations are outlined, as well as validity and reliability, credibility and trustworthiness,
and ethics.
Participating Stakeholders
There are three stakeholder groups used for gathering data in this study. The executive
team is considered the primary stakeholder in this study and consists of three division directors
and the head of school. The influences of knowledge, motivation, and organizational influences
are studied through the lens of this stakeholder group. This group is critical to addressing teacher
retention, as resource allocation and overall program creation and implementation fall under the
responsibility of the executive team.
Two teacher groups were used to gather additional data about the school, learn about
their thoughts about the school, and assess the needs of this stakeholder group through the
knowledge, motivation, and organizational lenses in relation to workplace satisfaction. The
teachers were placed into one of two groups: new teachers or experienced teachers. There were
14 new teachers and 26 experienced teachers eligible to take part in the survey at the time of the
study. In order to qualify for the new teacher group, faculty must have been hired within the last
three years. Experienced teachers, or faculty who have worked at the school for four or more
years, made up the second teacher stakeholder group. The experienced teacher group took part in
the study in a fashion identical to the new teacher group, with survey results receiving
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 54
comparison to better determine the alignment of the needs of new and experienced teachers in
relation to teacher retention.
It was important to include the perspective of the teachers in this study for several
reasons. The teacher’s perspective was critical to understanding the knowledge and motivational
factors behind working at the site of study. Teacher input also provided feedback on
organizational influences that impact workplace satisfaction of the teachers. By comparing the
responses of new teachers versus experienced teachers, a determination can best be made
regarding whether the two groups of teachers have different needs or influences that impact their
willingness to return to the school. Triangulation of teacher retention attributes was able to occur
through teacher involvement, as survey responses can be compared with data gathered from
administrative interviews and the document analysis.
Survey Sampling Criteria and Rationales
Criterion 1. All members of the executive team were invited take part in the survey
process. This purposeful sampling method is needed for this stakeholder group, as they hold
information needed for the study about site-specific efforts in teacher retention as well as
initiatives that may be taking place behind the scenes in the school. This group is small in
number, including only two principals and one head of school. In order to preserve anonymity of
the participants, the following pseudonyms of for each member are used: Cayden, Grace, and
Hayes.
Criterion 2. All 14 new teachers were invited to take part in the survey offered in this
study. Teachers are considered new when teaching at the school for three years or less. By using
census sampling, data can be gathered and analyzed. Results from the larger group help eliminate
the impact of outliers in survey responses.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 55
Criterion 3. All 26 experienced teachers, defined as those who have taught at the
organization for more than three years, were invited to take part in the survey offered in this
study. The same rationale used with new teachers can be applied to the experienced teacher
group. Moreover, it is important that all teachers are able to have a voice, as political fallout may
take place if everyone was not allowed to take part in the study.
Survey Sampling (Recruitment) Strategy and Rationale
All full-time members of the faculty took part in the survey portion of this study. Having
all members offering input allows everyone a voice in the study. The opportunity for teachers to
offer input about conditions at the organization and impact future actions that may help
encourage teacher retention will also be considered a motivational factor. A large group survey
overview session was offered at an all-school meeting that outlined the project and encouraged
anonymous participation in the survey process.
Surveys of all full-time teachers asked the same questions, and comparisons were made
across the new and experienced teacher stakeholder groups. An exploratory sequential design
used the results from the surveys to help inform other parts of the study. While larger participant
samples help reduce sampling errors (Fink, 2013), due to the overall small size of the faculty, all
full-time members were invited to take part to help increase the ability to generalize the results of
the survey to the organization at large and to reduce the impact of outlier results in the study.
Interview and/or Focus Group Sampling Criterion and Rationale
Criterion 1. Participants in the interview sessions were administrators at the site of study
and are responsible for leading the organization. This group is ultimately charged with teacher
retention efforts. The head of lower school did not take part in the interview sessions due to the
role this person plays as lead researcher of this study.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 56
Interview and/or Focus Group Sampling (Recruitment) Strategy and Rationale
Due to the types of stakeholders used in this study, different sampling strategies are
utilized to best target needed information. The primary stakeholder in this study is the executive
team, and due to the small size of the executive team and the power they hold in moving change
forward in the organization, all members of the executive team took part in one-on-one, semi-
structured interviews.
Data Collection and Instrumentation
This study used a qualitative approach, beginning by gathering information using surveys
and then moving to interviews. Following an explanatory sequential design as described by
Creswell (2013) allowed for the researcher to learn more about site-specific teacher retention
attributes before proceeding to interviews with the executive team. The qualitative aspect of this
study allowed for flexibility as the study progressed. Data from the surveys and interviews was
gathered and analyzed separately, with the survey results informing the finalized interview
protocol. The interview protocol listed in Appendix B is the initial sample. Data gathered from
surveys was triangulated with data from interviews and information gathered from in-house
documents, further strengthening the results of the study. The format of semi-structured
interviews performed with the aid of an interview guide was used. Both validity and reliability of
this study are based on the transparency of documenting the decisions in creating the design of
the study, the ability to track decision-making and actions taken during the study, and the
triangulation of data gathered from surveys, interviews, and data collected through the analysis
of documents related to site-specific attributes of teacher retention.
The study took place at the end of the 2016-2017 school year. This timing is important,
especially for teachers new to the school, as attitudes about the school can fluctuate throughout
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 57
the year. By scheduling the survey session at the end of the school year, new teachers have
mostly experienced the events of a full school year. Semi-structured interviews will take place
following the development of an interview guide containing questions that all participants will
answer. The semi-structured format will follow the suggestions of Merriam and Tisdell (2016) to
include both topic-specific and open-ended questions that allow the researcher and participants to
have a conversation. This general interview guide approach allows the conversation to be free
flowing while also allowing specific focus to be placed on the topics of investigation (Patton,
2002). There is also freedom for the interviewer to deviate from the interview guide, should
relevant information need further probing or explanation. This interview format allowed for
relevant emergent information to become part of the study. Interviews took place on campus in a
quiet and anonymous spaces. Interviews were recorded and transcribed, as all participants agreed
to this method. Qualitative methods (interviews) are effective in understanding the experiences
of others and allow researchers to understand the meaning that others give to different situations
(Merriam & Tisdell, 2016). Patton’s (2002) six different types of interview questions were used
as a guide when creating the interview protocol. The questions were created to learn about the
following areas: behaviors/experiences, opinions/values, feelings/emotions, knowledge, and
background (Patton, 2002).
Surveys
The choice to use surveys in this study was made in order to gather the thoughts and
opinions of the teachers at the site of study. Due to the size of the faculty, surveys will allow the
collection of data from the group in a brief and efficient manner. The questions that make up the
survey sought the faculty’s response regarding the overall workplace satisfaction factors that
may impact teacher retention. The administration of surveys took place at the site of study.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 58
Participants answered the survey using an online survey administration tool. The surveys were
administered in English and were made up of questions divided into groups of related subject
matter, with each group containing approximately four questions. The survey questions were tied
to the overall research question of this study and are aimed at better understanding the teacher
retention influences on teacher retention at the site of study. While the survey takes cues from
the Association of American Universities Data Exchange Core Faculty Survey (2011), direct
comparisons between data sets are not valid, as the survey used in this study does not use exact
wording for the development of survey questions. Further fine-tuning of the survey questions
allowed for better understanding of site-specific factors related to teacher retention. Piloting of
the survey took place with other researchers responding to the survey and offering feedback
regarding the clarity of questions and answers and the flow of the themes in the instrument. Due
to the individual nature and small sample size used in this study, the reliability and validity of the
instruments used are not known.
Several steps were taken to address the validity of this study. Creswell (2013) suggests
that when using an explanatory sequential design, the researcher must use care so that the
quantitative aspects of the study do not limit investigation using qualitative methods. To help
address this limiting factor, several open response questions were included in the survey to allow
participants freedom in response. These open-response questions allowed participants to add
depth to answers, and the instrument does not limit responses to only those offered in the
questions. Sample size can impact the result of the study. The sample for this study includes
approximately 40 faculty members invited to take part in the survey. Given that one goal of
quantitative research is to use a sample large enough to avoid sampling errors (Fink, 2013), all
full-time teachers were invited to participate. Having all teachers participate allows for the
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 59
largest sample size possible and avoids any internal political issues that may arise by not
allowing the opportunity for everyone’s voice to be heard. This separation of the entire full-time
faculty taking part in the surveys while the executive team received interviews is purposefully
done to better understand aspects of retention from a teacher perspective, while the elements of
knowledge, motivation, and organization influences are evaluated both from the executive team
perspective. Using the survey results to inform the interview sessions will allow insight into the
executive team’s mindset in regard to teacher retention. The overarching goal of the study is to
gather rich and targeted data to help determine the next steps the organization should take in
creating a teacher retention program. According to Maxwell (2013), rich data helps to increase
the validity of studies that have qualitative elements.
Interviews
One-on-one, semi-structured interviews with the executive team were used to better
understand the knowledge, motivation, and organizational attributes of this primary stakeholder
group as they relate to teacher retention. Interviews allow insights about the participants that are
not easily observable (Patton, 2002). Information was gathered from one interview session with
each participant. Interviews with the executive team were formally scheduled and held in the
location of the interview participants’ request. A semi-structured interview protocol as described
by Merriam and Tisdell (2016) was used to ensure that the main themes of knowledge,
motivation, and organizational influences were investigated while allowing the participants
flexibility during the interview. The goal of using a semi-structured interview protocol is to
allow for a conversational interviewing session that leads to authentic and detailed responses
(Merriam & Tisdell, 2016). The use of an interview guide helped ensure that the primary
concepts of the study will be explored while allowing freedom for the conversation to go in
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 60
different, potentially important directions (Patton, 2002). Piloting of the interview protocol was
helpful for the researcher, as this allowed for practicing and a better understanding of the
questions being asked (Merriam & Tisdale, 2016). The interview protocol used in this study was
reviewed and adapted through the piloting process, which allowed the questions to be reviewed
and to ensure the questions are not leading but authentically measuring the data that best informs
this study. A group of educators not directly associated with the site of study was assembled to
pilot the interview protocol. This testing of the protocol before conducting interviewing sessions
also allowed for a review of the language used in the questions to make sure the inquiries are
clear and easily understood by the participants (Patton, 2002).
The interviews performed in the study were recorded, transcribed, and coded. The
transcript of the interview allowed for a later, deeper analysis of the interview session.
Recordings of the interviews were used by the researcher to ensure that all data was captured
during the note-taking part of the interview session and that the tone of the conversation was also
captured. Appendix B shows a sample of the interview guide.
Documents and Artifacts
Several documents will be used to better understand the context of the site of study in
regards to teacher retention. The current employee handbook was reviewed to learn about
institutionalized organizational support for both teachers and administrators. A recent
compensation study performed by an outside consultant group was also used to further
triangulate attributes learned from surveys and interviews. The compensation study offered
insight into the organizational attributes that lead to teacher satisfaction and potentially retention.
It is through the analysis of site-specific documents that triangulation of themes in the study can
be reinforced (Creswell, 2008). Research bias was reduced through a review of internal
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 61
documents, as these artifacts are stable, especially when compared to other quantitative research
methods as researcher interaction is not needed (Merriam & Tisdell, 2016). The documents used
in this study are grounded as they are used at the site of study. This review of internal documents
allowed the issues that relate to teacher retention to be viewed through the direct context of the
school. The nonreactive aspect of documents used in this study will offer additional comparison
data points.
Data Analysis
This study used a variety of methods to gather data. Surveys were used with full-time
teachers to better understand from the teacher perspective the retention influences that have the
greatest impact on the decision to return to teach at OWCDS each year. An online survey
platform (Qualtrics) was used to facilitate the survey process. Survey results were analyzed using
basic statistical analysis, including ranking of influences in importance from high to low.
The executive team members which include two division heads (principals) and the head
of school took part in one-on-one interviews. These interviews followed a protocol using
questions to gather data to better understand the knowledge, motivation, and organizational
influences about teacher retention from the executive team’s perspective. Survey responses were
coded and frequencies were used to analyze data from the interviews. The data reviewed from
internal documents examined influences from both stakeholder perspectives of teachers and
administration.
A review of internal documents was used to seek out potential organizational influences
that were found in a recent compensation study, the most recent accreditation self-study, and in
the employee handbook. The review of these documents followed a similar coding process as the
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 62
data gathered from one-on-one interviews. The data from the review of internal documents was
then be compared to the results of surveys and interviews.
After all data from the study were collected and coded, a deeper analysis was performed
where consistency and frequencies of influences was outlined for the primary stakeholder group.
The ranking of the most important teacher satisfaction influences was created to help the site of
study focus resources in the areas that have the most impact on teacher retention. A further
analysis of survey data from teachers reflects the most important retention influences between
two faculty groups: teachers new to the school (those teaching at OWCDS for three years or less)
and experienced teachers (those who have taught at the school for four or more years).
Credibility and Trustworthiness
This study is more qualitative in nature through the use of interviews and surveys that
sought to learn about teacher retention elements through the lenses of two groups: teachers and
administration. The credibility and trustworthiness of this study are primarily based on
documentation of the study design and decision-making process. Even though surveys typically
fall under the label of quantitative instruments, this study sought to use surveys to better
understand the thoughts and feelings of teachers regarding job satisfaction and organizational
support. The terms reliability and validity are difficult to apply to this overall study, as the
study’s more qualitative nature is better aligned to terms of credibility and trustworthiness.
There are several strategies this study uses to build credibility and trustworthiness,
especially in the use of qualitative data collection through the use of interviews and a review of
documents related to teacher retention. The design of the study uses triangulation to add
credibility to the data collected. Connections between teacher retention attributes are sought
through all aspects of the study: interviews, surveys, and documentation review. This
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 63
triangulation can better clarify the importance of specific teacher retention attributes and allow
better understanding regarding whether specific influences are shared between the different
elements of the study. All protocols used in this study experienced piloting and a review process.
Piloting allowed the survey instrument a trial-run to ensure the wording of questions was clear
and easy to understand. The peer review group was made up of current EdD students and
evaluated the instrument from a variety of perspectives including ensuring clarity of questions
and answers, that questions are focused on gathering data related to the research questions, and
that questions are presented in the most neutral way possible.
Triangulation is an important aspect of the design of this study. By using data gathered
from survey results, interviews, and internal documents, a detailed understanding of the elements
of teacher retention at this specific site was achieved. Maxwell (2013) states that triangulation on
its own accord does not increase validity and that each type of data collection method has risks.
This study seeks to increase validity through the use of varying data collection methods and by
analyzing each collection method to ensure that bias and other data-skewing aspects are
considered and addressed before data collection. Ultimately, data gathered from the different
collection methods were used to compare thoughts and ideas about teacher retention. The use of
triangulation can reduce the role that bias may play in the study and allow for better insight into
what is being measured (Maxwell, 2013).
Validity and Reliability
This study used several strategies to maintain validity and reliability, especially through
the use of surveys. According to Merriam and Tisdell (2006), validity and reliability of research
can be strengthened by careful study design and documentation. This study uses both thoughtful
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 64
design and documentation to allow others the opportunity to best understand the decision-making
process.
When creating population samples for the survey, all the full-time faculty were invited to
take part in the study to ensure the creation of the largest site-specific sample possible of 40
survey participants. While a survey sample of 40 teachers does not lend itself well to the
application of the results to populations outside of the site of study, the sample size does
strengthen confidence when analyzing responses and leads to higher generalizability of results.
However, as Patton (2002) suggests, generalizability in this study is a hypothesis due to the
specific site used in this qualitative study. Non-responses to survey items will not be included in
the analysis and were not used in analysis.
Ethics
As this study is mostly qualitative in design, the use of interviews and surveys helped
gather information needed to answer the research questions. Both data collection methods
adhered to ethical principles of data collection. To encourage open and authentic participation in
this study and to ensure accurate reflection of the participants’ points of view, specific details
about the study were shared. This study attempted to create a safe space that allowed data to be
collected in a way that was not coercive. Informed consent was used as a tool to outline this
study for possible participants. The informed consent form stated that participation in this study
was voluntary, that participants may withdraw from the study at any time without penalty, and
that all survey data collected were scrubbed of all personal information. This study was
scrutinized and approved by the University of Southern California Institutional Review Board
(IRB) and followed their guidelines including the protection of participants in the study.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 65
Both surveys and interviews followed basic guidelines that included voluntary
participation, anonymous data gathering for surveys, and the right to withdraw from the study at
any time without penalty. Interviews were audio-recorded, transcribed, and then coded as
suggested by Merriam and Tisdell (2016). Permission was acquired before implementing voice
recording. Small financial incentives were offered to increase participation during the survey
portion of this study. The potential to cause positive changes in the workplace was also used to
help encourage participation in the study. All responses given during the survey were scrubbed
of any identifying data before being analyzed for the study. Data for the study was stored on two
flash drives and kept under lock and key at the lead researcher’s office. Data will be destroyed
approximately one year after the conclusion of the study.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 66
CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study is to understand influences on teacher retention at OWCDS and
to use the findings to meet the organizational goal of having 90% of teachers return to the school
after the 2018–2019 school year. Two primary research questions guide this study, the first of
which is examined in the current chapter.
1. What are the knowledge, motivation, and organizational influences related to achieving
the organizational goal of having 90% of teachers return to the school each year
beginning after the 2018–2019 school year?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources related to teacher retention?
The current chapter describes the results of the study, including a survey performed with
full-time teachers, one-on-one interviews with the executive team, and results from document
analysis. The findings from interviews follow the KMO framework (Clark & Estes, 2008), as the
executive team is the primary stakeholder in the study. Comparison of the results across all data
collection methods is documented in the current chapter with a description of elements that lead
to higher retention at OWCDS, as well as a description of the knowledge, motivation, and
organizational influences of the executive team to address the first research question. With this
information, recommendations about training, creation, and implementation of a teacher
retention program are made, guided primarily by the second research question in Chapter Five.
Participating Stakeholders
Two stakeholder groups took part in this study. Full-time teachers added to the
understanding of influences on retention at OCWDS through participation in an online survey,
and the division directors and the head of school, the executive team, added to the study by
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 67
participating in one-on-one interviews. The survey had an 82% response rate with 28 of 32
eligible full-time faculty members participating. The survey contained questions about overall
satisfaction with the school, as well as questions about years of teaching experience, both at
OWCDS and in total. Six participants taught at the school for 4 years or less, placing them in the
new teacher category, while 22 participants taught at the school for more than 4 years. The total
average teaching tenure of participants in the study at both OWCDS and other schools was
approximately 17 years. The teachers participating in the study have experience spread across
many years, with nearly 18% of respondents having more than 31 years of experience..
The executive team consisted of two division directors (principals) and the head of
school. The executive team is relatively new at the school with the head of school being the most
tenured member of this stakeholder group, working for the organization for four years. One
division head worked at the school for four years, for two years as a teacher and two years as a
division head. The other division head worked at the school for three years. All members of the
executive team served in their current roles at other independent schools. The following
pseudonyms are used in order to memory of the interview participants: Cayden, Grace, and
Hayes. The results of the survey and findings from the interviews help to describe influences on
teacher retention and knowledge, motivation, and organizational factors through the lens of the
primary stakeholders of this study, the executive team.
Results and Findings
Members of the executive team participated in one-on-one interviews. The interviews
followed a protocol that allowed for flexibility and additional probing for information depending
on the answers of participants. A total of three interviews took place, two with the division
directors (principals) and one with the head of school. The interviews were held in a private
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 68
location of the participants choosing and recorded to aid with transcription. Rev.com created
transcriptions from the recorded interviews and the transcriptions were used to code and analyze
responses to the interview questions. The purpose of the interview sessions was to gather data to
answer the first research question of this study; what are the knowledge, motivation, and
organization influences for the executive team related to achieving the goal of having 90% of
teachers return to the school each year beginning after the 2018–2019 school year?
Knowledge
Having knowledge about influences on teacher retention from a general and site-specific
perspective allows the executive team to take knowledge about factors that impact overall job
satisfaction and apply changes to the organization to help influence teacher retention. When
interviewing members of the executive team, an attempt was made to gauge the knowledge
levels of participants in relation to influences on teacher retention. As Krathwohl (2002)
suggests, there are four domains of knowledge necessary for a comprehensive understanding of
one’s knowledge base. These four areas are factual, conceptual, procedural, and metacognitive.
According to the results of the interview questions, the executive team’s responses demonstrate
both collective and individual knowledge from factual, conceptual, and procedural perspectives.
Conceptual knowledge All executive team members articulated that teacher retention is
important and that many factors impact the decision teachers make to return to the school each
year. Responses included articulations of specific attributes that they felt were important to the
teachers at OWCDS that influence teacher retention, including working conditions,
compensation and benefits, relationships with coworkers, student quality, and professional
development. Hayes articulated that, “It is imperative that a teacher feels that his or her
contributions are valued.” Hayes went on to say:
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 69
Part of that [workplace satisfaction] also is professional development and making sure
that they [teachers] feel that professional development is something that they're
encouraged to do and that it's not an afterthought or something that people need to feel
like they're competing against their peers to do.
Support in the workplace is also reflected in other ways. Grace stated that there are influences
that, when not properly balanced, can have a negative impact on satisfaction.
There are things within the school that could be a negative. The schedule, workplace
conditions, meetings that happen outside of school, admission open houses, different
events. Maybe there's a basketball game that the teacher has to attend. There's a lot of
time at a private school spent outside of the classroom.
By having knowledge about factors that can positively and negatively impact satisfaction, the
executive team can work toward increasing retention from an informed mindset.
Interview participants distinguished between two categories of influences, those that are
measurable and those that are intangible. Influences that can be easily measured include
compensation and benefits and working conditions. Intangible factors include items that provide
a reward, including the “feeling that one gets from their work, that they are doing something
valuable and at the same time that they are valued for that work.” Cayden described influences
that would lead teachers to stay at the school:
Through relationships, people feel valued, feel that they're heard, feel like they are truly
making a meaningful contribution, not just in their classroom but to the overall culture of
the school. There are material elements to that as well; having a fair salary/benefits
structure and that might differ depending on the environment in the school and what the
resources are.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 70
When asked why teachers leave the school, Cayden shared, “I think it may be intangible,
not feeling that they're the right fit or that there's not an opportunity to grow in the way they want
to grow here.” This response reflects a deeper understanding that influences on retention are not
limited to material concerns like compensation and professional development, but also include
feelings teachers have with regard to the impact of their work, as well as the relationships
teachers have with each other and administration. Through document analysis, as part of a recent
compensation study, teachers reported that relationships with colleagues are important. Teachers
rated the influence of relationships with colleagues as the element they most appreciate about
working at OWCDS. The domains of conceptual knowledge of teacher retention influences were
well represented in the answers provided during the interviews.
Procedural knowledge. To impact retention, it is important that the executive team has
an understanding of essential teaching qualities that help align new hires to the philosophy of the
school and that could be used to increase teacher retention. When asked about how school
leaders identified teaching candidates who could be successful at the school in interviews, the
executive team demonstrated consistent knowledge of the procedures used by the organization.
All participants spoke of a comprehensive interview process that included interview sessions
held with many potential coworkers within the organization. Cayden shared:
Having opportunities to spend as much time as you reasonably can with each candidate,
both in a structured professional setting where you have the demo classroom lesson, you
have teachers and administrators who are interviewing what their philosophy are, see
where there are points of intersection to make sure that they're a good fit [for the
philosophy of the school].
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 71
All interview participants shared that teaching candidates having both formal and informal
meetings with others allows for insight that may not typically be captured through a traditional
question and answer interviews. During these meeting with candidates, the importance of
collaboration and the teamwork necessary to be successful at OWCDS is a trait sought by the
executive team. A theme emerged around the idea that potential teachers interested in teaching
only in isolation tend not to find success in the organization. Hayes articulated:
One of the things that you do see a lot of teachers who, at least on the resume, looks like
they're kind of “siloed”. That they just want to work by themselves and develop their
lesson plans on their own, and I really have an aversion to a teacher like that.
Cayden shared:
If you [a teaching candidate] are brilliant in terms of your curriculum and execution but
you have no interest in really connecting and talking with colleagues, it's not going to
work for the type of place that we are…I think it's really important that someone have
both the chops to succeed in the classroom and be an easy colleague to work with; that
they know how to get along with others, that they can challenge people but do it in a way
that's appropriate for our setting and builds relationships rather than compromises them.
According to both the interviews and survey responses, collaboration and a willingness to
connect with others is part of the site culture. The procedures the executive team uses in the
interviewing process show that a good understanding of candidates’ potential connections with
others is important for determining the possibility of long-term success at the school.
While it is important to identify candidates, who fit the overall philosophy of the school,
the executive team does not have a generic profile that all teachers must fit to work at OWCDS.
The school seeks to add members who stretch and grow the organization in new and positive
ways. Grace shared, “We want to bring people in who add to the community, but aren't so far on
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 72
the outside or pushing us in a direction that everyone knows we don't want to go.” This
sentiment demonstrates the importance the executive team places on hiring teachers who can
improve the organization and collaborate with others. While the focus of finding and hiring new
teachers at the school was predicated on the procedural knowledge of the executive team, all
participants demonstrated good metacognitive practices when reflecting on hiring goals and
outcomes. Survey results from teachers also support the importance of potential teachers having
a collaborative nature to be a positive and productive member of the school. Overall, teachers
report high satisfaction with the relationships they have with coworkers, and that relationships
with coworkers greatly influence the decision to return to school each year. This data reinforces
the importance of hiring new teachers who seek to be collaborative partners with their
coworkers.
When evaluating whether the executive team has the foundational necessary knowledge
to create and implement a teacher retention program, all members articulated important factors
that would require attention and possible adjustments moving forward. The interview responses
reveal both big picture and site-specific influences on retention that require focus, and the team
demonstrated comprehensive knowledge of why teachers choose to stay or leave the school. The
executive team also stated their openness to professional development and training and expressed
that they may not have all the knowledge needed, with Cayden articulating, “It's almost as if I
don't know what I don't know, if that makes any sense.” Members of the executive team
demonstrated their openness to professional development in attempting to understand what they
could do to impact faculty retention. This training would ideally help close gaps in knowledge
about teacher retention.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 73
Motivation
Executive team, value, and expectancy-value theory. The executive team must find
value in creating a teacher retention program. Without understanding the value that a difficult
task may pose, moving forward can be problematic from an expectancy-value perspective
(Parajes, 2006). During the interviews, each member of the executive team answered questions
about their confidence in creating and implementing a faculty retention program. In assembling
individual answers to represent the group’s overall opinion, it is clear that all participants were
open to the idea of creating and implementing a teacher retention program. However, a common
theme arose, namely that the current rate of teacher turnover did not feel pressing to address.
Hayes shared that they would be more concerned if there was word in the community of
individuals looking to leave the school. Hayes went on to say that motivation would be higher,
“If I thought that we were looking at an exodus of faculty for whatever reason, because a lot of
teachers will put out the word that they're thinking about leaving.” If the common perception was
out that teachers were looking to leave, there would be increased motivation to create and
implement a faculty retention program. However, Hayes went on to say that being proactive
would help curtail any reason for teachers to leave and allow time to be thoughtful about the
design of a retention program.
When asked about motivational factors that lead the executive team in creating and
implementing a teacher retention program, one interviewee discussed a key motivational factor
that was also echoed in responses by other team members, with Grace sharing that “ultimately,
motivation for me is seeing others be successful.” The concept of having teachers achieve
success was a common theme throughout all interview responses, with others stating that teacher
success is important to the work of the school.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 74
The executive team also commented on specific factors that would impact their
motivation to create and implement a teacher retention program. All members commented that
time would be needed to develop and implement a comprehensive program. Grace stated, “Time
is a factor. A great [retention] program is going to include observation, peer mentoring, lots of
conversation, [and] talking through ideas.” Such programs—training for executive team
members, conversations with faculty, developing a mentoring program complete with training
for experienced teachers—all take time to do well. While the element of time typically falls
under organizational resources, the executive team as a group articulated that the nature of the
work in addition to the limited amount of time the executive team has would impact motivations
to move forward.
When evaluating the executive team’s motivational constructs of value and confidence,
several themes emerge. Overall, the executive team felt that teacher retention is important to the
organization. According to the executive team, the overall need to develop and implement a
teacher retention program did not feel pressing at this point due to two main factors. First,
executive team responses indicate that the turnover that has taken place does not feel excessive.
Second, due to the size of the school, efforts to create systems that impact retention may not be
successful given how specifically each teacher values different aspects of the school. Cayden
stated:
It's interesting to think about in terms of a structured [retention] program. It would be one
thing if we were a much bigger institution. I think you could have some more systemic
and generic approaches. But we have to be so highly individualized in how we address
things, both with kids and with faculty.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 75
The executive team seems confident in its abilities, but may feel that current teacher retention is
not a pressing issue and creating a comprehensive teacher retention program may not be a
priority. Overall, the executive team expressed confidence in its ability to create and implement a
faculty retention program, reporting that good overall support from teachers and other members
of the administration team exists. This confidence appears to increase if members believe they
have the time needed to receive training, work with teachers, and balance other work
responsibilities with the development of the program.
Organizational Resources
Organizational resources are critically important when seeking to make a change within
an organization. According to Clark and Estes (2008), organizational influences fall under four
different categories: work processes, resources, value streams and value chains, and culture. By
having the organization evaluate these areas, potential causes of performance gaps can be
identified (Clark & Estes, 2008). The following results describe organizational resources, work
processes, and organizational culture.
Through one-on-one interviews, members of the executive team were asked to describe
organizational resources needed to create and implement a faculty retention program. While
many of the themes shared in interview responses can be categorized into resources, work
processes, and the cultural setting of the organization, some can be placed in two or even all
three categories. Themes were placed in the category that each factor seemed to be most aligned.
Resources. Time and money were the most commonly referred to resources in the
executive team’s responses to interview questions. Time is essential from both an administrative
perspective, as well for teachers. The executive team would need time to properly research,
receive training, communicate with teachers, and ultimately implement a teacher retention
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 76
program. Grace shared, “Being a small school, there are high demands on my time as we wear
many hats. Creating a new program the right way will take time away from other duties.”
Demands on time in creating a retention program can cause work deficiencies in other areas.
According to interview responses, the organization has focused more on short-term initiatives or
changes that start quickly but seem to fade instead of becoming embedded in the organizational
culture. Grace offered the following comment about organizational resources:
Things [change initiatives] tend to get lost, and I think as an organization we tend to look
short-term and not see the plan 18 months down the road….It's going to take time, money
and energy, and we got to see it through.
To make a quality organizational change in teacher retention, the school must communicate time
allocation expectations to ensure everyone is united in the vision and outcome of the
modification, and also to know that this work will provide long-term, positive changes for the
organization.
When discussing teacher retention, finance seemed to play a central role. Responses from
the executive team appeared to echo the importance that compensation has within the
organization. The executive team feels that financial resources are needed to help balance some
of the reasons why teachers may choose to leave the school. Cayden shared:
[Higher salaries] takes that whole issue [of finance] off the table. If we could have a
strong enough endowed fund to support faculty salaries at, I would say maybe at the top
5% or 10% of both NAIS and CAIS salaries, then I would feel 100% good about what
we're doing on the socioeconomic side…But the amount of money that we would need to
make middle-class life here viable would be substantial.
Hayes stated:
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 77
I think part of that [teacher satisfaction] has to do with the salaries, because that was one
of the things that has an impact on people leaving. I think because we had the salary
consultants come through, there's an expectation that salaries will increase and that
salaries will be a little more transparent in terms of the way that raises are distributed and
that you should be able to have an expectation of where your salary will go.
The school is located in a wealthy area in southern California. The median home price in the area
is $1,350,000 and the median rent is $4,400 (Zillow, 2017). The housing market places
incredible financial pressure on the organization in terms of recruitment and long-term living
challenges from teachers’ perspectives. In a review of documents, a compensation study was
performed by an outside consulting group as the school sought ways to alter the compensation
system. The old system, described as having many flaws and lacking equity in pay depended on
years of experience and degrees held, was reviewed by the consulting group (Dendinger &
Guskin, 2017). The school was looking to replace the traditional lock-step salary structure with
one that allowed for salaries within a more competitive system compared to other schools, both
public and private. It was stated through the interview process that while the school has made
strides in regard to compensation, this is an area that needs to receive additional focus due to
continued low satisfaction.
All of the executive team members stated that the school has been supportive of
professional development opportunities for teachers, funding many teacher initiatives, including
bringing training experts to campus and funding trips to conferences around the United States.
Hayes shared that it seems that two groups of teachers seem to leave the school, those relatively
new to the organization and those who retire. Responses suggest that the organization may be
able to encourage new teachers to stay at the school by encouraging and funding continuing
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 78
education and Master’s degree work. Hayes went on to say, “If you clear the hurdle of the earlier
teacher wanting to go onto grad school then you had a whole crop of veterans who were in it for
the long haul. That's really what I would like to see here.” This professional development support
was described as a way to help offset the cost of continuing education or having teachers leave to
attend graduate school while getting longevity in return. The school may request that those who
receive these benefits commit to longer service at the school. Survey results also indicate an
overall high-level of satisfaction with professional development by faculty members. While the
attribute was not rated highly by all teachers as a determining factor in returning to the school
annually, new teachers indicated that support in professional development is important to them.
By investing professionally in teachers, the school benefits from increased performance and
teachers who work at the organization longer. The teacher benefits by growing professionally
and potentially adding a graduate-level degree to their resume. Ocean Walk Country Day School
has an opportunity to leverage professional development resources in ways that can continue to
build on the importance of the relationships that teachers have with one another. Through shared
trainings, mentorships programs, attending conferences together, and setting aside specific times
throughout the year when faculty members from all divisions can connect about curriculum or
grade-level outcomes, professional development can become meaningful for professional growth
as well as continuing to build on the importance of relationships within the school.
Document analysis reveals that a self-study performed in 2016–2017 identified
professional development as a strong area for the school. The study suggested that the
implemented policies should be reviewed, specifically those that concern how teachers can apply
for professional development funds, as well to define actions teachers should take after the
experience, including the implementation of programs and sharing knowledge learned with other
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 79
teachers. There are professional development suggestions that have been suggested to faculty
members that may offer training about a certain program or direction the school wishes to take,
and there is the opportunity for teachers to request funding for conferences, workshops, and
continuing education that may be specific to individuals. It is reported that some faculty are still
unclear on the process of applying for professional development opportunities, and clearer
explanations may be necessary by the school concerning reasons behind funding decisions.
In addition to professional development, adjusting working conditions is another reported
way financial resources could be used to impact teacher retention. Executive team members
stated that better classroom materials and smaller teaching loads were possible with a focused
allocation of resources. Strategic planning regarding financial allocation is a potential way to
encourage teachers to stay longer at the school, as suggested by the executive team.
Work Processes. Organizational structures are needed to encourage teacher retention.
When asked about processes that help encourage retention, the executive team often shared
information about the teacher recruitment process. Identifying and recruiting members to the
organization who add to the faculty was reported to be the executive team’s primary
responsibility. Interview responses show that the recruitment process is used consistently
throughout the organization. After reviewing candidate information and preliminary interviews
(in-person, over the phone, and online), a group of finalists are invited to spend the day on
campus. During their time on campus, candidates meet with many teachers in small group
interview sessions, teach a demonstration lesson, and meet with members of the administrative
team. Whenever possible, meeting informally outside of a school situation is also a way the
school becomes familiar with candidates. Cayden described the importance of getting to know
candidates in both formal and informal settings:
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 80
Having opportunities to spend as much time as you reasonably can with each candidate,
both in a structured professional setting where you have the demo classroom lesson—you
have teachers and admin who are interviewing [to see] what their philosophies are, see
where there are points of intersection to make sure that they're a good fit.
According to the interviews, the executive team uses criteria to help screen candidates. Overall
teaching experience, advanced degrees, and the demonstration of collaboration with other
teachers help guide the process. Regarding overall policies and procedures used that impact
faculty retention, the executive team could not describe any that would specifically impact
teacher retention aside from the recruitment process.
Cultural Setting. To have a positive impact on teacher retention, the organization needs
to have a cultural setting conducive to teacher success. The cultural setting refers to beliefs and
expectations that are site-specific (Rueda, 2011). The role of the school’s mission and
collaboration between teachers are two themes that help define the cultural setting of the school
that emerged from interviews with the executive team. It is through an exploration of these
themes that an understanding of the cultural setting at OWCDS can be understood.
The school’s mission was described by the executive team as a cultural goal to be
achieved by the organization. Core values are defined in the mission, and the mission helps guide
the work of the school. While organizational mission statements are often rigid and unwavering,
the executive team reported that the mission’s overall meaning is not “set in stone,” as there is
room for interpretation and growth in its mission. Grace stated:
The mission is a cultural goal. It starts with leadership and then having buy-in. You need
to have teamwork. There have to be core values and oftentimes those core values are set
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 81
in stone, and that can be hard for teachers to understand because I think as leadership we
tend to adjust.
The executive team reported that there is good support of the school’s mission from both the
teachers and the executive team as both academic and social/emotional aspects are addressed.
This concept was reinforced through document analysis, as open-ended survey questions given
in a recent compensation study stated, “OWCDS employees overwhelmingly appreciate their
participation in the organization’s mission and see value in their work and with those they work
with.”
Teacher collaboration plays an important role in the cultural setting of the organization.
The executive team spoke frequently about teacher collaboration and how this aspect is key to
success at the organization. In the work processes section, it is described how collaboration is
used as a differentiating factor when recruiting candidates. The executive team as a group stated
that the primary reason teachers stay at the organization is due to the collaborative relationships
formed among faculty members. This was also verified by the results of the teacher survey, as
relationships with coworkers was the highest-rated influence in regard to current satisfaction,
impact on job satisfaction, and impact on the decision to return to the school each year. The
relationships between faculty members are described as both personal and professional, which
suggests that the organization is more than a workplace, but also a place that includes friendships
and professional relationships. Grace spoke of “tight bonds” between teachers which create
community. A review of internal documents at the school show that relationships with coworkers
is cited as the highest-rated retention influence when working at OWCDS. Hayes described the
collaborative nature of the cultural setting as tight-knit, which could be problematic for teachers
new to the school. Hayes went on to explain that if a new hire is not supportive of the
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 82
collaborative nature, or wants to focus only on his or her classes without personal and
professional engagement with others, such a teacher will have a difficult time adapting to the
cultural setting. Grace shared:
When it comes to school culture, you either get on board or you don't. We need everyone
to move together. If you don't want to be a part, it's really hard to change that. You're
trying to make sure that everyone is being successful and being a big part of a group that
leads to a positive school culture.
The organization is a small place and interactions with others are at the core of the cultural
setting. If a member is uncomfortable with this type of work environment, it was suggested that
they typically leave the organization, reporting a lack of connection or fit. Cayden stated that,
“When someone feels they don’t belong or don’t fit in, it’s hard to change the culture to make it
fit them.” The survey results of the current study indicate high levels of current satisfaction in
most areas, with the influence of relationships with coworkers receiving the highest marks. Time
needed to create relationships with coworkers is often cited in literature as an important influence
on teacher retention (Podolsky, Kini, Bishop, & Darling-Hammond, 2017) and the survey results
indicate that teachers at OWCDS are satisfied with this element more so than all others.
A self-study performed at the school in 2016 stated that ensuring new teacher fit needed
to be addressed. Erdogan and Bauer (2005) suggest employees who have a high self-perception
of fit with both the organization and the job at hand display higher job satisfaction. It is
suggested that while the cultural setting of the school encouraged informal connections among
teachers, the report stated that “although new teachers are welcomed by their departments,
several recent hires said that they would have benefited from a more official mentorship
program.” Additionally, when reviewing the cultural setting at the school, collaboration was a
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 83
common theme. There is a “spirit of collegiality,” and “interdisciplinary connections” are
expected for all teachers. The report recommended that the school ensures “new hires understand
and will creatively develop project-based learning projects,” implying the need for creativity and
collaboration in curriculum development.
The organization’s mission and collaborative nature are key attributes in creating the
cultural setting of the school. Interview results suggest that the quality recruitment of new
teachers, coupled with strong communication about the organization’s mission and an
explanation of the collaborative nature of the school culture, is necessary for teacher retention. It
is evident from interviews that the school has a specific culture that new teachers must
understand when joining the organization.
Synthesis
This section further discusses results from the overall study, drawing data from the one-
on-one interviews, survey results, and document analysis. Synthesis of the knowledge,
motivation, and organizational influences takes place within a discussion of the overall results
and a triangulation of data between the methods. While survey results from teachers help inform
this study, the primary stakeholder group, the executive team, receives primary focus in the
following subsection. Chapter four has focused on research question number one, what are the
recommendations for organizational practice in the areas of knowledge, motivation, and
organizational resources related to teacher retention receives focus. Chapter five describes
further recommendations for steps the organization should take to implement plans to close
achievement gaps.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 84
Knowledge Influences
Overall, the data suggests that the executive team has the knowledge needed to plan and
implement a teacher retention program. In the interviews, the executive team demonstrated
declarative knowledge of elements that lead to faculty retention, including compensation and
benefits, relationships with coworkers, student quality, and professional development.
The emphasis the school places on professional development for teachers may not lead to
higher teacher retention given the low ranking of this factor in survey results. Reviewing the role
of professional development in the organization and changing how resources are used may
produce targeted results. The potential impact is especially true with new teachers, as both
survey results from teachers and interviews with the executive team show that investing in
teachers when they are early in their career at the school could reduce the desire to leave the
organization to earn an advanced degree.
There is strong procedural knowledge within the executive team about the recruitment of
new teachers to the school. There was consistency in responses from all executive team members
about the hiring process followed by the school. All spoke of the need for strong, subject-based
knowledge from candidates, as well as a collaborative nature, to find success at the school.
Getting to know candidates in both formal and informal settings seemed important to the team to
ensure a successful transition to the school. All members spoke about additional measures that
are in the process of application, including the development and implementation of a mentoring
program for teachers new to the organization.
Motivation Influences
The executive team’s responses were mixed when reflecting on the motivation to address
teacher retention at OWCDS. As a group, the team’s responses did not reflect a sense of urgency
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 85
or priority to address teacher retention at the school. All members stated reasons why they felt
teacher retention was important, but it was suggested that the retention situation did not feel
excessive or that the number of teachers leaving the school felt excessive. One member also
stated that while the problem did not feel excessive, proactive actions would be received well by
the team and the faculty. Overall, the motivation to develop and implement a faculty retention
program may be impacted by the higher value placed on other issues at the school.
Several motivational factors were discussed by the executive team that could increase the
desire to design and implement a teacher retention program. The team discussed time and
financial support. It was suggested that time is needed for the executive team to allow for
training and thoughtful design of a retention program. The program would need to be supported
financially through the school, as retention elements suggested by teachers and reinforced by the
executive team require finical resources. The ranking of influences on retention from survey
results can assist the executive team in determining priorities for the organization. A comparison
of available financial resources and their potential impact on retention by adjusting specific
attributes should take place. Given that further investigation is needed to understand potential
retention impacts, a cost-benefit analysis may be a useful tool.
The executive team did not state that personal financial incentives would increase the
motivation to design and implement a teacher retention program. Overall, the sentiment was
shared by the executive team that the success of others brings satisfaction in their work. The
opportunity to be a part of the success of both new and experienced teachers was reported as an
attribute potentially motivating work on a program to increase teacher retention.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 86
Organizational Influences
According to the teachers and executive team, many organizational influences impact
teacher retention. Relationships between data collected across various methods are further
discussed within the following areas: resources, organizational processes, and cultural setting.
Resources. A leading organizational resource, time was commonly referred to as an
important influence throughout the study. Survey results show that relationships with colleagues
is the most important factor in workplace satisfaction and has the largest influence on the
decision to return to the school each year. The organization should continue to do all it can to
provide time within the work schedule and opportunities outside of work that allow teachers to
collaborate on both a professional and personal level. By providing time to allow relationships to
develop and deepen, collaborative educational opportunities are fostered and presented to
students within the school. The importance of these relationships was further discussed by the
executive team who noted that a collaborative spirit is a key feature sought in all new employees.
For quality collaboration to take place within the organization, time must be organized and
manipulated in creative ways that allow teachers to connect, as well as to discuss potential lesson
planning together.
The executive team also expressed the need for time to develop a teacher retention
program. The demands placed on the division heads and head of school limit the time available
to perform new work. As for teachers, collaboration within the executive team is necessary to
develop a comprehensive retention program across the divisions of the school. By having the
organization define teacher retention as a priority within the organization, both motivation and
organizational resources would need to shift to allow the team the opportunity to perform its best
work.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 87
Financial resources must be analyzed by the school. Important work was recently
completed by the school by improving salaries for teachers. The survey for this study was given
after contracts were issued for the upcoming year. Survey results after an increase in salaries
indicate that many faculty members continue to desire higher payment for the work performed.
The compensation study completed before the salary adjustments suggested dissatisfaction with
compensation from the organization. Interview responses also demonstrate the executive team’s
understanding that compensation is a key retention attribute for teachers, and that additional
improvement could be made in this area. In the survey performed for this study, the lowest-rated
influence regarding current satisfaction levels was compensation and benefits. OWCDS had
recently completed a comprehensive salary study using consultants to gain clarity about salary at
OWCDS and to make efforts to raise teacher salaries to be better aligned with the market. Even
after efforts were made to bring all salaries closer to the market rate and adjustments made for
those found to be outside the expected salary bands with regard to years of service,
dissatisfaction with salaries and benefits continues to linger. These results may be new
information to the administration and the board of the school, as the organization recently put
forth great effort and resources to better the financial positions of the teachers. The location of
the school in an ocean-side community in Southern California creates difficulty for the
organization, as it is a costly place to live with limited affordable housing. Moreover, more
affordable communities are located approximately 40 miles away, making for long commutes
and limiting participation in the school community.
In addition to compensation, recommendations include that the school reevaluates the
role professional development plays in teacher retention. Over the past four years, the school has
made a considerable investment in professional development. Offerings include attendance at
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 88
conferences, both local and around the United States, as well as continuing education
sponsorship. The school also created a program that pays summer stipends to teachers who
develop project-based learning units that are interdisciplinary and often connect grade levels.
When rating professional development as a retention attribute, overall, teachers rated this
influence as having the lowest impact on job satisfaction and the decision to return to the school
each year. Additional evaluation of the use of professional development funds is recommended,
as teachers are highly satisfied in this area, and the use of these funds guided the school in a
direction of project-based learning as an educational cornerstone of the school. However,
investment in current professional development allocation system does not seem to be an
important factor in teacher retention.
Organizational Processes. All data collection methods show that organizational policies
and procedures appear to play a neutral role in teacher retention. As a school, there are clear and
consistent recruitment procedures used in all the divisions at the school. When recruiting new
teachers, common candidate attributes include quality degrees, teaching experience, and the
ability to collaborate with colleagues. It is reported that the school recently hired excellent
teachers who seem to add to the school life, as well as seek to contribute to school culture. While
the executive team is relatively new at the school, with the longest serving administrator in the
study having four years of experience at the school, the opportunity exists to create and
institutionalize policies and procedures that would lead to longevity for teachers, especially in
the areas of time and finance allocation.
Cultural Setting. There are two main attributes that help define the cultural setting at
OWCDS: the organization’s mission and the collaborative nature of the school. These attributes
are cited as primary influences on job satisfaction across all data collection sources. The data
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 89
suggests that the organization’s mission helps define the work at the school. The mission
includes four core values that further define the work performed at the school: scholarship,
balance, character, and community. During interviews, executive team members suggested that
the values espoused by the mission can be goals of the organization, but the message of the
mission can also be left open to interpretation. Across the survey, interviews, and document
analysis, there appears to be good overall support of the school’s mission without a
communicated need or desire to change or alter the culture of the organization.
The collaborative nature of employees is a cultural cornerstone of the school. Across all
data collection methods, collaboration was commonly stated as a primary reason for overall job
satisfaction, relationships with coworkers, an avenue to develop curriculum, and adding to the
general feel of the school. The ability to connect with others in meaningful ways was proposed
as a key to success at the school. Moreover, interview policies and procedures specifically vet
candidates for their ability to create meaningful conversations in formal and informal settings
and the ability to successfully work with others. The small environment of OWCDS produces a
tight-knit community, including families, students, teachers, and administration. Learning the
culture of the organization can be a challenge for new employees as the community is deeply
interwoven. In larger organizations, there may be the opportunity for smaller groups among
teachers who more easily connect. At OWCDS, due to its size, the ability to create smaller
communities can be challenging, and if connections are not made and maintained, employees
may feel that they do not fit the culture of the school. Efforts should be made by the school to
ensure that positive relationships and connections can be made between school employees.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 90
CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS
This study investigates knowledge, motivation, and organizational gaps that can lead to
higher teacher retention at OWCDS. Surveys with teachers, one-on-one interviews with the
executive team, and document analysis were used to collect data to understand potential gaps.
The Kirkpatrick New World Model framework outlined in the current chapter takes information
synthesized from the collected data and uses it to generate a potential training program to assist
the organization in achieving the goal. Recommendations are made for a plan to close gaps in the
areas of knowledge, motivation, and organizational resources to help the organization achieve
the goal of teacher retention. Chapter five also outlines the strengths and limitations of this study,
as well as suggests areas where further research on teacher retention could make a valuable
impact on schools. The two research questions that guide this study are:
1. What are the knowledge, motivation, and organizational influences related to achieving
the organizational goal of having 90% of teachers return to the school each year
beginning after the 2018–2019 school year?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources related to teacher retention?
Chapter five primarily focuses on the second research question, as recommendations are made in
the areas of knowledge, motivation, and organizational resources related to the executive team at
the school.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. There are three assumed knowledge influences in this study. Krathwohl
(2002) defines four main areas of knowledge: factual, conceptual, procedural, and metacognitive.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 91
Conceptual knowledge seeks to expressively identify the relationships of basic elements and
understand how these elements work together in an organization (Krathwohl, 2002). For the
purpose of this study, conceptual knowledge is also considered declarative knowledge. This
study verifies the influence of the following aspects of declarative knowledge. The executive
team needs knowledge of working conditions that influence teacher well-being and
satisfaction—including workload, the number of students taught, compensation, benefits, and the
importance of the mission (declarative). The executive team needs a clear understanding of the
essential teaching qualities that lead to a successful teaching career at the school (declarative).
Individually, members of the executive team should reflect on what they know and do not know
about conditions that lead to teacher retention (metacognitive). A literature review suggests that
these three knowledge domains have the greatest impact on the primary stakeholder group in
terms of the influence of knowledge.
Of the three aspects listed, the literature suggests that knowledge of working conditions and
essential teaching qualities have a high probability of verification. While metacognitive influence
is necessary to best understand the knowledge level of each stakeholder, this influence is a lower
priority not frequently discussed in literature on the topic. Through the use of job aids and a
reflection exercise, a better understanding of influences on teacher retention can be applied in the
implementation of a faculty retention program (Kirkpatrick & Kirkpatrick, 2016). Table 5
provides a summary of knowledge influences and recommendations in this study.

Table 5: Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 92

The executive team
needs knowledge of
working conditions that
influence teacher well-
being and satisfaction,
including workload,
number of students
taught, compensation,
benefits, and
importance of the
mission.

(D)

HP Y

Declarative
knowledge increases
when an organization
provides support to
their employees by
sharing information.
(Clark & Estes, 2008)

The executive
team will receive a
job aid and
training that
articulates
influences that the
faculty reports as
the most
influential.

The executive team has
a clear understanding of
the qualities teachers
need to demonstrate
that lead to a successful
teaching career at the
school.

(D)

HP Y

Well-received
training that provides
relevant knowledge
and skills to the
stakeholders increases
confidence to apply
this knowledge on the
job.

(Kirkpatrick &
Kirkpatrick, 2016)

The executive
team will review
qualities supported
by the literature to
identify attributes
that lead to success
at the school.

Individually, members
of the executive team
will reflect on what
they know and do not
know about the
conditions that lead to
teacher retention.

(M)

HP Y

Learners should
identify prior
knowledge before
performing a new
task (Mayer, 2011).

A process should
provide accurate
feedback that
identifies the skills or
knowledge the
individual lacks,
along with
communication that
skills and knowledge
can be learned,
followed by the

Through a training
exercise, the
executive team
will compare what
they feel are the
most important
influences on
retention compared
to what teachers
report are the most
important
influences on
retention. The
training will also
review what the
research suggests
are the most
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 93
teaching of these
skills and knowledge
(Anderman &
Anderman, 2009).
important
influences on
teacher retention.

Table 5 summarizes recommendations concerning knowledge and factors needed to
impact teacher retention at OWCDS. Throughout interviews, executive team members
articulated knowledge of both qualities needed for a successful teaching career and knowledge of
attributes teachers need to demonstrate to be hired at the school. Upcoming trainings should
focus on reflective activities that allow the team to determine what is known and unknown about
influences on teacher retention specific to the school to create a setting where meaningful
professional development within the executive team can occur. This process will allow the
executive team to reflect on what they feel are important attributes for retention and compare
these thoughts to those of the faculty as indicated in the survey results.
Declarative knowledge solutions, or description of needs or assets. To improve
teacher retention, the executive team needs an understanding of working conditions that lead to
higher retention numbers. This type of declarative knowledge increases when organizations share
this information with employees (Clark & Estes, 2008). By having the organization communicate
factors that are most important to teachers at the school through the use of a job aid and training,
the executive team will have the data necessary to impact the knowledge needed by this primary
stakeholder. The job aid and training will give the executive team the opportunity to learn about
the organization’s values regarding teacher retention and generate a reference guide to help align
actions across the organization to impact the goal of teacher retention.
Research suggest that many influences can affect teacher retention, including teacher
workload (Brill & McCartney, 2008; Hughes, 2012), compensation (Brill & McCartney, 2008;
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 94
Hughes, 2012), and benefits (Hughes, 2012). Other influences on teacher retention include
induction programs (Brill & McCartney, 2008; Ingersoll & Strong 2011), and the importance of
relationships with peers and families (Hughes, 2012). Directed effort in areas that lead to
increased faculty retention can occur if the executive team closes knowledge gaps as to which
influences are the most important at OWCDS.
Metacognitive knowledge solutions, or description of needs or assets. Before
implementing a comprehensive faculty retention program, the executive team needs to assess
what each individual knows and does not know about influences on retention at the school
because learners should identify prior knowledge before starting a new task (Mayer, 2011). By
taking part in metacognitive questioning during a training exercise, this self-reflection allows for
feedback that identifies the skills or knowledge individuals lack, along with communication
about skills and knowledge can be learned (Anderman & Anderman, 2009). This potential
confirmation or change in declarative knowledge will likely allow the executive team to adjust as
needed before implementation, ensuring that the faculty retention program aligns with the
research and factors at the school.
As the executive team participates in training that uses metacognitive exercises, a self-
evaluation of declarative knowledge can occur. Self-reflection allows participants to understand
what knowledge gaps may exist (Mayer, 2011). Metacognitive reflection aids in the transfer of
knowledge and understanding (Baker, 2006). As the executive team reflects on their collective
knowledge about teacher retention, the training also includes lists that outline literature-
supported influences on teacher retention and a rank influences as reported by full-time teachers
at the school from survey results.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 95
Motivation Recommendations
Introduction. There are two motivational influences investigated in this study.
Motivation is critical when addressing organizational performance gaps as motivational issues
can be multi-layered and challenging to address (Rueda, 2011). As the executive team is the
primary stakeholder of this study, both individual and group motivations received focus to
validate assumed motivational influences and include context-specific recommendations to help
close motivation gaps. According to Rueda (2001), each person has individual motivational
influences and recommendations can be difficult to apply to groups of people. The following two
motivational influences were investigated in this study. The executive team understands the
value in creating a faculty retention plan (utility value) and the executive team has confidence in
its ability to create a faculty retention program (self-efficacy). Table 6 summarizes the
motivational influences of utility value and self-efficacy.
Table 6: Summary of Motivation Influences and Recommendations

Assumed Motivation
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Utility value:
The executive team
understands the value
in creating a faculty
retention plan.

HP Y Value is determined
by the benefits
offered. (Clark &
Estes, 2008)

Rationales that include
a discussion of the
importance and utility
value of the work or
learning can help
learners develop
positive values
(Eccles, 2006;
Pintrich, 2003).
The executive
team will receive
training that
includes rationales
about the
importance and
utility value of the
task which will
increase
motivation.

Materials and
activities should be
relevant and useful
to the executive
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 96
team, connected to
their interests, and
based on real-
world tasks.

Self-efficacy:
The executive team has
confidence in its ability
to create a faculty
retention plan.

HP Y Task specific
confidence is needed
to create action.
(Bandura, 1997)

Learning and
motivation are
enhanced when
learners have positive
expectations for
success (Pajares,
2006).
The executive
team will set close,
concrete, and
challenging goals
that allow the
group to
experience success
at the task.

Value. For the executive team to increase their motivation to enhance teacher retention,
motivation, both individually and as a team, must be addressed. The executive team must find
value in putting the effort into creating a faculty retention program. Value can be created by
having a reasonable understanding of the benefits offered (Clark & Estes, 2008). Value can also
increase within the executive team through a clear understanding of the rationales behind the
retention program, and how the program is of value (Eccles, 2006; Pintrich, 2003).
Two action steps can impact individual and group motivation in the area of value.
Explanation about the rationales that make up the faculty retention program will increase the
utility value of the program (Pintrich, 2003). Materials and activities used in training should be
relevant and useful to the learners, connected to their interests, and based on real-world tasks
(Pintrich, 2003). By varying material and activities, individual preferences are addressed, as
motivational issues are multi-layered and deeply personal (Rueda, 2011). As the executive team
builds the teacher retention program, it will be important for the executive team’s training to be
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 97
directly applicable to the task, connected to the interests of the team, and the benefits of the
program must provide tangible benefits.
Self-Efficacy. As the executive team seeks to impact teacher retention, it must have
confidence in its abilities. Bandura (1997) suggests that task-specific confidence is needed to
generate action. Parajes (2006) goes on to suggest that learning and motivation are enhanced
when learners have positive expectations for success. It is through the lens of self-efficacy that
the recommendation of setting close, concrete, and challenging goals will allow the team to
experience success (Parajes, 2006). As the executive team understands the task of creating a
faculty retention program and achieves their goals, an increase in self-efficacy will occur.
As the executive team begins to create a faculty retention program, it will be important to
set goals that move the program forward and increase the motivation of the executive team.
According to Parajas (2008), setting close, concrete, and challenging goals allow individuals to
experience success at a task. As the idea of faculty retention is not new to the executive team,
motivational constructs that place emphasis on goal setting and achievement are needed to
encourage action and create progress toward goals (Pintrich, 2003).
Organization Recommendations
Introduction. Three assumed organizational influences receive focus in this study.
According to Clark and Estes (2008), resources within the organization must be aligned with
organizational goals for their achievement. The executive team at the school needs the
appropriate resources to implement a comprehensive faculty retention program. Structures within
an organization need to provide guidance and accountability when seeking goal achievement
(Clark & Estes, 2008). The organization’s cultural setting must be one that is conducive to
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 98
organizational success. Table 7 provides a summary of organizational influences and
recommendations.
Table 7: Summary of Organizational Influences and Recommendations
Assumed
Organization
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priorit
y
Yes,
No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
The executive team
needs appropriate
resources to implement
a comprehensive
faculty retention
program. (Resources)

HP Y Effective change
efforts ensure that
everyone has the
resources (equipment,
personnel, time, etc.)
needed to do their job,
and that if there are
resource shortages,
then resources are
aligned with
organizational priorities
(Clark & Estes, 2008).
The executive
team will
establish, from the
beginning, what
the priorities are,
so that when
decisions in regard
to resource
allocation must be
made, the
guidance and
priorities have
been established.
Structures are needed to
provide guidance and
accountability in using
the faculty retention
program. (Work
Processes)

HP Y Effective organizations
insure that
organizational
messages, rewards,
policies and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals
and values (Clark &
Estes, 2008).
The executive
team will conduct
an informal audit
of policies
procedures to
check for
alignment or
interference with
goals.
The organization needs
to have a cultural
setting conducive to
teacher success.
(Cultural Setting)

HP Y Administrative support
and a culture of
autonomy can lead to
higher faculty retention
(Guarino, Santibanez,
& Daley, 2006).
The executive
team will analyze
results from
teacher surveys
that articulate the
influences that
best lead to
teacher success.
As a faculty
retention plan is
created, influences
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 99
that are highly
ranked will receive
emphasis.

Resources. Organizational resources must be allocated in a manner that provides the
best opportunity for goal achievement. According to Clark and Estes (2008), effective
organizations ensure that everyone has the resources (equipment, personnel, time, etc.) needed to
do their job, and if there are resource shortages, then resources are aligned within organizational
priorities. Because organizations may lack certain resources, the allocation of resources is
another area that must receive focus when planning for goal achievement. Even with good
intentions, inadequate resources may impede progress toward achieving goals (Clark & Estes,
2008). The allocation of time and money must happen in a way that supports the overall
organizational goal and allows for efficient goal achievement. Kirkpatrick and Kirkpatrick
(2016) suggests that when resources are limited, they must be aligned to programs and
interventions that create the most impact in the organization.
At the beginning of the process, the leadership team will establish the priorities of the
organization so that when decisions about resource allocation must be made, guidance and
priorities are already in place. Ultimately, for everyone to do their job well, resources must be
aligned with organizational priorities (Clark & Estes, 2008). By using a plan creation process
that is strategic in nature, a comprehensive understanding of organizational priorities that lead to
resource allocation allows for the best alignment of resources to accomplish organizational goals.
Policies and Processes. To help the executive team move forward in the creation of a
faculty retention program, the organization’s policies and procedures must be aligned with the
overall aims of the program. Effective organizations ensure that organizational messages,
rewards, policies, and procedures that govern the work of the organization are aligned with or are
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 100
supportive of organizational goals and values (Clark & Estes, 2008). The executive team at the
school must be involved in the creation of the faculty retention program. This includes
accountability measures to ensure that the faculty retention program is both created and
implemented.
Structures are needed that encourage both guidance and accountability from the executive
team during the creation and execution of a teacher retention program. School leaders should
seek to create a teaching environment that encourages professional commitment (Pogodzinski, et
al., 2012). Alignment between school policies and the school culture is also needed to encourage
and reinforce this commitment. For cohesion between the executive team’s actions and the
organization’s policies and procedures, the executive team will conduct an informal audit of
policies and procedures to verify their alignment or confirm their interference with goal
achievement. With this review, adjustments in the organization's policies and procedures, or in
the faculty retention program, can take place to encourage goal achievement. The audit will take
place in summer 2018 and requires the executive team to review the employee handbook, as well
as any procedures that are undocumented, to determine what interferes with workplace
satisfaction for teachers. A review of findings will take place during the opening week meetings
and each member can share what they have discovered. During this meeting, further plans can be
developed to adjust policies or procedures that do not support the organizational goal of teacher
retention, as well as ensure the continuation of procedures that positively impact teacher
retention. While there is institutional knowledge of why employees have left Ocean Walk
Country Day School, data was not available that offered specific reasons why employees choose
to leave the school. A recommendation of using exit interviews through the Human Resources
department could help the school understand better the reasons why employees leave the school.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 101
Data from exit interviews could help the school adjust the faculty retention plan to focus on
common issues.
Cultural settings. The cultural setting of the school should be aligned to promote the
success of all teachers. According to Guarino et al. (2006), administrative support and a culture
of autonomy can lead to higher teacher retention. It is important for the executive team to
understand the needs of teachers and to continue to support and promote autonomy in the
classroom. Based on survey results, such support includes creating time for teachers to
collaborate, providing funds to improve compensation, and adjustments in working conditions.
Classroom autonomy is especially important given that OWCDS is an independent school and
teachers often join independent schools because of the expectation of autonomy in the classroom.
As noted by Rueda (2011), schools are not neutral or blank canvases, but shift through the
interaction of both new and existing elements. The understanding of change being a humanistic
endeavor is important to consider when analyzing potential gaps in the cultural setting of a
school.
The cultural setting of the school is important to understand as the executive team seeks
to provide solutions which promote and create an environment in which all teachers can be
successful (Rueda, 2011). As the executive team creates the teacher retention program, it will
analyze results from teacher surveys that articulate factors that best lead to teacher success. As a
faculty retention plan is created, factors that are ranked highest will receive emphasis.
Collaboration plays an important role in the cultural setting at the school (Gallagher, 2012).
Through strategic reflection and understanding, a targeted program can be developed that meets
the site-specific needs of the teachers at OWCDS.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 102
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
This study uses the New World Kirkpatrick Model based on the original Kirkpatrick
Four-Level Model of Evaluation (Kirkpatrick & Kirkpatrick, 2006). This model allows an
organization to identify the desired results and then plan backwards through four levels of
training evaluation. Level 4 identifies optimal results and indicators that demonstrate successful
goal attainment. Level 3 describes critical behaviors the executive team needs to demonstrate as
a result of training that leads to successful outcomes. Level 2 evaluates the learning that takes
place from targeted training. This change or reinforcement of knowledge allows the executive
team to focus on critical behaviors. Level 1 measures the immediate reaction of the executive
team as they reflect on the training. Much like a pyramid, starting with Level 1 as a base and
moving upwards, each level supports the subsequent actions of the next level. As the
organization moves through the four levels of evaluation, a chain of evidence is created that
allows for logical actions to take place as progress is made toward results and goal achievement
(Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
OWCDS seeks to improve teacher retention with the goal of 90% of teachers returning to
the school after the 2018–2019 school year. The aim of the executive team is to create and
implement a faculty retention program during the 2018–2019 school year that will positively
impact teacher retention. The executive team’s effort will affect teacher retention through the
creation and implementation of a teacher retention program, focusing on attributes that
specifically impact workplace satisfaction and influence the process behind teachers’ decisions
to return to the school.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 103
Three external outcomes are identified following the Level 4 results and leading
indicators suggested by Kirkpatrick and Kirkpatrick (2016). When teacher turnover occurs in
schools, the external reputation of the organization can be tarnished. Dissatisfaction by the parent
community can be found in complaints about teacher turnover and issues arising from new
teachers joining the organization year after year. By increasing the number of years teachers
work at the school, parent satisfaction with the school is expected to increase and complaints
about teacher turnover will decrease. Through increased satisfaction, the reputation of the
organization will also grow. As teachers serve at the school for longer periods of time, trusting
relationships can grow between families and teachers. As these relationships grow and trust is
built in the school, the student attrition rate should decrease. The external outcome identified in
Table 8 is to understand that families the school serves are important external stakeholders in the
improvement process. The external results and indicators could be evaluated through the use of
parent satisfaction surveys and comparisons of student retention numbers over the past three
years to better understand the impact the teacher retention program has on external outcomes.
Three internal outcomes are listed in Table 8. These internal outcomes have the ability to
impact the overall culture and availability of resources at the school. The primary outcome of
increased teacher retention is the overall organizational goal of this study. It is through teacher
retention that many organizational foundations can be improved. In tandem with increasing
teacher retention rates, the school understands that a goal of 100% of full-time teachers is not
practical. As discussed by Ingersoll and Strong (2011), some teacher attrition can improve
schools. The school does wish to eliminate critical turnover. Critical turnover is defined as
teachers who have worked at the school for four years or more and leave the organization due to
dissatisfaction. This type of turnover can be especially challenging for schools to overcome as it
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 104
is expensive to recruit replacements (Watlington, Shockley, Guglielmino, & Felsher, 2010) and
critical turnover can include the separation between the school and teacher if the teacher leaving
leads to parent dissatisfaction due to the length of tenure and relationships built over time
(Hughes, 2012). Finally, the organization is able to reallocate funds originally for recruiting and
training new faculty to other important areas within the organization. Higher retention numbers
lead to lower recruitment and training costs which ultimately allow the school to allocate
resources in ways that are mission specific and help to advance the organization.
It is recommended that the executive team begin with the outcomes listed in Table 8 and
then plan backwards when creating the teacher retention program. By having a clear
understanding of influences on teacher retention at OWCDS, the retention program has the best
chance of achieving its goal and meeting the external and internal outcomes outlined in Table 8.
Level 4: Results and Leading Indicators
Table 8 shows the proposed “Level 4: Results and Leading Indicators” in the form of
outcomes, metrics, and methods for both external and internal outcomes for teacher retention at
OWCDS. While both sets of outcomes are important for the achievement of the overall
organizational goal, the internal outcomes take priority. As internal outcomes are achieved, the
external outcomes demonstrated by parent and student stakeholder groups will be accomplished.
Table 8: Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase the reputation of
the teaching staff at the
school.
Increase parent satisfaction
survey scores.
Annual Survey.
Decrease parent
complaints about teacher
turnover.
Increase parent satisfaction
survey scores.
Annual Survey.
Build trusting
relationships between the
Lower the attrition rate of
families at the school.
Compare attrition numbers over
the past 5 years.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 105
school and families.
Internal Outcomes
Increased teacher
retention.
90% of full-time teachers return
to the school to teach each year
starting in the 2018–2019 school
year.
A comprehensive teacher
retention program is created and
executed that is to increase
retention throughout the
organization. This program is
comprehensive in nature and
tracks the organization’s
retention rate.
Eliminate critical
turnover.
Number of teachers leaving. Teachers who do leave the
school do so as a result that is
one that is of mutual benefit to
the school and employee, not
one of dissatisfaction. This
information is tracked through
an end-of-year exit report.
The organization is able to
reallocate money from
recruitment to other areas.
Recruitment expenditures drop
by 30%
A review of recruitment
expenditures will be compared
to the average recruitment
expenditures over the last three
years.

Level 3: Behavior
Critical behaviors. As the primary stakeholder group, the executive team must
demonstrate critical behaviors found in Table 9 to reach the Level 4 outcomes. The executive
team must follow the structures created in the teacher retention program. The structures in the
program provide the executive team guidance and accountability as the program is implemented
and used throughout the 2018–2019 school year.
The executive team will set achievable, concrete, and challenging goals that allow the
group to experience success in creating and implementing a teacher retention program. It is
through the goal setting process that both individual and group motivational factors are
addressed. Goal setting also allows the executive team to better understand the overall teacher
retention program and identify key benchmarks that allow for successful implementation and
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 106
progress throughout the school year. Table 9 identifies critical behaviors, metrics, methods, and
timing for Level 3 critical behaviors, as outlined by Kirkpatrick and Kirkpatrick (2016).
Table 9: Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
The executive team
will follow structures
that provide guidance
and accountability in
using the faculty
retention program.
The executive team
will document using
the faculty retention
program.

Through the combined
effort of the executive
team members, the
creation and adherence
of an accountability plan
will assist in the use of
an accountability
program.
Bi-weekly check-in
at meeting.
The executive team
will set close,
concrete, and
challenging goals that
allow the group to
experience success in
creating and
implementing a
teacher retention
program.
The executive team
documents group
goals and progress in
goal achievement.
Through a group process
using backwards design,
the group will
understand the end goal
and create a plan that
sets goals with the aim
of accomplishing the
overall goal of teacher
retention.
End of the 2017–
2018 school year.

Required drivers. Table 10 outlines drivers required to help the executive team
accomplish the Level 3 critical behaviors. The required drivers reinforce the knowledge,
motivation, and organizational influences of the executive team. The drivers are classified into
four domains: reinforcing, encouraging, rewarding, and monitoring. Table 10 includes the timing
of the implementation of the drivers, as well the critical behaviors each method addresses.
Table 10: Drivers Required to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Job aid that highlights teacher
retention influences
Ongoing 1
On-the job training Ongoing 1, 2

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 107
Encouraging
The executive team meets and
celebrates progress
Bi-weekly 1, 2
The executive team coaches
each other when issues arise
As needed 1, 2
Rewarding
Celebration of achievement of
the goal
End of 2018 school year 1, 2
Incentive for achieving the
step of creating a
comprehensive faculty
retention program
Beginning of 2018 school year 1, 2
Monitoring
Follow created retention plan Ongoing 1
Create a system to follow
when a teacher shows risk of
leaving the school
Beginning of 2018 school year 1, 2

Organizational support. Organizational support of the drivers outlined in Table 9 is
needed to assist with goal achievement. Resource allocation is critical to the successful
implementation of a teacher retention program. Ensuring time is available is essential for the
executive team to work together to assemble the program, as well as set goals and work towards
goal achievement. Institutionalizing retention policies and procedures at the school is a necessary
step outlined in this study. The process of developing and implement policies requires an
appropriate amount of time to ensure effectiveness. Time is needed to create job aids, meet to
share and celebrate progress, and receive training.
The organization can also provide support through incentives, both financial and other,
that offer utility to the executive team. Through the use of appropriate incentives, the executive
team’s motivation and understanding of the organization’s priorities can help the program move
forward. Incentives that include additional bonuses, praise from the head of school, and the
reallocation of resources from recruitment practices to other school needs that support division
heads demonstrates the organization’s support of teacher retention and the executive team.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 108
Level 2: Learning
Learning goals. The executive team needs knowledge of influences on teacher retention
that apply both to teachers in general and in the context of OWCDS. By having declarative
knowledge of these influences, the executive team can create site-specific and effective teacher
retention programs. Through the use of job aids and training, the executive team can compare
what they feel are the most important factors for teacher retention to what research and teachers
at OWCDS state are most important to job satisfaction.
Program. The knowledge, motivation, and organizational influences, as related to the
executive team, will receive focus during the training. The training program consists of three
different areas: the executive team’s knowledge of influences on teacher retention, as suggested
by literature and teacher survey results, the executive team’s motivation with regard to creating
and implementing a comprehensive teacher retention program, and understanding organizational
resources that can best support the successful implementation of a teacher retention program.
In-service training takes place in August before the start of school. It is during this time
that the executive team will take part in a six-hour training over three days. Shorter time periods
with time in between sessions allows for reflection and ideas to form between meetings. During
in-service training, the executive team will review the influences described as most important to
teacher retention from literature and survey results through a job aid that communicates the data
from recent surveys. The job aid will assist the team in creating a retention plan aligned to the
highest-rated influences. The retention plan will also address the implementation of a teacher
mentoring program as well as analyzing recruitment efforts to help identify candidates that are
aligned with the mission of the organization.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 109
The identification and recruitment of faculty members who demonstrate professional
qualities that support the mission of the school is essential for teacher retention. Locating and
hiring highly effective teachers can be challenging (Morello, 2014). New faculty who share
similar values with both the institution and potential coworkers help to create a cohesive,
supportive team (Brown & Wynn, 2009). To this end, the executive team, the group charged
with recruitment and hiring, needs to continue to maintain a consistent understanding of the
qualities teachers possess that lead to a successful teaching career at the school. Through the
analysis of data collected in interviews, triangulated with results from the faculty surveys, a job
aid will be created that will help inform future recruitment efforts to identify and hire candidates
who will be effective teachers and have long careers at the school. It is through the use of this
new knowledge that the executive team can confidently apply themselves to positively impacting
faculty retention (Kirkpatrick & Kirkpatrick, 2016).
Before implementing a comprehensive faculty retention program, the executive team
needs to assess what each member of the team knows and does not know about retention
influences at the school as learners should identify prior knowledge before starting a new task
(Mayer, 2011). Taking part in metacognitive questioning during training sessions produces self-
reflection that allows for feedback in identifying the skills or knowledge an individual may lack,
along with communication that skills and knowledge can be learned (Anderman & Anderman,
2009). This potential confirmation or change in declarative knowledge will allow the executive
team to adjust as needed before implementation, ensuring that the faculty retention program’s
aims are aligned with research and influences at the school.
Components of learning. Declarative knowledge, procedural skills, attitude, confidence,
and commitment are all key features in Level 2 training (Kirkpatrick & Kirkpatrick, 2016). Table
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 110
11 outlines the methods or activities needed by the executive team during the learning portion of
the training session. The timing of the suggested methods and activities is also listed in Table 11,
using the labels before, during, and after training. These labels place importance on when each
method or activity should take place for maximum impact on the growth of the executive team.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 111
Table 11: Components of Learning for the Program
Method/Activity Timing
Declarative Knowledge “I know it.”
The executive team will review qualities
supported by the literature to identify attributes
that lead to success at the school site. These
attributes will be listed in order of importance
on a shared digital document.
Before, during, and after training
Through a training exercise, the executive team
will compare what they feel are the most
important influences on retention compared to
what the teachers report.
During training
The executive team will use a job aid and
receive training before the start of the 2018
school year, during in-service, that articulates
the influences that teachers report as being the
most important for retention.
Before training

Procedural Skills “I can do it right now.”
Read research findings on teacher retention. Before training
Explain the benefits of teacher retention to
others.
After training
Attitude “I believe this is worthwhile.”
Team collaboration Before, during, and after training
Encouragement from the head of school in the
form of verbal praise and inspirational
encouragement.
Before, during, and after training
Confidence “I think I can do it on the job.”
Executive team will share successes and how
others can replicate these actions during
executive team meetings. These meetings take
place every two weeks.
During and after training
Commitment “I will do it on the job.”
Team accountability from the executive team
during reports at executive team meetings that
update others on progress in the action plan.
After training

Level 1: Reaction
Reaction to the training is measured in Level 1 of the Kirkpatrick New World Model
(2016). Engagement, relevance, and overall satisfaction of the executive team are measured after
the training takes place. Table 12 identifies methods and tools to measure the executive team’s
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 112
reaction to the training program, as well as when the measurements occur. By evaluating the
reactions of the executive team, the training can be altered as needed to ensure the essential
learning components are understood and well received.
Table 12: Components to Measure Reactions to the Program
Methods and Tools Timing
Engagement
Focus group After training prior to 2018–2019 school year
Reflective survey After training prior to 2018–2019 school year
Relevance
Reflective survey After training prior to 2018–2019 school year
Informal check-ins during training During training
Customer Satisfaction
Reflective survey After training prior to 2018–2019 school year
Informal check-ins during training During training

Evaluation Tools
Immediately following the program implementation. After the executive team
receives training about influences on teacher retention according to literature and teacher
surveys, two types of measurement tools will be used to gauge the executive team’s reaction to
the training program. This Level 1 reaction measure consists of a focus group and a reaction-
based survey, while Level 2 measures learning within the executive team due to the training.
These measures seek to understand the reactions of the executive team to the training that takes
place before the 2018–2019 school year. These tools will be given to the executive team within a
week after the training. Appendix C contains a survey that seeks to measure Level 1 and Level 2
reactions to the training program.
Delayed for a period after the program implementation. After three months has
passed after the in-service training, a follow-up survey will be used to measure the executive
team’s reaction, learning, behavior, and results related to the training. This survey will be given
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 113
to determine the long-term effects of the training in Level 1 and Level 2 areas of the Kirkpatrick
New World Model. In addition, Levels 3 (behavior) and 4 (results) are measured to determine if
the training is leading to a change in the behavior of the primary stakeholder group, as well as to
determine if progress is being earned toward overall results. Appendix D contains the survey that
will be used with the executive team to better understand the results and effectiveness of the
training.
Data Analysis and Reporting
Training Levels 1 and 2 in the Kirkpatrick model are measured in different ways. While
the data is primarily collected in the form of survey results, informal follow-up questioning in
focus group format can also inform both reaction and learning due to the training program. This
data collection should take place soon after the executive team receives training.
The evaluation of data within Levels 3 and 4 will occur three months after the training.
This data collection will use surveys as it primary source. Data will be analyzed through analysis
of Likert-scale responses. Appendix B contains the survey that will be used.
Data gathered from the survey will be given to members of the executive team ahead of a
meeting devoted to the training’s effectiveness. By reflecting on the results individually, team
members will have time to process the results and share insights at the meeting. Survey results
will be presented to the executive team with graphs. The visualization of data will make the
results easier to interpret. Through a structured conversation with the executive team, survey
results will be discussed and compared with the topics that were discussed with the team during
focus group interviews. It is through survey results and group conversation that the effectiveness
of the training can be determined.
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 114
Several digital dashboard widgets can be used with the executive team throughout the
year to track the executive team’s progress toward the organizational goal. These widgets are
easy to read as they graphically represent benchmarks needed to achieve overall results. The
three examples in Figure 2 represent parent complaints about teacher turnover, teachers who
report leaving the school at the end of the year, and goal achievement from the executive team in
creating and implementing the retention program.

Figure 2: Three dashboard widget examples. This figure shows examples of widgets used to
help communicate progress.
Through the use of dashboard widgets with survey results and focus group feedback, a
comprehensive understanding of the training’s effectiveness and goal achievement can be
created. The widgets can be used after training and the numbers represent actual teachers
leaving, parent complaints, and goals achieved. As data is analyzed, adjustments to the program
can be made as needed.
Are results meeting expectations? This is the essential question that must be answered
throughout all levels of training evaluation. According to Kirkpatrick and Kirkpatrick (2016),
data must be compared to expectations to determine if results are meeting expectations.
Ultimately, organizational change is a human process. This means that while data and numbers
help paint a picture of organizational change, it is the knowledge and motivation of the
individuals who compose the organization that make the change happen. It is important to keep
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 115
the humanistic side of organizational change in mind, as continual goal achievement and
improving data results can overshadow the needs of people in the organization.
Summary
This study uses the New World Kirkpatrick Model (2016) to create a comprehensive plan
and outline solutions to help the organization achieve its goal of having 90% of teachers return to
the school following the 2018–2019 school year. As the executive team reflects on the training
program and expectations, the next logical question that arises is why the training achieve the
desired results, or why does it not. Kirkpatrick and Kirkpatrick (2016) state that continual
reflection is needed throughout the process to learn the causes of the problem and to alter the
course if needed. Kirkpatrick and Kirkpatrick (2016) go on to say that monitoring can increase
motivation throughout the improvement process. This monitoring can encourage the executive
team to successfully create and implement a faculty retention program and not let the change
disappear after its launch.
There are advantages to using the New World Kirkpatrick Model (2016) to plan, outline,
and ultimately implement targeted training and solutions to help the executive team work in a
specific and efficient manner. By starting with results and planning backward through the stages
of behavior, learning, and reaction, critical behaviors and action steps can build and support
progress throughout the model. The New World Model dovetails nicely with Clark and Estes’s
(2008) KMO framework that seeks to identify knowledge, motivation, and organizational
executive team influences to best understand the influences in an organization that assist in goal
achievement.
Strengths and Weaknesses of the Approach
The approach used in this study attempted to gather site-specific data about influences on
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 116
teacher retention from teachers at OWCDS and determine if performance gaps exist in the areas
of knowledge, motivation, and organizational resources from the executive team. Further
investigation of retention influences and knowledge, motivation, and organizational resources
gaps can be seen in the document analysis. The study’s approach has several strengths, including
a comprehensive review of knowledge, motivation, and organizational resources of the executive
team at the school, the teachers’ voices are demonstrated through survey results, and the use of
three different data collection methods to further strengthen the understanding of teacher
retention elements at the school. One-on-one interviews with the executive team added an
important narrative perspective that could have been missed through the use of another data
collection method.
Limitations
Small sample size is a primary limitation in this study. With 28 teachers participating in
the survey, and three administrators taking part in one-on-one interviews, the overall number of
participants may limit the results and transferability of findings to other schools. The timing of
the surveys may have limited responses, as the survey was provided when school was not in
session and faculty were on summer break. While the overall response rate was high (82%),
additional faculty members, especially teachers new to the school, may have taken the survey if
it had been given while school was in session.
The researcher of this study is a member of the executive team at the school. While steps
were taken during data collection and analysis to limit the influence of potential bias, it is worth
noting the professional relationship between the author and the site of study.
Future Research
The findings of this study generate many possible areas of future research. In the
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 117
literature review, little was found to have been published about teacher retention rates in private
schools. In the literature available, it is suggested that teacher turnover at private schools is
higher than at traditional public schools (McGrath & Princiotta, 2006). According to the National
Center for Education Statistics (2016), in 2014, there were 33,619 private schools in operation,
making up roughly one-third of all elementary and secondary schools in the United States. This
group represents a large collection of educational organizations for which little current data is
available about teacher turnover rates, nor characteristics that are effective in retaining
productive teachers for longer periods of time. Through future studies on teacher turnover rates,
as well understanding influences that impact teacher retention at private schools, organizations
can make better use of financial resources and impact the educational opportunities for the
students that private schools serve.
One method to impact teacher retention is to ensure quality candidates are hired. A better
understanding of the hiring practices of private schools can provide information to assist
organizations in bringing on board the best candidates. Future studies related to teacher retention
could allow private schools to better recruit and keep quality teachers, as well as work with
teacher preparation programs to design training experiences for future teachers at independent
schools. The result of this research could have a strong impact on teacher preparation and
retention at private schools, as well as improve learning opportunities for the students these
schools serve.
Mentorship and the processes used to train new teachers is an area that could receive
further study in order to positively impact teacher retention. While the results of this study did
not focus on mentorship and onboarding new employees specifically, there is potential that by
learning more about effective mentoring programs, Ocean Walk Country Day School can
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 118
continue to build on an identified area of strength, the relationships employees have with one
another. Through the power of relationships, new employees are able to connect and learn about
the school from teachers who have experienced success at the school.
Conclusion
With teacher turnover impacting many areas of education, it is important for schools to
understand what steps they can take to encourage good teachers to stay. The perspectives of
teachers and administrators allowed insight into OWCDS and steps the organization can take to
create and implement a faculty retention system. The study results suggest that teachers at
OWCDS report high satisfaction in the school and their work. The administration team appears
to have a solid understanding of influences on teacher retention and reported a willingness to
grow professionally and take steps to increase teacher retention. Through a thoughtful review of
the data collected for the study, the executive team has the opportunity to impact teacher
retention by reallocating resources to critical influence areas and continuing to foster a cultural
setting that leads to success for all teachers. Ultimately, through directed efforts to impact
teacher retention, the school will increase teacher satisfaction across all factors related to
retention and continue to build and foster an environment of collaboration among teachers.
Through these improvements, students and their families will benefit from learning opportunities
arising from the collaboration and cooperation of teachers.

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 119
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TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 125
Appendix A: Survey Items

How many years have you worked at Ocean Walk Country Day School?
o < 1–3 years
o 4+ years

Overall, I have the following number of years of teaching experience, including time
at Ocean Walk Country Day School.

I currently work in the following division of the school.
o Lower School
o Middle School
o Upper School

Overall, how satisfied are you being an employee at OWCDS?
o Very Satisfied
o Somewhat Satisfied
o Neutral
o Somewhat Dissatisfied
o Very Dissatisfied

Overall, how satisfied are with the resources OWCDS offers that allow you to
perform your job?
o Very Satisfied
o Somewhat Satisfied
o Neutral
o Somewhat Dissatisfied
o Very Dissatisfied

Overall, how satisfied are with the compensation package OWCDS offers you?
o Very Satisfied
o Somewhat Satisfied
o Neutral
o Somewhat Dissatisfied
o Very Dissatisfied

How satisfied are you with the relationships you have with co-workers?
o Very Satisfied
o Somewhat Satisfied
o Neutral
o Somewhat Dissatisfied
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 126
o Very Dissatisfied

Overall, how satisfied are you with the way the school supports your learning and
professional development opportunities?
o Very Satisfied
o Somewhat Satisfied
o Neutral
o Somewhat Dissatisfied
o Very Dissatisfied

Please rate the following elements with regard to the impact it has on job
satisfaction: Compensation

1 2 3 4 5

No impact

Greatest Impact

Please rate the following element regard to the impact it has on job satisfaction:
Student quality

1 2 3 4 5

No impact

Greatest Impact

Please rate the following element in regard to the impact it has on job satisfaction:
Administrative support

1 2 3 4 5

No impact

Greatest Impact

Please rate the following element in regard to the impact it has on job satisfaction:
Relationships with colleagues

1 2 3 4 5

No impact

Greatest Impact

Please rate the following element in regard to the impact it has on job satisfaction:
Working hours

1 2 3 4 5

No impact

Greatest Impact

Please rate the following element in regard to the impact it has on job satisfaction:
The material that you teach
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 127

1 2 3 4 5

No impact

Greatest Impact

What other areas do you feel impact your job satisfaction?

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 128
Appendix B: Interview Protocol

The interview will begin with a general conversation that will include details about school and
roles prior to beginning interview questions. The goal for the interview session is to be
conversational. Additional probing of answers or explanations of questions may take place when
warranted. Further development of the interview protocol used with the administration team will
take place taking informed direction from survey results.
1. Please describe elements of working conditions that you feel lead toward teacher
retention.

2. What do you feel are the most important reasons teachers work here at the school?
3. What role, if any, do you feel the school’s mission plays in teacher retention in the
school?
4. Describe teacher compensation at the school.
a. Do you feel it is adequate for teacher retention? Why or why not?
5. What attributes outside of compensation, if any, do you feel would lead toward higher
teacher retention?
6. How do you identify potentially successful teacher candidates through the interviewing
process?
7. If charged to create a teacher retention program, do you feel confident in your abilities to
do this?
a. Follow-up - What support, if any, do you feel you may need to create a teacher
retention program?
8. What do you feel new teachers would consider needed administrative support for a
successful year?
TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 129
9. What do you feel experienced teachers would consider essential attributes for a
successful year?
10. From your interactions with teachers, describe feedback you receive about why people
continue to teach at the school?
a. From these interactions, describe the feedback you received about why teachers
leave the school?
11. Would you like to add anything else about the topic teacher retention?

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 130
Appendix C: Teacher Retention Training Survey

Modelled on New World Level 1 and 2 Reaction Sheets (Kirkpatrick & Kirkpatrick, 2016), to be
given immediately after the training.

Q1 I was well engaged during the session. (L1 Engagement)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q2 I was comfortable with the pace of the program. (L1 Customer Satisfaction)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q3 I was given ample opportunity to demonstrate my knowledge. (L1 Relevance)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q4 I will be able to apply what I learned during the training to the task of developing a teacher
retention program. (L1 Relevance)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q5 I was given ample opportunity to receive answers to my questions. (L1 Engagement)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 131
Q6 Overall, I was pleased with the training session. (L1 Customer Satisfaction)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q7 I can identify teachers that lead to longevity at Ocean Walk Country Day School. (L2
Declarative Knowledge)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q8 Overall, I have confidence in my ability to implement a faculty retention program. (L2
Confidence)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q9 After the training, I feel that improving teacher retention is a worthwhile endeavor. (L2
Attitude)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q10 After the training, I will implement the faculty retention program. (L2 Commitment)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

I would also like to say about the training...

TEACHER RETENTION INFLUENCES: AN EVALUATION STUDY 132
Appendix D: Teacher Retention Training Survey

Modelled on New World Reaction Sheets (Kirkpatrick & Kirkpatrick, 2016), to be given three
months after the training.

Q1 I am able to apply what I learned during the training to the task of developing a teacher
retention program. (L1 Reaction)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q2 I can identify factors that that lead to longevity at Ocean Walk Country Day School. (L2
Learning)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q3 I developed and started to implement a faculty retention program based on factors that
influence retention which I learned about in the training. (L3 Behavior)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

Q4 I am able to predict with high confidence the number of teachers leaving and returning to the
school following the 2018–2019 school year. (L4 Results)

Strongly agree
Somewhat agree
Neither agree nor disagree
Somewhat disagree
Strongly disagree

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Asset Metadata

Creator Surber, James Andrew (author)

Core Title Teacher retention influences: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/01/2018

Defense Date 11/20/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Compensation,elementary school,High School,independent school,mentoring,middle school,OAI-PMH Harvest,private school,relationships with coworkers,teacher retention

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Stowe, Kathy (committee chair), Datta, Monique (committee member), Stowe, Tim (committee member)

Creator Email andysurb@gmail.com,jasurber@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-467883

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Legacy Identifier etd-SurberJame-5988.pdf

Dmrecord 467883

Document Type Dissertation

Rights Surber, James Andrew

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Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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