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Low teacher retention rates in private schools
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Content
Running Head: TEACHER RETENTION 1
Low Teacher Retention Rates in Private Schools
By
Christopher J. Barrows
A Dissertation 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
August 2019
Copyright 2019 Christopher J. Barrows
TEACHER RETENTION
2
DEDICATION
To my family, Ali, Abby, and Cooper, your support was crucial, but what meant more
was your understanding. Understanding when I couldn’t be there, understanding when I would
be late or leave early, understanding my workload, and understanding how important this was to
me, and therefore it was important to you.
To my mom, Mary, who has always loved unconditionally and supported me in any idea,
no matter how dumb. Lastly, to my dad. Although he isn’t here, I know he is always here. I am
only here because of your forgiveness and grace. Thank you and I love you.
TEACHER RETENTION
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ACKNOWLEDGMENTS
Thank you Dr. Fred Freking, my chair, for your support and guidance, but most
importantly for approach to the whole process. It set me at ease and enabled me to channel my
energy where it needed to be.
Thank you to my committee members, Dr. Francis Martinez Kellar and Dr. Eugenia
Mora-Flores. Your openness and willingness to help during this process has been greatly
appreciated.
Thank you Amanda Egan for introducing me to this program, knowing my desire to
finish what I had started.
Cohort 7! You have all been an inspiration. Hearing your stories, knowing your
struggles, and sharing this journey with you has been one of the highlights of my life. God bless
you all.
Fight on!
TEACHER RETENTION
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TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Tables and Figures 7
Abstract 8
Chapter One: Introduction 9
Problem of Practice 9
Organizational Context and Mission 9
Organizational Performance Status 10
Current Areas for Growth 13
Implementation for Change 14
Importance of Solving the Problem 14
Organizational Performance Goal 15
Description of Stakeholders 17
Stakeholder Group for the Study 17
Stakeholder Performance Goals 19
Methodological Approach and Rationale 20
Peer Organizations 20
Performance Measures and Indicators 21
Organization of the Dissertation 22
Chapter Two: Literature Review 24
Clark and Estes’(2008) Knowledge, Motivational and Organizational Framework 24
Knowledge Influences 27
Motivational Influences 29
Organizational Influences 30
Cultural Models and Cultural Settings 32
Cultural Model Influences 32
Cultural Setting Influences 33
Current Data on Teacher Retention 34
Why Teachers Leave 35
Strategies to Improve Teacher Retention 37
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and
Motivation and the Organizational Context 39
Summary 45
Chapter Three: Methodology 47
Purpose of the Project and Questions 47
Participating Stakeholders 48
Survey Sampling Criteria and Rationale 49
Criterion 1 49
Criterion 2 49
Survey Sampling (Recruitment) Strategy and Rationale 49
Interview Sampling Criteria and Rationale 49
Criterion 1 49
Criterion 2 50
Explanation for Choices 50
TEACHER RETENTION
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Quantitative Data Collection and Instrumentation 52
Survey Instrument 52
Survey Procedures 52
Documents and Artifacts 53
Qualitative Data Collection and Instrumentation 53
Interviews 54
Interview Protocol 54
Interview Procedures 54
Credibility and Trustworthiness 55
Validity and Reliability 56
Ethics 57
Chapter Four: Results and Findings 59
Findings 60
Knowledge, Motivation, and Organizational Gaps 61
Declarative Knowledge 61
Procedural Knowledge 62
Metacognitive Knowledge 62
Motivation Influences 63
Self-Efficacy 63
Goal-Orientation 64
Organizational Influences 65
Cultural Model 66
Cultural Settings 67
Summary of Findings 68
Chapter Five: Recommendations 70
Purpose of the Project and Questions 70
Introduction and Overview 71
Discussion 72
Recommendations for Practice to Address KMO Influences 73
Knowledge Recommendations 73
Increasing Teachers’ Ability to Identify Their Strengths and
Weaknesses in the Classroom 75
Increasing Teachers’ Knowledge of Systems form SIS to the
Other Technologies Used in the School 76
Increasing Teachers’ Ability to Reflect on Their Effectiveness
in the Classroom 77
Motivation Recommendations 78
Increase Self-Efficacy in Teachers 79
New Teacher Goal-Orientation 80
Organizational Recommendations 81
Ensuring a Culture of Trust in the School Between
Administration, Faculty, and Staff 84
Teachers Need Enough Time to Manage Both Teaching and
Non-Teaching Duties 84
Integrated Implementation and Evaluation Plan 85
Implementation and Evaluation Framework 85
TEACHER RETENTION
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Organizational Purpose, Need, and Expectations 86
Level 4: Results 86
Level 3: Behavior 87
Critical Behaviors 87
Required Drivers 88
Organizational Support 90
Level 2: Learning 90
Learning Goals 90
Program 91
Evaluation of the Components of Learning 92
Level 1: Reaction 93
Evaluation Tools 94
Immediately Following the Program Implementation 94
Delayed for a Period After the Program
Implementation 94
Data Analysis and Reporting 95
Summary 95
Limitations 96
Future Research 96
Conclusion 97
References 98
Appendix A: New Teacher Program Effectiveness Survey 103
Appendix B: Program Completion Interview Questions 104
Appendix C: Information Sheet for Study Participants 105
TEACHER RETENTION
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LIST OF TABLES AND FIGURES
Table 1. Stakeholder Performance Goals 19
Table 2. Assumed Knowledge Influences, Types, and Assessments for
Knowledge Gap Analysis 26
Table 3. Assumed Motivation Influences and Assessments for Motivational
Gap Analysis 28
Table 4. Assumed Organizational Influences and Assessments for
Organizational Gap Analysis 30
Figure Y. Interactive Conceptual Framework for Improving Teacher Retention 42
Table 5. Sampling Strategy and Timeline 51
Table 6. Retention Numbers Over the Past Five Years 60
Table 7. New Teacher Orientation Program Effectiveness Survey Results 68
Table 8. Summary of Knowledge Influences and Recommendations 74
Table 9. Summary of Motivation Influences and Recommendations 78
Table 10. Summary of Organization Influences and Recommendations 82
Table 11. Outcomes, Metrics, and Methods for External and Internal Outcomes 87
Table 12. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 88
Table 13. Required Drivers to Support Critical Behaviors 89
Table 14. Evaluation of the Components of Learning for the Program 92
Table 15. Components to Measure Reactions to the Program 93
TEACHER RETENTION
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ABSTRACT
The problem in education addressed in this dissertation was the low retention rates in teachers
that are new to the teaching profession; in particular the retention rates to those new teachers that
are serving in private schools. Low new teacher retention rates are a problem that school
systems all over the world are facing. Research showed that the reasons for these low rates exist
for a wide variety of reasons and that currently the retention rate of new teachers is
approximately 50% (Guarino, Santibañez, & Daley, 2006). This dissertation focused on the
retention levels of new teachers at a private high school and how the school could develop an
orientation and support program for new teachers that could lead to increasing retention rates.
The purpose of the project was to conduct a gap analysis considering the knowledge, motivation,
and organizational influences that effect the organization’s performance goal of achieving new
teacher retention rates by the end of the first year of the new orientation and support program, in
this instance, June 2020. New teachers from past two years completed a survey to establish
baseline information followed by an interview upon or near completion of the current new
teacher orientation program. Within context of the KMO framework of Clark and Estes (2008)
the interview responses were examined in respect to three research questions. Lastly, influences
that were validated through the qualitative research in Chapter Four were addressed, along with
solutions and recommendations, in respect to the proposed research questions.
TEACHER RETENTION
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CHAPTER ONE: INTRODUCTION
Problem of Practice
This paper addresses the problem of low teacher retention rates in private schools.
Across the nation private schools are finding it more difficult to retain quality teachers after the
first couple of years (Guarino, Santibañez, & Daley, 2006). According to this research almost
50% of new teachers report job dissatisfaction or quit within the first three years of employment,
which demonstrates that there is a problem. The evidence highlights that this problem is a
complex one that researchers attribute to a myriad of issues from socioeconomics to job
satisfaction to public perception (Scheopner, 2010). The wide array of problems in teacher
retention have resulted in practitioners trying many different approaches to find a solution to this
ever-growing problem (Mulvey & Cooper, 2009). Santiago addresses the impact this has all
over the world, demonstrating that retention is a problem affecting schools beyond the United
States (2005). This problem is important to address because of the need to not only employ, but
also retain quality teachers within private schools. Research conducted showed that school
districts nationwide concluded that “every additional dollar spent on more highly qualified
teachers netted greater improvements in student achievement than did any other use of school
resources” (Most,1996).
Organizational Context and Mission
Bishop High School is a co-educational institution accredited by the Western Catholic
Education Association and the Western Association of Schools and Colleges. The mission of
Bishop High School is “To form, through education, young men and women as leaders in the
light and truth of the Gospel of Jesus Christ.”
TEACHER RETENTION
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There are approximately 530 students enrolled at Bishop High School. The student
population is spilt, almost 50-50 male-female. Bishop’ student population consists of 55.9%
Hispanics, 18.3% Whites, 17.2% African-Americans, 5.6% Asian or Pacific Islanders, and 0.6%
Native Americans. Roughly 65% of the student population at Bishop High School comes from
Catholic junior high schools, while the remaining 35% arrive from various public, charter, or
other private schools. Approximately 60% of Bishop students receive some type of financial aid
each year.
Students at Bishop High School experience a traditional liberal arts curriculum that
requires the pursuit of the college preparatory disciplines. Bishop offers a college preparatory
curriculum graduating 100% of its students with 98% matriculating on to college. Bishop was
voted as the best private school in the area for the last 7 years and has received multiple awards
for its use of technology. The school offers 22 Advanced Placement classes and four different
pre-professional academies: Healthcare, Engineering, Law, and Visual and Performing Arts.
Organizational Performance Status
Fixing the problem of low levels of teacher retention requires a number of different
strategies in order to address the wide variety of contributing factors. Guarino, Santibañez, &
Daley (2006) examine this topic thoroughly and go a long way in defining what the
characteristics are that seem effective in improving teacher retention levels. When taking on the
task of developing a new teacher orientation program arguably the first and most important step
is gaining an understanding on what is currently in place for new teacher support if indeed there
is anything in place at all. 18 years ago the new teacher orientation program consisted of a
couple of hours a week before the first day of school. The training was provided by an assistant
superintendent and every new teacher was required to be there. All new teachers went through
TEACHER RETENTION
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the exact same training; whether you taught at an elementary school in an affluent neighborhood
or at an inner-city high school, 3rd grade or 12th grade, it didn’t matter. The approach was the
same and the idea that all teachers required the same introduction to teaching was steadfast and
believed by most to be the most appropriate way to teach teachers what they needed to do to be
successful. Over the years of seeing new teachers being hired and trained in the same way and
then continually failing in the same way I started to question the approach.
A couple of years ago a half-hearted stab was taken at trying to throw a new teacher
orientation program together in a couple of days. I was now in a position to have the ability to
make these types of decisions, so I informed the superintendent’s office that my new teachers
would not be participating in their orientation program and would be going through ours. My
program was to be site and community specific in order to be completely focused and applicable
to the community that the teachers would be serving.
Currently Bishop High School has a two-year new teacher preparation program. All
teachers new to Bishop must participate in this program, including teachers that may have years
of teaching experience outside Bishop High School. Every school creates its own unique
community, and we believe it is important to train teachers on what it is like to be a teacher at
Bishop and not just a teacher. This is currently achieved through regular observations and
individual meetings for follow-up. There are monthly meetings which include all teachers new
to the school. This time is used to address general questions in policy or concerns that could
cause future misunderstandings. Throughout the entire two-year period there is extensive
training that focuses on different systems and organizational training. Bishop is known for a 1:1
iPad program that helped it earn multiple awards in advancement in the area of technology. This
requires constant professional growth, peer to peer training, and creativity. The key to this
TEACHER RETENTION
12
creativity is not being afraid, and it takes time for new teachers to understand that it is ok to take
risks and step out of their comfort zone to achieve this raised level of creativity. Where my
concern arises is if this training is enough. I want to make sure that the training that these
teachers will be going through for two years is worthwhile and is effective.
There are many different reasons why a high number of teachers leave the profession
within the first several years, and in comparing the peer organizations with Bishop High School I
look to better understand factors that lead to this dilemma. Scheopner suggests there are many
complex factors that contribute to this problem with may complicated solutions (2010). Here the
author focuses on survey responses addressing topics in overall job satisfaction, financial
situations, public perception, and job ideology. These seem to be consistent themes as other
research pays particular attention to urban/low income areas, teacher perception by the public,
and compensation and how these factors may cause new teachers to leave very early on in their
careers (Tamir, 2013; Santiago, 2005). Tamir’s research approached this issue from a different
perspective. The subjects in the study were tracked while still in their respective teacher
preparation programs examining the preconceived notions that the subjects had on the profession
before actually being employed. The study then shifted to the subjects being employed and how
their attitudes toward the profession had changed, paying particular attention to the factors that
affected the change. Tamir’s research showed that many of the subjects that were in low-
income/urban areas became disillusioned because of how much time was spent on other areas
that were not necessarily instructional in focus. Santiago’s study shows how these same factors
influence teacher satisfaction in different areas all over the world. Financial compensation was
also shown to be a key in another study of first year teacher satisfaction (Stinebrickner 1998).
According to Stinebrickner, many of the surveyed teachers agree that the amount of time they
TEACHER RETENTION
13
work in comparison to their salary is not financially worthwhile. There are a wide variety of
reasons for low levels of teacher retention. With these factors in mind one can begin to look at
some of the strategies that are currently being used to battle this problem with the goal of
developing an approach that may be useful, not only at Bishop, but in different communities as
well.
Current Areas for Growth
Upon evaluating the current orientation program I realized that there seemed to be
something missing. Perhaps the most glaring was that of accountability. The new teacher
orientation program that is currently in place fails to identify and properly prepare teachers for
varied levels of accountability, mainly what the teachers are accountable for and how they will
be held accountable. Another area of growth is clearly defining the expectations for the teachers
in all areas of their job descriptions. This includes, but is not limited to, supervision duties,
emergency preparedness, spiritual support, program growth, mission adherence, etc. in addition
to their regular instructional classroom duties. Tamir’s (2013) research approached this issue
from an interesting perspective. The subjects in the study were tracked while still in their
respective teacher preparation programs examining the preconceived notions that the subjects
had on the profession before actually being employed. The study then shifted to the subjects
being employed and how their attitudes toward the profession had changed, paying particular
attention to the factors that had affected the change. Tamir’s research showed that many of the
subjects that were in low-income/urban areas became disillusioned because of how much time
was spent on other areas that were not necessarily instructional in focus. I believe that these are
very similar concerns as the ones that face the teachers at Bishop.
TEACHER RETENTION
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Implementation for Change
Upon identifying specifically which areas need to be addressed a team will be assembled
in order to design and implement the new teacher orientation program. This team will include
many of the same individuals that are involved currently (assistant academic dean, department
chairs, director of classroom technology, IT director, principal, assistant principal of student
services) with the majority of the changes coming in their levels and specificity of involvement.
The most important aspect of this process will be clearly defining goals that will directly support
the goals of the school. The identification of these goals and the gaps in performance that will be
crucial to the success of the program (Clark and Estes, 2008). These performance gaps will most
easily be identified by understanding past shortcomings and properly identifying who will be
responsible for the training and accountability in the specific area. Upon identifying the
performance gaps each member of the program implementation team will be able to identify how
to proceed with proper training and establish understanding of accountability within the new
teachers.
It is after this initial training that monthly trainings, and others as needed, will be
established to continually measure performance and evaluate system progress moving forward.
Research has shown that through the better understanding and clarification of goals individuals
are more easily motivated to achieve and meet predetermined benchmarks (Locke and Latham,
1990).
Importance of Solving the Problem
It is important to solve this problem because the need to have qualified and experienced
teachers in the classroom is necessary to have an effective educational system. Research shows a
positive correlation between levels of teacher retention and student performance (Most, 1996).
TEACHER RETENTION
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Most determined that schools with the highest levels of success (standardized test scores,
teacher, parent, and student satisfaction surveys) were the schools that also had higher teacher
retention rates. Despite the need to retain teachers, research shows that this topic is one of many
variations and factors, and therefore becomes complex. The reasons for low teacher retention
vary from not only community to community, but also nation to nation, and across the globe.
Because of this, there is no simple answer on how to solve this problem, but it is clear the
problem is widespread and must be addressed.
Organizational Performance Goal
Bishop High School will achieve a 100% teacher retention rate by the end of the first year
of the newly implemented “New Teacher Orientation Program”. Also included in this goal will
be a raised level of satisfaction based on pre and post program surveys. This goal was
established by the administration after inconsistent performance of new teachers, their lack of
commitment to the profession, and their low levels perceived preparedness. The achievement of
this goal will be measured through end of the year surveys, summative evaluations, and retention
rate given at the end of the first full year of program implementation.
The goals of the proper implementation of the new teacher orientation program would
consist of clearer and more defined goals. This will result in a more accurate measurement of
performance. The ability to more accurately measure teacher performance can aid in properly
adjusting teacher behavior to best meet the needs of the school and the students in accordance
with the school’s mission and identified goals. Another goal will a rise in positive self-efficacy
on behalf of the new teachers. Ideally, this raised level of self -efficacy, based on higher levels
of teacher confidence and preparedness, will result in higher a rate of teacher retention.
Research has shown a positive correlation between levels of teacher retention and student
TEACHER RETENTION
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performance (Most, 1996). In his 1996 study which focused on a variety of topics that were
identified as being the most crucial to education, Most found that schools with the highest levels
of success (standardized test scores, teacher, parent, and student satisfaction surveys) were the
schools that also had the higher teacher retention rates. This then lends to the approach that these
levels of retention matter. However, research has shown that this topic is one of many variations
and factors, and therefore becomes very complex.
Bishop High School has stated its goals through what it calls ISO’s, or Integral Student
Outcomes, that the school presented through its accreditation document. This document is titled
Ensuring Educational Excellence and is facilitated through the Western Catholic Education
Association (WCEA) and the Western Association of Schools and Colleges (WASC)
accreditation associations. These ISO’s, or goals, are written as follows: 1. Students are aware of
Catholic/Christian faith and values, 2. Students are effective communicators, and 3. Students
have acquired the skills to be life-long learners. Each of these goals are supported by what the
school has identified as indicators of each goal. These indicators are assessed through a wide
variety of assignments, standardized tests, and a culminating portfolio and presentation that is
due during each students’ senior year. These goals were established by the entire faculty and
staff during the accreditation process and are re-examined every several years. Teachers are
required to list which of these goals are being addressed in their daily lesson plans to best track
how these goals are being addressed in the classroom and how they are being assessed on a
regular basis. The achievement and mastery of these goals determine the students quarterly
grade reports which are averaged to give the students their semester grade, which then
culminates in the students’ final grades.
TEACHER RETENTION
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Addressing the problem of low teacher retention rates will result in the highest quality of
educators in the classroom, therefore, resulting in the best education practices being utilized in
the classroom. According to current research this should then result in students receiving the
highest quality of education.
Description of Stakeholders
The stakeholders that will contribute and benefit from the achievement of this goal will
be the students, teachers, and administration. While there may be more that will benefit from an
ancillary perspective the previously listed will benefit most directly. Students will benefit by
having more qualified teachers with a with a higher level of job satisfaction. This will result in a
better classroom experience and learning environment enabling students to achieve at a higher
level. Teachers will benefit from achieving a higher level of success with their students resulting
in a higher level of job satisfaction. Lastly, the administration will benefit from the achievement
of these goals by employing better qualified, happy teachers that are teaching students at a more
effective rate. This results in a better learning experience for the students, which directly effects
the overall quality of the education that the school is providing. Therefore, raising the
satisfaction that the administrators have in their job performance.
Stakeholder Group for the Study
Overall, the efforts of all stakeholders involved with the study will contribute to the
achievement of this organizational goal, however, the focus on the new teachers will be the most
crucial. Therefore, the stakeholder group of focus for this study consisted of what are defined as
new teachers. Currently, these new teachers are reporting some of the lowest level of job
satisfaction in recent times (Rinke, 2014). New teachers report that they feel that they lack
proper support and feel that they are not prepared for the everyday rigors of the classroom and
TEACHER RETENTION
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emotional and behavioral challenges presented by their students (Guarino, Santibañez, & Daley,
2006). This combined with a perceived low level of social standing, results in new teachers
leaving the profession after less than two years. This results in less experienced and qualified
teachers in classroom culminating in the education of today’s students being below its full
potential.
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Stakeholder Performance Goals
Table 1
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The purpose of this study was to address the problem of low new teacher retention rates.
It is believed by addressing the problem of low teacher retention rates that it will result in the
highest quality of educators in the classroom, therefore, resulting in the best education practices
being utilized in the classroom. According to current research this should then result in students
receiving the highest quality of education.
As such the questions that guide this study are the following:
1. What strategies do new teachers find effective in providing them with adequate training?
2. How are these strategies effectively implemented?
3. What can be done to improve self-efficacy in new teachers?
Methodological Approach and Rationale
This study used a qualitative approach. The researcher chose this method based on the
fact that there is a group of new teachers that were currently in the program that is offered at
Bishop High School. There was also a group of teachers that have recently completed the
program within the last two years. Using Clark and Estes’ Four Levels of Evaluation it is
believed that through a qualitative approach specific insight can be gained, interpreted, and
applied to a larger group (in this case, new teachers as a whole)(2008, 128-139). This
knowledge will then be used to develop a new teacher orientation program that can applicable to
all new teachers.
Peer Organizations
I chosen several organizations that share characteristics with Bishop High School in
California. I had done so with the idea of establishing a baseline and set of criteria in which to
examine and compare with Bishop. I chose all of these schools because they are Catholic high
schools similar in size with a similar number of faculty, however, some of the demographics of
TEACHER RETENTION
21
the schools do differ. All three schools were college preparatory in their approach to the
curriculum and also similar in their mission.
Performance Measures and Indicators
What I was looking to examine in regard to my problem would be the new teacher
performance and the self-assessment of their preparedness at each of the peer organizations. I
believed by properly identifying these factors it will lead to the better understanding of what it
takes to create an effective new teacher training program. Current data on the problem of teacher
retention indicates that retention of qualified teachers continues to be a growing problem. Most
current research centers on teacher retention levels consistently showing a pattern of low levels
of retention for teachers new to the profession (Scheopner, 2010; Rinke, 2014). Both of these
publications focus on several school districts and their inability to retain qualified teachers. The
authors used a qualitative approach using surveys to identify a consistent theme of low job
satisfaction for one of the primary reasons of leaving the profession or the desire to leave a
particular school or district. According to Engel & Cook, private schools seem to experience this
phenomenon at a higher rate (2006). This study focused on teachers at Catholic schools and
some of the reasons that they leave their positions. Studying qualitative findings the authors
show that, while some of the reasons are consistent with non-private school teachers, these
teachers leave at a higher rate. When examining current data on teacher retention it became very
clear that quality teachers leave either the profession, the current school, or district at a high rate.
What was also discovered is that there seemed to be a variety of reasons why and varies around
the world from community to community and school to school. While current research suggests
that this is a global problem facing communities all over the world, Ingersoll suggests that
perhaps the problem is not as bad as most believe, but rather exists more in particular
TEACHER RETENTION
22
communities (2003). Identifying the factors that lead to low levels of teacher retention is
difficult, but there is much research available to help identify the reasons on why schools have a
difficult time retaining teachers. Bishop High School is no different than any other school and
these areas of concern all need to be addressed. By examining the state of each of these concerns
at the peer institutions I will gain a better understanding of my organization’s current
performance and identify the course that Bishop High School may need to take moving forward.
Organization of the Dissertation
This study was organized using a traditional five chapter approach. This first chapter
introduced key concepts in regard to new teacher retention. The problem of practice was
introduced as well as information about the organization, including mission and goals, and the
stakeholders involved in the study. Also, there is a brief introduction to the methodological
approach and some of the performance measures and indicators that will be considered.
Chapter two begins with an introduction to the knowledge, motivation, and
organizational framework presented by Clark and Estes. The KMO influencers for the study are
explained and presented through tables. This was followed by providing a review of literature
concerning the topics related and associated to this study. These topics include current data on
teacher retention, why teachers leave, and strategies to improve teacher retention. Also, in this
chapter the conceptual framework for the study is presented. Chapter three revisits the purpose
of the project followed by presented the methodology in regard to participants, data collection
and analysis.
Chapter four and chapter five close out this dissertation by presenting the findings of the
study and presenting the recommendations and solutions of those findings. Chapter four
analyzes the results through the identified KMO gaps. Lastly, chapter five presents
TEACHER RETENTION
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recommendations in order to close the identified KMO performance gaps based on the
aforementioned findings. The recommendations are followed by proposed strategies to measure
their effectiveness.
TEACHER RETENTION
24
CHAPTER TWO: LITERATURE REVIEW
This review covers literature under three critical topic areas that emerged from the review
process. These topic areas are: current data on teacher retention rates, reasons on why teachers
leave their positions, and strategies to improve rates of teacher retention, while also addressing
the importance on to why this problem must be addressed. Although the literature presented here
has been applied in a variety of contexts, this review focuses primarily on the literature’s
application to the problem of low teacher retention rates in private schools in paying particular
attention to the knowledge and motivation required of the stakeholders needed to properly
address this problem. The review of literature can be broken into two themes that encompass the
aforementioned topics, knowledge and motivation. In regard to this topic both the knowledge
and motivation skills needed to properly address the problem are interwoven throughout the
review and therefore addressed simultaneously. The two tables below address both the
knowledge and motivation influences addressed throughout the study.
Clark and Estes’ (2008) Knowledge, Motivation, and Organizational Framework
The ability to properly identify and clarify stakeholder and organizational goals is crucial
to accurately identifying a performance gap (Clark & Estes, 2008). Upon the proper
identification of the performance gap the framework will examine the knowledge, motivation,
and organizational influences on the stakeholders and their impact on organizational
performance (Clark & Estes, 2008).
The needs and performance of the stakeholders will be examined using the framework in
order to properly identify the most effective way to improve new teacher retention. The first
section will address the assumed influences on the stakeholder performance goal through the
context of the knowledge and skillset needed to succeed in the profession. Following this, from
TEACHER RETENTION
25
the perspective of motivation, the assumed influences on the achievement of the stakeholder
goals will be examined. Finally, the assumed influences on achievement of stakeholder goals
within the organization will be considered. Each of these influences on performance will
examined more closely through the methodology which will addressed in Chapter 3.
Table 1 below provides the organizational mission, organizational goal, and information specific
to knowledge influences, knowledge types, and knowledge influence assessments. As Table 1
shows, procedural, declarative, and metacognitive skills will be addressed in order to gain an
understanding about what the teachers at Bishop believe it takes to be a successful teacher.
Table 2 below shows two motivational influences that focus on self-efficacy, and goal
orientation. These influences will be used to better understand how motivation affects the
teachers and their performance at Bishop High School.
Table 3 Below shows the assumed organizational influences along with how the influences will
be assessed. It is imperative to understand the assumptions that are being made about the
organization in order to understand if the goal is achievable based on the current cultural models
and setting of the organization.
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Table 2
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Knowledge Influences
The assumed knowledge influences that are necessary in order to achieve the
aforementioned stakeholder goals have been identified as: the teacher’s ability to identify their
strengths and weaknesses, simple procedural and factual knowledge, and their ability to reflect
and understand their role in the education process. These influences fall into three distinct types
of knowledge: declarative/factual, procedural, and metacognitive.
Training people effectively requires giving them accurate procedures, practice, and
corrective feedback that permits them to gradually automate the knowledge (Clark and Estes,
2008). This statement perfectly exhibits the necessary reflection and feedback found in the
knowledge influences that are required to achieve the stated goals.
The declarative/factual knowledge type addresses the importance of the teachers being
able to identify their strengths and weaknesses in the classroom. Procedural knowledge focuses
basic factual and different systems knowledge. This can be described as the ability to learn or to
understand a previously learned skill. The attainment of these different types of knowledge will
be assessed using surveys and observations. Also, a free response questionnaire will be given to
focus on what has been identified as the metacognitive type of knowledge. This type of
knowledge is centered around the teacher’s ability to reflect on their effectiveness in the
classroom.
This type of influence will work in conjunction with the types of influences that follow,
motivational and organizational.
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Table 3
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Motivational Influences
Motivation is the product of an interaction between people and their work environment
(Clark and Estes, 2008). Building on this approach, two motivation influences were identified as
being crucial in achieving the identified goals. These influences were identified as self-efficacy
and goal orientation. Teachers that demonstrate higher levels of satisfaction will be confident and
aware of their abilities in the classroom. This will result in higher levels of confidence which
will lead to more effective classroom instruction. This, accompanied with clearly identified and
understandable goals, will result in higher likelihood in achieving the stakeholder goal.
Self-efficacy and the ability for teachers to understand and have faith in their abilities to
affect change in the classroom is crucial to achieving the aforementioned goals. People’s belief
about whether they have the skills required to succeed is perhaps the most important factor in
their commitment to work tasks and the quality and quantity of mental effort people invest in
their work (Clark and Estes, 2008). This self-efficacy will be assessed through teacher and
administrator surveys and interviews that focuses on the self-evaluation addressing the skills that
have been identified as leading to success in the classroom.
In the absence of clear …performance goals, people substitute their own goals, which
may not support the bottom line (Clark and Estes, 2008). It is because of this that clearly defined
goals must be established. This will allow teachers a consistent standard to work toward and to
strive to attain. In order to assess the teacher’s ability to identify and understand the goals of the
organization a survey will administered followed by an observation. The survey will be used to
establish baseline and general information. The observation will be used to identify the teacher’s
ability to work towards the specified and identified goals in the classroom.
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Table 4
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Organizational Influences
This section of the literature review will be centered on the organizational influences
required in order for teachers to attain a higher level of satisfaction with the new teacher
preparedness program. This newfound satisfaction will inspire confidence in their teaching
abilities leading to higher levels of teacher retention. In a successful school, the school culture
serves as an incubator for which the knowledge and motivation of the stakeholders exist. Work
culture is present in our conscious and unconscious understanding of who we are, what we value,
and how we do what we do as an organization (Clark and Estes, 2008). The importance that
school culture plays in establishing a place of trust, teamwork, and nurturing environment cannot
be understated. Clark and Estes also found that organizational culture is the most important
“work process” in all organizations because it dictates how we work together and get our job
done (2008). Theobald found that one of the larger influencers on teacher satisfaction, resulting
in retention, is the relationships and trust fostered by the school district and administration
(1990). It is the combination and interaction of these that result in the achievement of the desired
stakeholder goal.
While each of the influencers presented exist independently of one another, they do not
achieve their true effectiveness, or reach their full potential unless they are working in
conjunction with one another. What the researcher will demonstrate through the following
section is the importance of this process that must be effectively carried out in order to achieve
the stakeholder goal; in this case, a higher retention rate of new teachers through the raising of
their satisfaction of a new teacher orientation program.
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Cultural Models and Cultural Settings
The organization, in this research, has existed for over 60 years and therefore has had a
substantial amount of time to form its culture. The culture that has been created has been
developed by teachers, administrators, students, district officials, and parents. This is not to
mention the changing societal norms that have changed and evolved since the school’s inception.
As with any school, a large part of the culture is based on the current administration and the
personal knowledge and motivation each of them brings and infuse to the organization (Poore,
2005). It is because of this knowledge and motivation of each of the stakeholders is influenced
by and exists within the parameters set forth by the organization. The organization is broken into
two types of influences, with both types having two existing within each of them as well.
Cultural Model Influences
Within the context of the cultural model there are two influencers that exist. The first
stating that there must be a general understanding and willingness by the new teachers to accept
the training given within the orientation program. A teacher must be willing to grow and be
willing to accept constructive criticism. It is only through thorough honest, continuous
evaluation that teachers can reach their utmost potential (Castolo and Dizon, 2007). The best
way to prepare for constructive criticism is to accept it as an essential part of your professional
development (Beckett, 2010). It is easy to see the importance in establishing trust, which is
addressed as the next cultural model influence, when stating the importance of establishing a
healthy relationship of communication and openness.
The second cultural model influence is that there must be a culture of trust that exists
between administration, faculty, and staff. Trust within an organization is quintessential to that
organization’s success, and more so now than ever there must be a common understanding and
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33
willingness to trust one another given the cultural complexities of today’s society (Saunders,
2010). If this trust does not exist there most likely will be a breakdown in communication. A
culture of distrust and poor communication will only lead to failure to all of those involved. As
mentioned above, the effect of current leadership personal on current organizational culture and
climate cannot be overstated. The ability for new teachers to trust the leadership at the school is
imperative in creating an effective organization that fosters growth and compassion with the goal
of nurturing those new teachers to their fullest potential.
Cultural Setting Influences
The next influences within the organizational structure are those from the cultural setting.
There are two distinct influences that exist within this cultural setting. The first states that
faculty need enough time to be able to balance their instructional and non-instructional duties.
Teachers today, more than ever before, are constantly pulled in a variety of directions. If we
expect the teachers of today to be successful in all that we are asking of them, we must allot the
proper working environment. Part of this environment is the time in which they are allotted and
expected to work. Research has shown that a strong correlation exists between available time for
teachers and their feelings of preparedness and their effort and sense of purpose (Riehl and
Sipple, 1996). A lighter workload that takes into account the fact that these teachers are
developing new lessons each day may also improve new teachers' sense of well-being (Jones,
2012). One of the leading causes of teachers leaving the profession early on is that of burnout
(Ingersoll, 2001). It then becomes the leaders of organizations responsibility to create a
favorable working environment taking into account these concerns.
The second cultural setting influencer states that new faculty need effective role models
within the organization who have demonstrated goal-oriented mission driven behavior. New
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teachers' stress and frustration can lead to burnout, so they need time to talk about and work
through their difficulties (Mandel, 2006). Aligning teachers with the proper mentors can help in
alleviating these concerns. If we expect our new teachers to grow into the mission driven
teachers that we all want, we must surround them with peers that think and behave the same way.
Table 1 below demonstrates organizational influences and assessments needed in place in
order to achieve the aforementioned goal. The organizational worksheet focuses on both cultural
models and influences that are assumed to be in existence to effectively implement change
within the organization.
Current Data on Teacher Retention
Current data on the problem of teacher retention has indicated that retention of qualified
teachers continues to be a growing problem. Most current research centered on teacher retention
levels consistently showing a pattern of low levels of retention (Scheopner, 2010; Rinke, 2014).
Both of these publications focus on several school districts and their inability to retain qualified
teachers. The authors use a qualitative approach using surveys to identify a consistent theme of
low job satisfaction for one of the primary reasons of leaving the profession or the desire to leave
a particular school or district. According to Engel & Cook (2006), private schools seem to
experience this phenomenon at a higher rate, in particular with religion teachers. This study
focused on religion teachers at Catholic schools and some of the reasons that they leave their
positions. Studying qualitative findings the authors show that, while some of the reasons are
consistent with non-private school teachers, these teachers leave at a higher rate. When
examining current data on teacher retention it became very clear that quality teachers leave either
the profession, the current school, or district at a high rate. What was also discovered is that
there seems to be a variety of reasons why and varies around the world from community to
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community and school to school. While current research suggests that this is a global problem
that communities all over the world are dealing with Ingersoll (2003) suggests that perhaps the
problem is not as bad as most believe, but rather exists more so in particular communities.
In his 2003 study Friedrichsen examined the effect of prior teaching experience on ability
to complete a teacher certification program. The study focused on four teachers, two with
experience and two without, and their competence level within the certification program.
Friedrichsen (2003) found that there was no statistical evidence to support the idea that prior
teaching experience would aid in the success in the program. This study lends some data to
support the idea that prior knowledge is not a determining factor in success in the classroom and
therefore could indicate that proper new teacher orientation programs could have equal success
as traditional certification programs.
Identifying the factors that lead to low levels of teacher retention is difficult. While it is
clear that teacher retention as a whole is an issue, another factor in retaining qualified teachers
may be hiring qualified teachers to begin with. However, there is much research available on
this subject, and therefore identifying the reasons on why schools, and private schools in
particular, have a difficult time retaining teachers becomes an attainable task. Educators can
now begin to address the problem and find out why teachers leave.
Why Teachers Leave
There are many different reasons why a high number of teachers leave the profession
within the first several years. Scheopner (2010) suggests that these are complex factors that
contribute to this problem with may complicated solutions. Here the author focuses on survey
responses addressing topics in overall job satisfaction, financial situations, public perception, and
job ideology. These seem to be consistent themes as other research pays particular attention to
TEACHER RETENTION
36
urban/low income areas, teacher perception by the public, and compensation and how these
factors may cause new teachers to leave very early on in their careers (Tamir, 2013; Santiago,
2005). Tamir’s research approached this issue from an interesting perspective. The subjects in
the study were tracked while still in their respective teacher preparation programs examining the
preconceived notions that the subjects had on the profession before actually being employed.
The study then shifted to the subjects being employed and how their attitudes toward the
profession had changed, paying particular attention to the factors that had affected the change.
Tamir’s research showed that many of the subjects that were in low-income/urban areas became
disillusioned because of how much time was spent on other areas that were not necessarily
instructional in focus. Santiago’s study on the other hand, shows how these same factors
influence teacher satisfaction in different areas all over the world. Financial compensation was
also shown to be the key in Stonebreaker’s study of first year teacher satisfaction. According to
Stinebrickner (1998), through surveys conducted of first year teachers, many of the teachers
agreed that based on the amount of time that they were working in comparison to their salary, it
was just not financially worthwhile. These same factors appear in a comprehensive study
conducted previously. In this study Theobald (1990) found a positive correlation in similar
factors leading to overall job satisfaction, including experience, salary, assignment and
student/teacher ratios.
Teacher’s confidence in themselves, or in particular, their training, also appears to have
influence over feelings of confidence and success (Cook, Smargorinsky, Fry, Konopak, &
Moore, 2002). In this study the researchers focused on a new teacher transitioning from their
teacher preparation program to their first years teaching. The subject, on several occasions,
references the differences in the type of training she received and how different the classroom
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37
really was. This is followed by explaining the high levels of frustration that is the result. This
can than also be closely associated with the frustration teachers feel with the perceived lack of
support that they can receive. In their study Schlechty & Whitford (1989) the researchers discuss
they important role that relationships and roles that form within a new school. The new teachers
that were involved in the study expressed their beliefs in the importance in establishing clear
roles for new teachers while allowing them opportunities to grow into these roles. The subjects
stressed the idea that they were still “students” as well, as they were still learning how to be the
teachers that their new schools wanted them to be.
Lastly, Hagger, Mutton, & Burn (2011) focused on expectation as a whole. These
teacher expectations included: workload, physical environment, relationships with both students
and peers, and parent involvement. The fact that in some cases there was such a drastic
difference in expectations and realty is what seemed to take the subjects by surprise and cause
them to experience feelings of inadequacy or under preparedness.
It is clear that there is a wide variety of reasons for low levels of teacher retention. With
these factors in mind one can begin to look at some of the strategies that are currently being used
to battle this problem with the goal of possibly developing an approach that may be useful in
different communities in particular.
Strategies to Improve Teacher Retention
Fixing the problem of low levels of teacher retention requires a number of different
strategies in order to address the wide variety of contributing factors. Guarino, Santibañez, &
Daley (2006) examine this topic thoroughly and go a long way in defining what the
characteristics are that seem effective in improving teacher retention levels. This research is
important in that it examines literature from a variety of communities and addresses what seems
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38
to work and what doesn’t; this importantly shows that effective strategies vary from community
to community. Some research shows that the problem, while complex, can be improved by
developing a specific plan that meets the needs of the particular site or district (Mulvey &
Cooper, 2009). The authors here suggest that in order for an effective teacher retention plan to
be developed the exact factors leading to low teacher retention must be properly identified in
each community before they can even begin. These factors include proper support from peers
and administration, understanding student culture, overcoming student apathy, engaging in
effective classroom management techniques, and identify proper resources for success. Upon
doing this, those involved would then be able to properly identify the most effective way to
move forward in developing a proper strategy and the resources needed to succeed. Having
identified the breadth and overarching themes involved in the problem of teacher retention and
the impact it can have on the future of education, the importance of solving this problem
becomes very clear.
Perhaps the first area to focus on in order to increase teacher retention is that of support.
Support can be a broad term, however, Gaikhorst, Beishuizen, Korstjens, & Volman (2014)
addressed the variety of types of support that exists within a school and the roles in which they
play. Principals and teacher were interviewed about the different support structures that exist
within their schools. While the researchers focused on the various support structers at the
schhol, particular attention was paid to the effect that the structures can have on the teachers
themselves. As mentioned earlier and will be addressed throughout this paper, self-efficacy
plays a pivotal and crucial role in the ability for teachers desire to remain in the profession. Self-
efficacy is defined as “the teacher’s belief in her or his ability to organize and execute the course
of actions required to successfully accomplish a specific task in a particular context”
TEACHER RETENTION
39
(Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). Using this definition it becomes apparent at
the importance that self-efficacy can play.
The roles of a new teacher are also a topic that can lead to anxiety and self-doubt.
Properly defining exactly what the role of any employee is, and their understanding of that role,
is obviously very important to the success of an organizational and it’s employees. Wildman,
Niles, Magliaro, & McLaughlin (1989) studied 4 teachers over a 2 ½ year period in order to
identify the clarity of these roles and teacher effectiveness given their understanding of the roles.
What the researchers were able to show is peer roles are important, whether they are to act as
mentors or merely support, they cannot be rushed and take time to develop; but must in fact be
allowed to develop. Also, new teachers must be given ample time, and a realistic chance to be
successful. If an organization does this the chances of teacher retention increase.
Considering the factors that have been presented in this chapter along with
aforementioned KMO’s, a conceptual framework was created in order better understand the
achievement gaps that have been identified.
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The conceptual framework of [a] study—the system of concepts, assumptions,
expectations, beliefs, and theories that supports and informs your research—is a key part of
[research] design (Miles & Huberman, 1994; Robson, 2011). Miles and Huberman (1994)
defined a conceptual framework as a visual or written product, one that “explains, either
graphically or in narrative form, the main things to be studied—the key factors, concepts, or
variables—and the presumed relationships among them” (p. 18). Maxwell (2013) also described
conceptual framework as “a system of concepts, assumptions, beliefs, expectations, and theories,
TEACHER RETENTION
40
which support and inform the research. It is central to the design, showing the relationship
between the conceptual resources of experiential knowledge, existing theory, and research.”
This conceptual framework is built upon experience and is designed based on prior
knowledge in conjunction with what has been learned through research. It is important to
remember throughout the research process that the conceptual framework will be used as the
guide for the study creating a roadmap on how the research will proceed.
The conceptual framework presented here addresses the overarching theme and impact
that school culture plays in the ability to retain teachers. Research has shown that there are a
multitude of factors that contribute to low teacher retention rates of new teachers (Rinke, 2014).
This conceptual framework attempts to address the process which can attribute to a teacher
deciding to stay or leave the profession of teaching. Through experience the researcher has seen
the implementation of an orientation program developed to address high teacher retention rates
several years ago. Based on the mixed results of the current program the researcher decided to
study the program more closely in order to develop a program that would be more effective.
According to the conceptual framework, the school culture serves as an incubator for
which the knowledge and motivation of the stakeholders exist. Theobald found that one of the
larger influencers on teacher satisfaction, resulting in retention, is the relationships and trust
fostered by the school district and administration (1990). It is the combination and interaction of
these that result in the achievement of the desired stakeholder goal. While each of the
influencers presented exist independently of one another, they do not achieve their true
effectiveness, or reach their full potential unless they are working in conjunction with one
another. What the researcher will demonstrate through the following section is explain this
process, through the conceptual framework, that must be effectively carried out in order to
TEACHER RETENTION
41
achieve the stakeholder goal; in this case, a higher retention rate of new teachers through the
raising of their satisfaction of a new teacher orientation program.
TEACHER RETENTION
42
Figure Y. Interactive Conceptual Framework for Improving Teacher Retention
TEACHER RETENTION
43
The figure illustrates the knowledge, motivation, and organization as it relates to
achieving the aforementioned stakeholder goal. The conceptual framework illustrates the
assumption that the organization is almost all-encompassing its far as the culture that it creates,
or has allowed to be created, for which the stakeholders will function. Therefore, the first focus
will be that of the organization.
The organization, in this research, has existed for over 60 years and therefore has had a
substantial amount of time to form its culture. The culture that has been created has been
developed by teachers, administrators, students, district officials, and parents. This isn’t to
mention the changing societal norms that have changed and evolved since the school’s inception.
As with any school, a large part of the culture is based on the current administration and the
personal knowledge and motivation each of them brings and infuse to the organization. It is
because of this knowledge and motivation of each of the stakeholders is influenced by and exists
within the parameters set forth by the organization. The organization is broken into two types of
influences, with both types having two existing within each of them as well. The first type is the
cultural model influence 1: stating that there must be a general understanding and willingness to
accept the training given within the orientation program. A teacher must be willing to grow and
be willing to accept constructive criticism. The second cultural model influence is that there
must be a culture of trust that exists between administration, faculty, and staff. If this trust does
not exist there most likely will be a breakdown in communication. A culture of distrust and poor
communication will only lead to failure to all of those involved.
The next influencers within the organizational structure are those from the cultural
setting. The first states that faculty need enough time to be able to balance their instructional and
non-instructional duties. Teachers today, more than ever before, are constantly pulled in a
TEACHER RETENTION
44
variety of directions. If we expect the teachers of today to be successful in all that we are asking
of them, we must allot the proper working environment. Part of this environment is the time in
which they are allotted and expected to work. The second cultural setting influencer states that
new faculty need effective role models within the organization who have demonstrated goal-
oriented mission driven behavior. If we expect our new teachers to grow into the mission driven
teachers that we all want, we must surround them with peers that think and behave the same way.
In the center of the cultural framework it can be seen where the cultural model influencer and
cultural setting influencer overlap. This area of overlap is where the overall school culture
exists.
Within each of these cultural influences within the organization exist one motivation
component. In the cultural setting organizational realm is the goal orientation piece of the
stakeholder’s motivation. This goal orientation motivation focuses on new teachers
understanding the critical nature of being the best teacher they can be. They must understand the
mission of the school and see their work at the school as a vocation as compared to a job.
The other assumed motivational influence is that of self-efficacy. This self-efficacy is
contained within the cultural model influence within the organization. These cultural setting
influencers of allocated time and surrounding them with effective role models allows for new
teachers to gain confidence understanding what they need to do to become truly effective
teachers.
The knowledge component of this conceptual framework is split into three different
knowledge types which all exist within different areas of the framework. The first two,
declarative/factual and procedural are contained distinctly within certain areas of the
organizational component. Declarative/factual within the cultural model influencers and
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45
procedural within the influencer of the cultural setting. It is important to note that in the
conceptual framework the aforementioned knowledge components (declarative/factual and
procedural) also exists outside of the cultural (organizational) setting. This is done under the
auspice that they can exist independently outside of any given culture. These two knowledge
components join together meeting at a metacognitive knowledge type. This metacognitive
knowledge exists outside the boundaries of the organizational influencers because it is being
constructed separately based on how each individual stakeholder is being influenced by the other
knowledge types (procedural and declarative/factual).
Upon the successful implementation of the knowledge, motivation, and organizational
components of this conceptual framework it is believed that the result of achieving the
stakeholder goal, in this instance, teachers will demonstrate higher levels of satisfaction with the
new teacher preparedness program. will be achieved. This goal achievement will stem directly
from the metacognitive knowledge of teachers being able to reflect on their effectiveness in the
classroom and their ability to understand the importance of their role in the educational process
of our society.
Summary
The need for high quality, experienced teachers is one that schools all over the world will
agree is a major factor to each institution’s success (Friedrichsen, Abell, Pareja, Brown,
Lankford, & Volkmann, 2009). However, the ability to retain teachers after the first couple of
years in the profession is causing concern. If new teachers continue to leave after the first couple
of years there will be a shortage of teachers with classroom experience (Most, 1996). The
research presented in this chapter demonstrates the complexities that are involved with the
retention of teachers that are new to the profession (Stinebrickner, 1998). It was important to
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46
examine what data exists on the current state of teacher retention. The ability to identify if low
levels of teacher retention exist throughout the world or if it could be pinpointed to specific areas
was important. Also, properly identifying its prevalence in the public sector compared to the
private sector played a major role in order to appropriately understand the issue (Scheopner,
2010).
Arguably the most important aspect of the research was to discover some of the factors
that contribute to these low rates of teacher retention (Rinke, 2014). It was quite clear that the
largest of these factors are certain socio-economic factors and public perception (Guarino,
Santibañez, & Daley, 2006). In many cases the socio-economic factors of low-pay and poor
work conditions were not something that new teachers were ready for heading into their first
teaching assignment. These poor working conditions were also identified as not being properly
prepared. In the United States in particular the public perception of teachers and what can
appear as a “thankless job” weighs heavily on new teachers and can cause low levels of self-
esteem and self-efficacy and may cause them to question their career choice.
Lastly, the ability to develop solutions to this growing crisis were examined in order to
identify which strategies are effective and which are not. It was important to examine that
factors that lead to a strategies effectiveness in order to see if it could be replicated in a variety of
settings. This included the examination of public schools vs. private schools (Ballou &
Podgursky, 1998). Specific programs were then examined in order to identify if a certain criteria
or process were more effective than others and if so how can these programs continue to be
developed to meet the need of not only specify individuals, but school sites and districts as well
(Mulvey & Cooper, 2009).
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CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
There are many different reasons why a high number of teachers leave the profession
within the first several years, and in comparing the peer organizations with Bishop High School I
look to better understand factors that lead to this dilemma. Scheopner suggests there are many
complex factors that contribute to this problem with may complicated solutions (2010). Here the
author focuses on survey responses addressing topics in overall job satisfaction, financial
situations, public perception, and job ideology. These seem to be consistent themes as other
research pays particular attention to urban/low income areas, teacher perception by the public,
and compensation and how these factors may cause new teachers to leave very early on in their
careers (Tamir, 2013; Santiago, 2005). Tamir’s research approached this issue from a different
perspective. The subjects in the study were tracked while still in their respective teacher
preparation programs examining the preconceived notions that the subjects had on the profession
before actually being employed. The study then shifted to the subjects being employed and how
their attitudes toward the profession had changed, paying particular attention to the factors that
affected the change. Tamir’s research showed that many of the subjects that were in low-
income/urban areas became disillusioned because of how much time was spent on other areas
that were not necessarily instructional in focus. Santiago’s study shows how these same factors
influence teacher satisfaction in different areas all over the world. Financial compensation was
also shown to be a key in another study of first year teacher satisfaction (Stinebrickner, 1998).
According to Stinebrickner, many of the surveyed teachers agree that the amount of time they
work in comparison to their salary is not financially worthwhile. There are a wide variety of
reasons for low levels of teacher retention. With these factors in mind one can begin to look at
TEACHER RETENTION
48
some of the strategies that are currently being used to battle this problem with the goal of
developing an approach that may be useful, not only at Bishop, but in different communities as
well (Most, 1996). Taking all of these factors into account the study will focus on these central
questions:
1. What strategies do new teachers find effective in providing them with adequate training?
2. How are these strategies effectively implemented?
3. What can be done to improve teacher self-efficacy in new teachers?
Participating Stakeholders
Overall, the efforts of all stakeholders involved with the study with contribute to the
achievement of this organizational goal, however, the focus on the new teachers will be the most
crucial. Currently, data shows that new teachers to the profession are reporting the lowest levels
of job satisfaction (Rinke, 2014). New teachers report that they feel that they lack proper support
and feel that they are not prepared for the everyday rigors of the classroom (Guarino, Santibañez,
& Daley, 2006). Therefore, the stakeholder group of focus for this study will be that of the new
teachers. New teachers in regard to this study will be defined as teachers that have been teaching
2 years or less or that have taught for a longer period of time but are in their first two years at the
specific organization. The new teachers are currently engaged in the new teacher orientation
program required for all new teachers at Bishop High School. The program is a two-year
program and was created to not only help teacher transition to being a new teacher, but to aid in
the transition of teaching at Bishop High School. The as defined new teaching staff consists of
10 new teachers and 2 administrators that currently oversee the new teacher orientation program.
The new teachers teach multiple subjects to all grade levels.
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Survey Sampling Criteria and Rationale
Criterion 1. Classroom teachers that have are currently in their first or second year of
teaching. These teachers have been identified n research as being the most likely to show low
levels of job satisfaction.
Criterion 2. Classroom teachers that are currently in their first or second year of teaching
at Bishop High School. These teachers have been identified as needing support with some of the
specific organizational intricacies and programs as a lack of understanding may lead to feeling of
incompetence or low self-esteem. High levels of these feelings have been shown to lead to low
levels of job satisfaction resulting in new teachers leaving the profession.
Survey Sampling (Recruitment) Strategy and Rationale
It was crucial to have a sample that is appropriate and relevant to the research when
conducting a qualitative study. The sampling for this study was conducted through a purposeful-
convenience sampling approach. All participants are current employees at Bishop High School
and align with the specific criteria that has been set forth. The survey is set to establish a
baseline for in order to reach the participants from a general perspective. The information
gathered from the survey will be used to gain a greater depth of knowledge through an interview
that will follow. The survey will guide the researcher in the direction that the interview
questions will take.
Interview Sampling Criteria and Rationale
Criterion 1. Classroom teachers that have are currently in their first or second year of teaching.
These teachers have been identified n research as being the most likely to show low levels of job
satisfaction.
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Criterion 2. Classroom teachers that are currently in their first or second year of teaching at
Bishop High School. These teachers have been identified as needing support with some of the
specific organizational intricacies and programs as a lack of understanding may lead to feeling of
incompetence or low self-esteem. High levels of these feelings have been shown to lead to low
levels of job satisfaction resulting in new teachers leaving the profession.
It was imperative to be consistent in the sample that was established in the survey in that
it is appropriate and relevant to the research when conducting a qualitative study. The
participants will be interviewed individually as a follow-up from the survey that was conducted
previously in order to establish more in-depth and non-anticipatory responses. This approach,
focusing on the self-efficacy of the participants, the culture created and enabled by the
organization, and the motivation to improve is consistent with both the research questions and
the conceptual framework.
Explanation for Choices
The choice for an interview in a qualitative study was a fairly simple one. It is imperative
to use the interview as the opportunity to gain the ability to understanding the participant’s
choices and the process behind them (Merriam & Tisdell, 2015). The survey portion of the
research is a simple way to establish a baseline and gain a general idea as to the responses of the
participants. The interview allows the researcher to gain a deeper understanding of the responses
from the survey. In accordance with the conceptual framework, the understanding of the
participant’s state of mind in regard to self-efficacy, organizational support, and over-arching
goals is
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51
critical to identifying a successful path for change. The survey followed by an interview allows
the researcher the best opportunity to do this.
It was concluded not to try to gain any data or information from an observational
approach for one simple reason. The reason being that an observational approach is primarily
used to study behavior and in this research participant behavior was not a concern of the
researcher (Clark & Estes, 2008). Based on this it was determined that a survey followed by an
interview would be the best approach.
Table 5
Sampling Strategy and Timeline
Sampling
Strategy (e.g.,
census,
purposeful
with max.
variation)
Number in
Stakeholder
population
(e.g., There
are a total of
~50
teachers)
Number of
Proposed
participant
s from
stakeholde
r
population
(e.g., of the
50, I will
sample 10
teachers, 2
from each
of 5
departmen
ts)
Start and
End Date
for Data
Collectio
n
Interviews: Purposeful 10 Approx. 10 12/18 -
1/19
Observations: N/A N/A N/A N/A
Documents: Purposeful N/A N/A 12/18-
1/19
Surveys: Purposeful 10 Approx. 10 11/18-
12/18
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Quantitative Data Collection and Instrumentation
It is crucial to have a sample that is appropriate and relevant to the research when
conducting a qualitative study. The sampling for this study was conducted through a purposeful-
convenience sampling approach. All participants are current employees at Bishop High School
and align with the specific criteria that has been set forth. The survey is set to establish a
baseline for in order to reach the participants from a general perspective. The information
gathered from the survey will be used to gain a greater depth of knowledge through an interview
that will follow. The survey will guide the researcher in the direction that the interview
questions will take.
Survey Instrument. The survey instrument used in the study consists of a questionnaire
with approximately 10 questions. The questions address such topics as; years teaching and
experience, type of teacher preparedness training, motivations, and information about their
particular organization. The survey is designed to address the KMO’s which were used to
develop the researcher’s conceptual framework. The conceptual framework is designed to
address the KMO’s regarding the “baseline” information that can be used to develop a common
reference point when understanding the participant’s experience when entering the teaching
profession.
Survey Procedures. The surveys will be administered first in order of data collection for
this study. This will be done in order to establish some general baseline information in order to
possibly adjust the interview questions if needed in the qualitative portion of the study. Being
that qualitative instruments can be adjusted in process this appears to be the most rational
approach if some adjustments are needed. The surveys will be emailed to the participants after
each have agreed to partake in the study. This method of administration was chosen due to the
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53
fact the participants were chosen using a small purposeful sample as compared to a larger
random sample which is usually associated with quantity data collection. Because of the
specificity of the research and the need to gain descriptive data about the individual participants
and their specific programs, this method of sampling is appropriate.
Documents and Artifacts
For this study certain artifacts and/or documents will be used. The current policy manual
for the Office of Catholic Schools in the Diocese will be used to identify and define what
policies are set forth by the organization as a whole. Also, accreditation documents from each
individual school site will be accessed in order to determine the extent of support and training
each school gives to new teachers.
Qualitative Data Collection and Instrumentation
It is crucial to be consistent in the sample that was established in the survey in that it is
appropriate and relevant to the research when conducting a qualitative study. The participants
will be interviewed individually as a follow-up from the survey that was conducted previously in
order to establish more in-depth and non-anticipatory responses. This approach, focusing on the
self-efficacy of the participants, the culture created and enabled by the organization, and the
motivation to improve is consistent with both the research questions and the conceptual
framework.
The choice for an interview in a qualitative study was a fairly simple one. It is imperative
to use the interview as the opportunity to gain the ability to understanding the participant’s
choices and the process behind them (Merriam & Tisdell, 2016). The interview allows the
researcher to gain a deeper understanding of the responses from the survey. In accordance with
the conceptual framework, the understanding of the participant’s state of mind in regard to self-
TEACHER RETENTION
54
efficacy, organizational support, and over-arching goals is critical to identifying a successful path
for change.
Interviews
Interview Protocol. For the interviews the researcher will using a structured interview
protocol. This approach was chosen because the researcher feels that there are certain answers
that are needed to be consistent in the way in which they are answered. The answers do not need
to be the same, but the way in which the subjects respond must be comparable to one another.
Based on the responses the researcher will be able to track any themes or underlying similar
tones. Comparing and detailing the types of experiences the subjects describe is imperative to
the success of the research.
Interview Procedures. The interviews will be conducted after teacher of the participants
have returned their surveys and the researcher has had time to decipher the data collected from
them. The interviews will also be conducted after the collection and examination of the
documents that will be collected. These documents will provide more detailed information of
some questions that will be addressed in the surveys. The researcher feels that by establishing an
accurate background of each of the participants the responses collected from the interviews will
be able to be more accurately examined and interpreted. Each participant will be interviewed
one at a time with interviews being conducted individually and taking approximately 30 minutes.
There will be approximately 10 participants, resulting in the total time interviewing participants
taking around 5 hours.
The interviews will take place at the participants specify school site in a location that can
be deemed as similar form site to site. By choosing a location that the participants feel
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55
comfortable the hope is that they will feel more at ease and be more free with their responses
resulting in more accurate data. The responses will be recorded using an audio recording device.
Credibility and Trustworthiness
The credibility and trustworthiness of a study are imperative to its overall success. “In
applied fields like education, social work, counseling, and administration the question of the
trustworthiness of findings rooms large.” (Merriam, 1995). In order to achieve the highest levels
of both credibility and trustworthiness the researcher will continually triangulate data. This will
be achieved through several approaches. Throughout the interview and data collection process
consistent reflection on the collected data will be conducted to ensure immediate and thorough
interpretation. During this timely interpretation the researcher will reflect on any biases or
expectancy effects that may have or begin to exist.
Also, throughout the development of the instrument the questions that are to be used in
the interviews were carefully examined through peer review to aid in ensuring clarity and
conciseivness. This will enable the researcher to conduct interviews that will be consistent and
applicable to multiple participants in a variety of school settings. Strategies that were taken into
account when designing this qualitative instrument include phenomenology, in which research
questions are derived by the researcher’s desire to describe the essence of a phenomenon or
information from participants leading to the outcome (Merriam and Tisdell, 2016). Since each of
the participant’s experiences will be different based on a variety of factors this approach will aid
in addressing and interpreting those factors. A narrative design, that is developed from the
anthropology, history, literature, sociology, sociolinguistic, and educational fields (Creswell,
2014) which will give the participants the opportunity to give their personal interpretation.
Lastly, an ethnographic approach which focuses on the interpretation of the sociocultural aspects
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56
of one’s life, will address the experiences, both formal and informal, that helped shape and
prepare the participants for where they are in their profession. By utilizing these approaches
while designing the instrument the researcher believes that this will aid in developing the most
appropriate and thorough instrument for this study.
Validity and Reliability
The primary instrument used in the study to gather quantitative data will be a survey
developed by the researcher. The instrument will focus on questions that address the
participant’s experiences, training, and knowledge prior to becoming a teacher. Because of this
approach it becomes very difficult to measure the validity and reliability based on traditional
methods such as test/retest, parallel forms, or internal consistency (Salkind, 2016). Instead the
researcher will be validating the instrument by insuring standardized administration and
instructions, and clear and concise questions.
Each of the survey questions that were considered have gone through extensive peer
review to ensure accuracy and content validity. The survey was piloted on several peer to gain a
better understanding about the types of responses that the questions would elicit. Based on this
data the questions were narrowed down or rewritten to improve validity. Confidence in the
participants completing the survey is not a concern in that the small sample size has enabled the
researcher to closely track in the participants, and the fact that they were chosen based on a
purposeful sample and all have agreed that they will partake in the study. It was made very clear
to participants that participating and completing all aspects of the study were necessary for the
research to be complete. All participants agreed to participate on the understanding that the
study is being conducted to aid in the development of a new teacher orientation program that
they, their schools, and their students will directly benefit from.
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Ethics
The research will consist of approximately 10 participants that are currently employed at
Bishop High School. This group should provide an adequate sample size that is representative of
the group as a whole (Krueger & Casey, 2009). The participants will have recently completed
the new teacher orientation training or are currently in the process of completing it. It will be
clearly be explained to the participants the participation in this research is completely voluntary
and that the purpose of the research is to improve the program. I will be the only one that has
access to the data collected, therefore, the Assistant Academic Dean, who heads the new teacher
orientation program, will not have access to any of the surveys. The specific data collected form
the survey will never be made public, it will be used to develop new strategies in order to
enhance the effectiveness of the program (Krueger & Casey, 2009). This must and will be made
extremely clear to the participants in order to gain trust and improve validity (Glesne, 1992).
Given my position at the high school could cause some distrust by the participants as they
may feel that they will be judged based on their responses, it was decided the an impartial,
properly trained researcher will assist in the interviews. Based on the relationships that have
previously been established, and perhaps more importantly, the fact that I am not in charge of the
new teacher orientation program, I feel that this will enable me to gain accurate and applicable
data from the research. Establishing a relationship of trust with the participants is crucial in
order to gain responses that will be helpful to establishing change within the program (Glesne,
1992). I feel that this can be successful because of the role that the new teacher orientation
program plays at the school. The new teachers recognize this as an opportunity for them to
become better at their craft and that all of us working together to make it as effective as possible
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will be appealing to them, creating an environment for them to open up and be honest in their
responses (Clark & Estes, 2004).
Perhaps the biggest hurdle in this process will be the assumed bias that may arise based
on the fact that I am in a leadership position of the high school and there may be a misconception
to my role in the process. This will be the most critical area to establish trust and the ability
assure that there is no bias on my part (Merriam, 1995). I believe that establishing the proper
report with the participants and enabling them to understand and trust the intentions of the study
must be the primary issue that I must account for. Based on the variety of genders, races, and
ethnicities of the participants I do not believe that there will be any bias that exist in these areas.
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CHAPTER FOUR: RESULTS AND FINDINGS
In this chapter I have presented an overview of the results and findings of this study.
Qualitative data was collected in order to determine the effectiveness of the current new teacher
orientation program and also to identify possible strategies for improvement. The purpose of this
study was to identify performance gaps in the knowledge, motivation, and organizational
influences that have hindered Bishop High School from achieving their organizational
performance goal of 100% new teacher retention. Teachers in the study are at Bishop and are in
the 1
st
and 2
nd
year in the new teacher orientation program. These teachers were interviewed and
the questions they were asked focused on specific topics within each one of the areas where
performance gaps were determined to have existed. By focusing on questions that dealt with
knowledge, motivation, and organizational influences and comparing them to the assumed
causes that were discovered through the literature review, I was able to gain a better
understanding if these assumed causes also existed within Bishop as an organization. Also, there
were interview questions that addressed the new teachers desires for changes and strategies in
each of the identified areas that they felt would increase program effectiveness. This then
allowed me to verify if some of the approaches that have been used to increase new teacher
retention in other instances would be applicable to Bishop.
The entire data collection process included the interview, a survey, and document
analysis. Each of the participants were given the same survey and asked the same exact
interview questions. The questions allowed the participants the ability offer personal opinions on
what they deemed to be important to improving new teacher retention.
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60
Findings
The findings of this study assessed the assumed causes which led to Bishop’s failure to
retain new teachers by identifying performance gaps in the areas of knowledge, motivation, and
organizational influences. Upon completing the individual interviews, which were preceded by a
survey, I coded the responses from each interview. Through an examination of the coded data,
in conjunction with data collected from the surveys, I was able to identify certain themes which
began to emerge. These themes were then validated, or not validated, as a performance gap
based on frequency of responses, relation to previous research, and findings through the
document analysis.
Table 6
Retention Numbers Over the Past Five Years
School Years
Knowledge, Motivation, and Organizational Gaps
By looking at, and beginning to understand, the identified gaps in knowledge, motivation,
and organizational influences one can see the effectiveness, or lack thereof, over the years in
regard to increasing new teacher retention. Approximately 49% of new teachers left Bishop
High School within their first 2 years of employment. Upon identifying the need for a program
to help support the new teachers in the hope of increasing retention levels, a new teacher
orientation program was put into place during the 2015-16 school year. Since the orientation
program has been in place there has been a slight increase in the teacher retention percentage,
# of Years Teaching at
Bishop
13-14 14-15 15-16 16-17 17-18 Total
Year 1 3 of 5 2 of 5 2 of 5 1 of 4 2 of 6 10 of 25
Year 2 0 1 of 2 0 0 3 of 3 4 of 5
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61
however, Bishop still wishes to increase this number as whole. Because of this, it was important
to identify the factors that lead to low teacher retention in order to implement new strategies
from multiple approaches. These approaches being knowledge, motivation, and organizational
in nature.
Understanding the need to be able to attain accurate data that will be able to aid in
identifying factors that lead to low new teacher retention rates at Bishop it was important to
utilize research questions that will validate the identified influencers in the areas of knowledge,
motivation , and organization. Taking all of these factors into account the study will focus on
these central research questions:
1. What strategies do new teachers find effective in providing them with adequate training?
2. How are these strategies effectively implemented?
3. What can be done to improve teacher self-efficacy in new teachers?
It is believed that by creating an interview protocol that is based on reveling the answers
to the aforementioned research questions, a better understanding of the strategies needed to
address the identified performance gaps will be attained.
Declarative Knowledge
The declarative/factual knowledge type is the first influence addressed in this dissertation
and addresses the importance of the teachers being able to identify their strengths and
weaknesses in the classroom. The assertion developed by addressing this type of knowledge
focuses on a teachers ability “to learn and recall new information learners have to tie new
knowledge to knowledge they already possess. By linking new information to existing
knowledge, learners make the information more meaningful” (McCabe, 2012). The interview
questions pertaining to this type of knowledge were clear in identifying the teachers faith in
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62
themselves. According to the data, 91% of the subjects believed they were being properly
trained, but believed they needed more time to become more effective at implementing it.
Simply stated, they felt confident in that they knew, and what they felt that they needed to know
more about. The declarative centered questions also addressed how the subjects felt the training
would be most/least effective. 100% of the responses agreed that at the minimum, more time,
more follow-up training, and more feedback was needed in order for training to be more
effective.
Procedural Knowledge
Procedural knowledge focuses basic factual and different systems knowledge. This can
be described as the ability to learn or to understand a previously learned skill. Clark & Estes
described procedural knowledge as training people effectively in order to give them accurate
feedback that allows them to understand the knowledge to the point where it becomes automatic
(2008). Most of the procedural questions asked in the interview dealt with timing, sequence, and
effectiveness of the program and the specific skills and areas that are addressed throughout the
teachers involvement of the new teacher orientation program. 100% of the responses agreed that
the content of the training was effective, however, only 52% felt confident in the individual(s)
that were conducting the training.
Metacognitive Knowledge
This type of knowledge is centered around the teacher’s ability to reflect on their
effectiveness in the classroom. This type of knowledge is seen as important as it is much more
important to have an accurate image of one’s self and abilities than one that is inflated and
unrealistic (Pintrich & Schunk, 2002). The data showed that 62% of the teachers felt they were
unable to identify their strengths and weaknesses and therefore were not able to develop growth
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63
strategies for themselves. The interview questions that addressed this metacognitive knowledge
focused on the teachers ability to identify what type of training might be most effective for them
and why. This caused the teacher to look into their own abilities in the classroom and where and
how they might be able to improve in these areas, and more importantly what would be the most
effective way of them learning. Many of these questions could be cross referenced with the
motivational influence of self-efficacy, which will be addressed later in this chapter.
Motivation Influences
The motivational influences that were examined through the collection of data for this
study were self-efficacy and goal orientation. Subjects were asked questions in the interview
that caused them to examine the motivational influencers that may lead to their respective
behaviors and responses to specific trainings, organizational interactions, and self-confidence.
The questions were asked in a way that allowed the subjects the ability to reflect on what types
of interactions would be most or least effective for them in their respective trainings and the
possible motivational effects that they could have. Both self-efficacy and goal orientation were
validated as gap in goal achievement and therefore will require the proper implementation of
improvement.
Self-Efficacy
Self-efficacy and the ability for teachers to understand who they are and their ability to
affect change is critical to identifying motivational influences. Based on many of the responses
that were given in reference to the questions addressing metacognitive knowledge, 62% of
subject responses stated they felt a lack of confidence in identifying their abilities. However, the
teachers were very clear (91%) in identifying the characteristics of what they believed would be
the most effective type of trainer. The traits were: patient (100%), understanding (100%),
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64
knowledgeable (100%), kind (91%), and confident (62%). This was validated through the
interview questions as they addressed the teachers ability to reflect not only on what type of
teacher they are, but also, what type of teacher they want to be. The questions were worded in a
way that allowed the subjects to understand what type of trainer and training that they might
respond more positively to, or, be the most motivated by. The teachers ability to look
intrinsically and begin to understand who they are as educators allows them to really gain a sense
of self, and therefore be motivated to continue to grow. Ideally, this would lead to them staying
in the profession longer in order to have more time to achieve this growth. Although the
individual responses to the questions varied, all subjects validated the positive effects and the
importance that this self-efficacy plays into their motivation and therefore helping to close the
identified performance gap. Clark and Estes (2008) stressed how important people’s belief in
themselves and their abilities is and its critical role in the amount of mental effort and
commitment that individuals put into their work. The responses given by the subjects in the
interview validated this point and therefore presents the opportunity to begin to look at what
steps may be taken in order to address this area with hope of achieving the desired organizational
goal.
Goal-Orientation
The goal-orientation influencer was validated through the concept of the importance of
clear goals and desired outcomes. These goals and outcomes exist on several levels, however, in
this instance I will address how they pertain to the goal-orientation of the individual (they will
also be addressed at an organizational level later in this chapter). The interview questions that
addressed goal-orientation focused on the ability of the subjects to be able to clearly identify
their desires and goals for themselves, on a professional level. 100% of the subjects believe in
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Bishop’s ability to do this, and maybe, more importantly, start to understand the process for them
to in realize these goals becomes imperative to their success as a teacher.
It is here then that their perceived success as a teacher may implore these new teachers to
stay in the profession longer than if they saw themselves as unable to achieve their goals, if they
are even able to identify them at all. The synergy that exists between all of the KMO’s starts
become very clear when looking at the influencers from different perspectives. They all can
exist independently, but also build on one another. A more visual example of this can be seen in
the conceptual framework in Chapter 2.
Clark and Estes (2008) believed that if performance goals were not clear or did not exist
within an organization people would often substitute their own. Unfortunately, sometimes the
individual’s goals were not in-line with the organizations. Using this approach, in combination
with the responses from the interview questions, it is apparent that in a new teacher training
program it is imperative to use this time to create an opportunity for new teachers understand
how their goals as teachers coexist with the goals of the organization. 73% of the responses to
the interview questions also showed the critical nature of the need for strategies and an
implementation plan to be in place if the teacher’s personal goals are not in line with the
organizations.
Organizational Influences
The organizational influences involved both the cultural model and cultural settings of
Bishop High School. Based on the findings there were several identified in which the subjects
believed the organization could make several changes to its’ approach that could have a positive
affect on the culture and the way it impacts new teachers. It was found that the administration
must develop a schedule of training that allows new teachers more time to develop their skills.
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66
Also, the subjects stressed the importance and role of the mentors and facilitators involved with
the orientation program. The new teachers believed that this would have a positive impact on the
attitude and the willingness to learn and be formed as they went through the program. The
subjects provided the following data which, when more closely examined, offers useful insight
into the impact of the cultural model and setting influences and the impact they can have on the
organization’s ability to achieve its performance goal.
Cultural Model
The answers that were given by the subjects in regard to the questions that dealt with the
cultural model centered on the organizations ability to provide an atmosphere of trust and
encouragement. 100% of the responses indicated that the organization must create these
positive, trusting relationships between the administration and new teachers in order to let the
new teachers know that they have an opportunity to succeed, this stems from opportunities to fail
without fear of retribution. This would allow new teachers to relax and feel more comfortable,
creating a more positive environment for them to learn and grow.
This trust also finds its way into the role of the mentor teachers and new teacher program
coordinator as well. The individuals that are assigned to the new teachers as mentors must be
able to establish positive relationships with the new teachers. These relationships are important
because, as the subjects indicated, “the ability to have people to trust and know have your back”.
The mentor teachers can also serve as models of appropriate behavior. However, the behavior
mentioned is not just what or what not to do, but instead, being examples of how to be good
stewards of the organization’s mission. The subjects indicated that with so much going on in the
first two years having a steady “rock” of how to do everything right, within the context of the
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organization’s expectations, is imperative if they organization truly wants a successful
orientation program.
Cultural Setting
The cultural setting influences that were identified through the interviews consisted
mainly of the organization’s ability to create both school and training schedules that allow
appropriate time and opportunity to receive proper training. Approximately 91% of the
responses given agreed that by allowing proper time for new teachers to be learn the many
intricate systems in place at Bishop, the more productive and, and more importantly, the
confident they would feel in their training. The subjects agreed that this confidence and
increased self-efficacy would then result in added trust in the administration as it was being
made clear to them that there was, as one response was phrased, “a commitment to see us
succeed because we would be able to tell they cared”. The one response that was not consistent
with the others stated that there is “just too much new material to learn” and wasn’t sure if there
was ever enough time.
Building on the aforementioned responses the subjects believed that appropriate amount
of time given for training could also have an effect in other areas. This was in the attitude of the
new teachers, and in particular, towards their training in general. The interviews showed that the
subjects believed at a rate of 100% that if they were given ample time to properly learn and feel
more comfortable with new material, they would be more willing to continue learning new skills,
procedures, and protocols throughout the year. The subjects believed that by feeling stressed and
non-confident about what they had already learned, they experienced feeling of anger and
anxiety towards continued training, or to “shut down” as one subject responded.
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68
80% of the responses praised the administration for their interpersonal contact and
devotion to the organization; while 91% stated that they did feel genuinely cared for by the
administration. However, 100% of the subjects did agree that they would like more contact with
members of the administration and that they would like more feedback.
Assessing the data from the questions that addressed both the cultural model and cultural
setting, it is clear that they both play an important role in the overall well-being and attitude on
the new teachers as they matriculate through the orientation program. 100% of the responses
given in reference to questions addressing cultural model and cultural influence supported the
importance of their roles and validated the identified performance gaps.
Table 7
New Teacher Orientation Program Effectiveness Survey Results
Summary of Findings
The findings that are presented in chapter four validated a majority of the aforementioned
identified assumed influences. In order to determine whether or not an influence could be
validated it had to be present in at least 75% of the subject responses and affirmed as creating a
performance gap that was affecting the organization from achieving its stated organizational
1. Years teaching? 0-2: 7 3-5: 2 >6: 2
2. Substitute prior to teaching ? Yes: 5 No: 6
3. Student teach prior? Yes: 4 No: 7
4. Did you feel prepared prior? Yes: 4 No: 6 Other: 1
5. Education level B.A.: 3 M.A.: 5 Cred.:3
6. Did you always want to teach? Yes: 4 No: 3 Other: 4
7. Does the organization create opportunities
for you?
Yes: 10 No: 0 Other: 1
8. Does your administration support you? Yes: 10 No: 0 Other: 1
9. Can you identify where you need to grow? Yes: 4 No: 3 Other: 4
10. How many time a month does your
administration meet with you?
<2: 3 3-5: 8 >6: 0
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69
goal. In reference to the knowledge influences, the organization had to be affirmed in its ability
to train the new teachers in the correct areas in which they needed in order to be successful. The
data did in fact support this. However, data did also show that where the organization struggled
was in its ability to help teachers learn how to identify their strengths and weaknesses, and more
importantly, how to grow from them. The organization was supported by the findings in its
ability to aid teachers in learning to believe in themselves and their abilities. Also, based on the
data Bishop was validated in its offering of opportunities for growth to all of its new teachers.
Both of these areas within the motivation influencer were supported by 91% of the responses
given in the interviews. Lastly, the organizational influences were validated through the data,
affirming that the identified performance gaps would need to be addressed in order to achieve the
organizational goal. According to the findings 100% of the responses affirmed the desire for
more contact with the administration. The responses presented in chapter four validated the
majority of the identified performance gaps and therefore recommendations to close these gaps,
in order to meet Bishop High School’s organizational performance goal, will be addressed in the
next chapter.
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70
CHAPTER FIVE: RECOMMENDATIONS
Purpose of the Project and Questions
There are many different reasons why a high number of teachers leave the profession
within the first several years, and in comparing the peer organizations with Bishop High School I
looked to better understand factors that lead to this dilemma. Schoepner suggests there are many
complex factors that contribute to this problem with may complicated solutions (2010). Here the
author focused on survey responses addressing topics in overall job satisfaction, financial
situations, public perception, and job ideology. These seemed to be consistent themes as other
research payed particular attention to urban/low income areas, teacher perception by the public,
and compensation and how these factors may cause new teachers to leave very early on in their
careers (Tamir, 2013; Santiago, 2005). Tamir’s research approached this issue from a different
perspective. The subjects in the study were tracked while still in their respective teacher
preparation programs examining the preconceived notions that the subjects had on the profession
before actually being employed. The study then shifted to the subjects being employed and how
their attitudes toward the profession had changed, paying particular attention to the factors that
affected the change. Tamir’s research showed that many of the subjects that were in low-
income/urban areas became disillusioned because of how much time was spent on other areas
that were not necessarily instructional in focus. Santiago’s study shows how these same factors
influence teacher satisfaction in different areas all over the world. Financial compensation was
also shown to be a key in another study of first year teacher satisfaction (Stinebrickner, 1998).
According to Stinebrickner, many of the surveyed teachers agreed that the amount of time they
work in comparison to their salary was not financially worthwhile. There are a wide variety of
reasons for low levels of teacher retention. With these factors in mind one can begin to look at
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some of the strategies that are currently being used to battle this problem with the goal of
developing an approach that may be useful, not only at Bishop, but in different communities as
well.(Most, 1996). Taking all of these factors into account the study will focus on these central
questions:
1. What strategies do new teachers find effective in providing them with adequate training?
2. How are these strategies effectively implemented?
3. What can be done to improve teacher self-efficacy in new teachers?
Introduction and Overview
The assumed knowledge, motivation, and organizational influences were validated for
this study using influences found in the review of the literature addressing teacher retention rates
across the country as well as certain areas around the world and the data obtained through the
research that was conducted. The recommendations for knowledge were based on the use of
Krathwohl’s (2002) four types of knowledge and the theories of cognitive load (Kirschner,
Kirschner, & Paas, 2009), informational processing system (Schraw & McCrudden, 2006), and
learning. The recommendations for motivation were based on the Clark and Estes (2008) model
for motivation and Bandura’s (2005) theory of self-efficacy. Organizational recommendations
were based on the sociocultural theory (Scott & Palincsar, 2006). The use of these theories
formed the foundation of context-specific recommendations for meeting the organizational goal
of increasing new teacher retention to 100% one year after the implementation of the revised
new teacher orientation program.
Using these recommendations Bishop High School will develop a New Teacher
Orientation Program that will allow for new teachers to have an opportunity to receive the proper
training to gain the knowledge, support, and confidence to be successful. The first year will
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begin with basic procedural knowledge and opportunities for new teachers to gain
confidence. Teachers in the second year will transition into assuming more independence and
responsibility on the campus. During this second-year teachers will be encouraged to, and given
opportunity to, continue to become more involved in the extracurricular life of the school.
Ideally, the knowledge and support attained through the program will encourage new teachers to
remain in the profession.
The New World Kirkpatrick Model was used as a basis for the proposed training program
based on its of four levels of evaluation of program design and effectiveness. The levels are:
reaction (level 1), learning (level 2), behavior (level 3), and results (level 4). For the purposes
here these levels will be used in reverse order. The goal of using this model is that it will provide
a systematic approach to the implementation and evaluation of the identified organizational
goal. It will also be used to not only create the training needed to achieve this goal, but to also
measure the training’s effectiveness. In this case, being the increase of new teacher retention
rates.
Discussion
Prior to conducting this research I felt that I had a fairly strong idea of what I could
expect from the data. Having spent nearly twenty years in the field I believed I knew how to
reach today’s new teachers; I remembered how I felt as a new teacher all those years ago and I
believed that this experience would help to better understand the mindset of new teachers today.
However, I was completely surprised with what the data gathered from the interviews revealed
about the experiences that today’s new teachers are dealing with every day.
While I knew that time is an issue in almost all walks of life, I feel I strongly
underestimated the amount of time that new teachers need, not only for proper training, and
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lesson planning, but also just from a mental health standpoint. Also, the importance of the
relationships that new teachers form with other teachers, as well as with the administration, is
extremely important to their success and this became very evident throughout the interviews.
Throughout this final chapter I examined the findings detailed in chapter 4 and set forth the
recommendations on how to best implement a growth plan in order to meet the stated
organizational goal.
The process, as well as the results, of this study opened my eyes to the wide variety of
influences and obstacles that new teachers today face. I was able to use this awakening to
develop a set of recommendations that I hope will address the needs of new teachers in order to
allow them to be the best teachers they can be moving forward, and hopefully, enable them to
stay in the teaching profession for many years to come.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. The assumed knowledge influences that are necessary in order to achieve the
aforementioned stakeholder goals have been identified as: the teacher’s ability to identify their
strengths and weaknesses, simple procedural and factual knowledge, and their ability to reflect
and understand their role in the education process. These influences fall into three distinct types
of knowledge: declarative/factual, procedural, and metacognitive. The ability to properly identify
and clarify stakeholder and organizational goals is crucial to accurately identifying a
performance gap (Clark & Estes, 2008).
Upon the proper identification of the performance gap the framework will examine the
knowledge, motivation, and organizational influences on the stakeholders and their impact on
organizational performance (Clark & Estes, 2008). Table 8 below provides the organizational
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mission, organizational goal, and information specific to knowledge influences, knowledge
types, and knowledge influence assessments. As Table 8 shows, procedural, declarative, and
metacognitive skills will be addressed in order to gain an understanding about what the teachers
at Bishop believe it takes to be a successful teacher.
Table 8
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Validated
as a Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Teachers need
to be able to
identify
strengths and
weaknesses of
their teaching
abilities (D)
Y Y To learn and recall
new information
learners have to tie
new knowledge to
knowledge they
already possess. By
linking new
information to
existing knowledge,
learners make the
information more
meaningful
(McCabe, 2012).
Provide teacher training that
allows for teachers to be able
to identify their own strengths
and weakness in the
classroom. Include charts,
tables, and examples that may
aid in identification along
with suggestions on how to
address identified
shortcomings.
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Teachers need
basic factual
knowledge of
systems used
from SIS to
other
technologies
used (P)
Y Y Training people
effectively requires
giving them accurate
procedures, practice,
and corrective
feedback that permits
them to gradually
automate the
knowledge (Clark
and Estes, 2008).
Teachers will be provided
proper training in basic
systems with adequate time
for Q&A to ensure
understanding.
Teachers must
be able to reflect
on their
effectiveness in
the classroom
(M)
Y Y It is much more
important to have
accurate perceptions
and judgments of
one’s knowledge
base and expertise
than to have inflated
and inaccurate self-
knowledge (Pintrich
& Schunk, 2002).
Teachers will be given
training that is based on a pre-
training survey that will
assess their ability to reflect
on their effectiveness.
Increasing teachers’ ability to identify their strengths and weaknesses in the classroom.
The results of this study indicated that new teachers must be able to properly identify the
strengths and weaknesses of their teaching abilities. This declarative type of knowledge, which is
rooted in information process theory, emphasizes that to learn and recall new information
learners have to tie new knowledge to knowledge they already possess. By linking new
information to existing knowledge, learners make the information more meaningful (McCabe,
2012). In accordance with this approach new teachers should be able to identify these strengths
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and weaknesses through the recommended training of identifying and modeling in order to best
be able to develop a strategy moving forward in which they can attain the skills needed to
improve.
Mulvey & Cooper (2009) suggest that in order for an effective teacher retention plan to
be developed the exact factors leading to low teacher retention must be properly identified in
each community before they can even begin. These factors include proper support from peers
and administration, understanding student culture, overcoming student apathy, understanding and
engaging in effective classroom skills and management techniques, and identifying proper
resources and approaches for success (Poore, 2005, Riehl and Sipple, 1996). Upon doing this,
those involved would then be able to properly identify the most effective way to move forward in
developing a proper strategy and the resources needed to succeed.
Increasing teacher knowledge of systems from SIS to other technologies used in the school.
Based on research, it is imperative that new teachers attain adequate and proper
procedural knowledge in order feel comfortable with all of the systems and technologies that are
used at the school site (Guarino, Santibañez, & Daley, 2006). Using information processing
theory, one can see how the basic and proper understanding of how and what would enable new
teachers to become more effective in this area. Clark and Estes, 2008 stressed that training
people effectively requires giving them accurate procedures, practice, and corrective feedback
that permits them to gradually automate the knowledge. Based on this, factoring these skills into
a new teacher orientation program would go a long way in increasing new teacher effectiveness.
A recommendation was made that an appropriate amount of time must be spent on proper
training on these systems before new teachers begin their first school year.
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Theobald found that one of the larger influencers on teacher satisfaction, resulting in
retention, is the relationships and trust fostered by the school district and administration
(1990). A large portion of this trust was determined to be based on the new teacher’s perception
of the administration providing proper training. If the new teachers believe that the
administration is setting them up for success and providing them with the proper skills and
knowledge then the higher likelihood that the teachers will develop feelings of trust towards the
administration.
Increasing teachers ability to reflect on their effectiveness in the classroom.
Similar to the declarative knowledge previously mentioned, the study identified the need
for new teachers to address this type of cognitive load theory, by increasing their metacognitive
knowledge. By decreasing extraneous cognitive load new teachers will be able to focus more on
their intrinsic load to increase self-efficacy. It is much more important to have accurate
perceptions and judgments of one’s knowledge base and expertise than to have inflated and
inaccurate self-knowledge (Pintrich & Schunk, 2002). While this a difficult skill, this study
identified the importance of self-assessment in increasing levels of confidence. It is then
recommended teacher’s ability to understand, identify and assess their effectiveness in the
classroom is identified. This identification could be done through surveys. The surveys would
then be followed with proper training to address any shortcomings that may have been identified.
It was quite clear that two of the largest factors leading to teachers feeling low levels of
satisfaction are certain socio-economic factors and public perception (Guarino, Santibañez, &
Daley, 2006). In many cases the socio-economic factors of low-pay and poor work conditions
were not something that new teachers were ready for heading into their first teaching assignment.
These poor working conditions were also identified as not being properly prepared. In the United
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States in particular the public perception of teachers and what can appear as a “thankless job”
weighs heavily on new teachers and can cause low levels of self-esteem and self-efficacy and
may cause them to question their career choice (Tamir, 2013). It is believed that following the
aforementioned recommendations of surveys and identification training would result in
achieving the previously identified knowledge influences.
Motivation Recommendations
Introduction. Table 9 represents the assumed motivational influencers and the probability that
they will be validated. Motivation is the product of an interaction between people and their work
environment (Clark and Estes, 2008). Building on this approach, two motivation influences were
identified as being crucial in achieving the identified goals. These influences were identified as
self-efficacy and goal orientation. Teachers that demonstrate higher levels of satisfaction will be
confident and aware of their abilities in the classroom. This will result in higher levels of
confidence which will lead to more effective classroom instruction. This, accompanied with
clearly identified and understandable goals, will result in higher likelihood in achieving the
stakeholder goal.
Table 9
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Validated as
a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Self-Efficacy-
Teachers must
understand and
believe in their
ability to teach
students to mastery
of the material and
Y
Y
People’s belief about
whether they have
the skills required to
succeed is perhaps
the most important
factor in their
commitment to work
The school shall provide
opportunities for teachers
to observe desired
behavior through peer
modeling. This will be
followed by opportunities
to for Q & A and the
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feel confident in
their abilities in the
classroom
tasks and the quality
and quantity of
mental effort people
invest in their work
(Clark and Estes,
2008).
ability to practice
meeting desired
expectations.
Goal Orientation-
Teachers must
understand the
critical nature of
being the best
teachers possible.
They must
understand the
mission of the
school and see their
work at the school
as a vocation as
compared to a job.
Y
Y
In the absence of
clear performance
goals, people
substitute their own
goals, which may
not support the
bottom line (Clark
and Estes, 2008).
We will provide in-
services and training on
identifying and
understanding the
differences between a
vocation and a
job. Surveys and
appropriate follow-up
based on the responses
will be done in order to
clearly identify the
school’s mission and how
to achieve it in the
classroom.
Increase self-efficacy in teachers. Many new teachers do not believe in their ability to
teach students to content mastery or feel confident in their abilities in the classroom. A
recommendation based on the approach of self-efficacy has been identified as a solution to
closing this motivation gap. Clark & Estes (2008) stated that for people to believe whether they
have the skills required to succeed is perhaps the most important factor in their commitment to
their highest level of work and performance. Based on this approach, providing opportunities for
new teachers to observe and learn ways to properly assess their abilities will allow teachers to
identify desired outcomes and put them into practice. Therefore, the recommendation is that the
school shall provide opportunities for teachers to observe desired behavior through peer
modeling. This will be followed by opportunities to for Q & A and the ability to practice
meeting desired expectations.
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Pajares (2006) stated “make it clear that individuals are capable of learning what is being
taught or are capable of performing a task.” This stresses the importance that individuals must
believe in themselves and their abilities to achieve success. New teachers may often show
dissatisfaction with their jobs if they feel that they are not capable of succeeding due to lack of
preparation (Tamir, 2013). The subjects in the study were tracked while still in their respective
teacher preparation programs examining the preconceived notions that the subjects had on the
profession before actually being employed. The study then shifted to the subjects being
employed and how their attitudes toward the profession had changed, paying particular attention
to the factors that had affected the change. This suggests that in order for new teachers to be
successful, their levels of self-efficacy must be increased. By doing this, teachers would feel
more confident in themselves and their ability to succeed, culminating in not giving up on their
new teaching career and improving new teacher retention.
New Teacher Goal-Orientation. New teachers must be able to understand the critical
nature of being the best teachers possible. They must understand the mission of the school and
see their work at the school as a vocation as compared to a job. Proper goal-orientation has been
identified as a recommendation to close this identified performance gap. In the absence of clear
performance goals, people substitute their own goals, which may not support the bottom line
(Clark and Estes, 2008). If new teachers are clearly presented with goals, outcomes, and a
thorough understanding of the organization’s mission statement, an increased level of goal-
orientation could be achieved. The recommendation is for the organization is to provide in-
service training focused on understanding the differences between a vocation and a job. These
surveys, along with appropriate follow-up based on the responses will be done in order to clearly
identify the school’s mission and how to achieve it in the classroom. Continuous follow-up with
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a checklist of identifiers will be used to gauge proper implementation, allowing teachers a
consistent standard to work toward and to strive to attain.
Addressing this assumed influence from a goal-oriented approach appears to be the most
effective. According to Eccles (2006), it is imperative for an organization to model values,
expectancies for success, and enthusiasm. Modeling to clarify desired outcomes is exactly what
rational is called upon to address this assumed influence. Research highlights that in order for
new teachers to be successful, goals must be clear and well defined, and that the institution’s
mission must be at the forefront of the behavior that is being modeled and expected. These
motivational influences must be obtained to allow teachers to have a consistent standard to work
toward and to strive to attain.
Organizational Recommendations
Introduction. Table 10 represents the assumed organizational influencers and the probability
that they will be validated. Work culture is present in our conscious and unconscious
understanding of who we are, what we value, and how we do what we do as an organization
(Clark and Estes, 2008). The importance that school culture plays in establishing a place of trust,
teamwork, and nurturing environment cannot be understated. Clark and Estes also found that
organizational culture is the most important “work process” in all organizations because it
dictates how we work together and get our job done (2008). Theobald found that one of the
larger influencers on teacher satisfaction, resulting in retention, is the relationships and trust
fostered by the school district and administration (1990). It is the combination and interaction of
these that result in the achievement of the desired stakeholder goal.
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Table 10
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Validated as
a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation
Context-Specific
Recommendation
There needs to be a
general
understanding and
willingness amongst
new teachers to
accept the training
given in the
orientation program.
Y
Y
It is only through
thorough honest,
continuous evaluation
that teachers can reach
their utmost potential
(Castolo and Dizon,
2007).
Establish clear goals
and their
effectiveness in order
demonstrate the
importance of proper
training.
There needs to be a
culture of trust in the
school between
administration,
faculty, and staff in
order to achieve the
organizational goal
of obtaining higher
levels of teacher
retention.
Y
Y
Effective leaders know
how to create and
manage good working
relationships with
stakeholders.
Denning, S. (2005)
Through in-services
and retreats establish
opportunities for
relationships and
feelings of trust to
form. This can be
done with games and
activities specifically
designed to do so.
Faculty need enough
time from their non-
teaching
responsibilities in
order to have time to
balance all of the
duties required of
them.
Y
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 and
Estes, 2008).
Organizational
leaders will create a
schedule and
opportunities that
provide adequate
time within the daily
schedule for non-
teaching
responsibilities.
New faculty need
effective role models
within the
organization who
have demonstrated
goal oriented,
Y
Y
Effective organizations
insure that
organizational
messages, rewards,
policies and
procedures that govern
Each new teacher will
be provided an
appropriate mentor
teacher that will
provide leadership
and support.
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mission driven
behavior.
the work of the
organization are
aligned with or are
supportive of
organizational goals
and values (Clark and
Estes, 2008).
Ensuring a culture of trust in the school between administration, faculty, and
staff. In order for new teachers to feel comfortable and that they have the support needed to
succeed, there must be an atmosphere of trust established within the organization. Effective
leaders know how to create and manage good working relationships with stakeholders (Denning,
2005). This would suggest that when an organization creates an atmosphere of trust and
communication amongst its employees it will lead to greater organizational efficiency, therefore,
this will result in new teachers will feeling higher levels of support and self-efficacy, resulting in
higher levels of new teacher retention. The recommendation then is through in-services and
retreats the organization will establish opportunities for relationships and feelings of trust to
form. For example, this can be done with games and activities during these events specifically
designed to establish these relationships and feelings of trust.
Work culture is present in our conscious and unconscious understanding of who we are,
what we value, and how we do what we do as an organization (Clark and Estes,
2008). Individuals often spend more time with co-workers than anyone else, therefore the
feeling attached to those relationships become extremely important. Clark and Estes also stated
that organizational culture is the most important “work process” in all organizations because it
dictates how we work together and get our job done (2008). Theobald found that one of the
larger influencers on teacher satisfaction, resulting in retention, is the relationships and trust
fostered by the school district and administration (1990). Based on the literature, it can be
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suggested that improving levels of trust within the organization would close the identified
performance gap, therefore leading to higher levels of teacher retention.
Teachers need enough time to manage both teaching and non-teaching duties. Often
new teachers feel overwhelmed with the time that they must devote to non-teaching duties that
are still required of them. Teachers today, more than ever before, are constantly pulled in a
variety of directions. If we expect the teachers of today to be successful in all that we are asking
of them, we must allot the proper working environment. 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 and
Estes, 2008). Clearly, this suggests that in order to, not only be effective, but to feel effective,
new teachers must be ensured appropriate amounts of time to perform the tasks that are required
of them; in particular, non-teaching duties. The recommendation would then be that
organizational leaders will create a schedule and opportunities that provide adequate time within
the daily schedule for non-teaching responsibilities. For example, this could mean an amended
schedule of duties for new teachers that perhaps ensures that they have less non-teaching duties
than the more veteran teachers.
Research has shown that a strong correlation exists between available time for teachers
and their feelings of preparedness and their effort and sense of purpose (Riehl and Sipple,
1996). New teachers face many aspects of their new job that they will still be adjusting to. For
many of them this will be their first time lesson planning and being completely responsible for
their “own” class; not to mention it may be their first job at all. A lighter workload that takes
into account the fact that these teachers are developing new lessons each day may also improve
new teachers' sense of well-being (Jones, 2012). One of the leading causes of teachers leaving
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the profession early on is that of burnout (Ingersoll, 2001). It then becomes clear that the leaders
of organizations are responsible for creating a favorable working environment taking into
account these concerns. Literature supports these assertions and therefore the identified
performance gap could be addressed by “ensuring adequate time to complete non-teaching
tasks”.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) is the model that
this implementation and evaluation plan is derived from. This model is based on the Kirkpatrick
Four Level Model of Evaluation (Kirkpatrick & Kirkpatrick, 2006), which has since been
revised. This model works backwards, starting with evaluating the goals of the organization and
working backwards from there. By using this approach, it is easier to identify the organization’s
goals and therefore identify the “leading indicators.” These four levels begin in reverse order by
focusing on the organizations desired results (Level 4) this is followed by the evaluation of
stakeholder behavior (Level 3), learning (Level 2), and finally, reaction (Level 1).
The four levels begin the program planning in reverse order by focusing on the desired
results (Level 4) of the organization followed by evaluation of behavior (Level 3), learning
(Level 2), and reaction (Level 1). Level 4 for this study will focus on creating a new teacher
orientation program using identified indicators that will aid in meeting the organization’s goal of
increasing new teacher retention. Level 3 for this study establishes the critical behaviors and the
“required drivers” necessary for individuals to achieve the identified and desired results. Level 2
for this study focuses on the evaluation of the individual’s ability to learn through self-efficacy,
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knowledge, and acquired skill set. Lastly, Level 1 evaluates the individual’s reaction to the
aforementioned desired behavior.
Organizational Purpose, Need and Expectations
There are many different reasons why a high number of teachers leave the profession
within the first several years, and in comparing the peer organizations with Bishop High School,
I look to better understand factors that lead to this dilemma. The research presented in this
project focuses on the knowledge, motivation, and organization performance gaps that may lead
to new teachers leaving the profession early. Addressing the problem of low teacher retention
rates will result in the highest quality of educators in the classroom, therefore, resulting in the
best education practices being utilized in the classroom. According to current research this
should then result in students receiving the highest quality of education.
This project examined the knowledge, motivational, and organizational performance gaps
that can have a negative impact on new teacher’s job satisfaction, and therefore result in low
rates of new teacher retention. The proposed solution then is a new teacher orientation program
that addresses these “gaps”. This program will provide new teachers with the training, support,
and confidence needed for them to be and feel successful. The successful implementation of this
program should result in the organization’s desired outcome - an increase in new teacher
retention rates.
Level 4: Results
Table 11 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for Bishop High School
and the desire to improve new teacher retention rates. If the internal outcomes are met as
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expected as a result of the training and organizational support for new teachers, then the external
outcome of higher new teacher retention rates should also be realized.
Table 11
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increased performance of
students post-graduation
1a. Performance in college
1b. Higher college acceptance rates
1c. Employment upon graduation
(college & high school)
1a. Alumni relation
reports
1b. College
acceptance letters
1c. Alumni relation
reports
Internal Outcomes
2. New teachers remain in the
organization longer
2a. Decreased number of teachers
leaving each year
2b. Increase in teachers with
higher number of years of
experience
Personnel reports
3. More effective/varied
teaching methods used by
teachers
3a. Varied approaches to teaching
methodology
3b. Improvement in student
performance in the classroom
Various student
performance metrics
4. Increased student performance 4a. Higher standardized test scores
4b. Higher college acceptance rates
4c. Increased GPA
4a. Score report
summaries
4b. College
acceptance letters
4c. Report cards
Level 3: Behavior
Critical behaviors. The stakeholders of focus were the new teachers to Bishop High
School. These new teachers are currently participating in the new teacher orientation program
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provided by Bishop High School. The first critical behavior will be that the new teachers will
look for opportunities to be involved in school life outside of the classroom. The second critical
behavior is that new teachers will attend the regularly scheduled “new teacher” meetings. The
third critical behavior is that the new teachers will apply a variety of teaching methodologies in
their classrooms. The specific metrics, methods, and timing for each of these outcome behaviors
appears in Table 12.
Table 12
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. 1. In order for teachers to be
their most effective, new
teachers will look for
opportunities to be involved
in school life outside of the
classroom.
Analysis of teacher
involvement above
and beyond
classroom teaching.
List of activities or
school events that the
teacher is involved in
or in attendance at.
At the end
of each
grading
period.
2. New teachers will be
competent in understanding
the student information
system (SIS).
Ability to operate
and function with
little or no assistance.
Demonstrated at
teacher technology
trainings and discussed
at quarterly teacher
checkouts.
At the end
of the 1st
grading
period.
3. New teachers will attend
scheduled “new teacher
program” meetings.
Teacher attendance
in comparison with
meeting schedule.
Attendance record
taken at each meeting.
Every
month
4. Teachers will apply a
variety of teaching
methodologies in the
classroom.
Comparison of
number of different
methodologies from
week to week.
Record of number of
different teaching
methodologies that
teacher is using in
class.
Every
week
Required drivers. New teachers require the support of the administration and the
organization to reinforce what they have learned in their various teacher preparation training
programs and through other teaching experience and encourage them how to apply these skills
into the classroom in order to be effective teachers. Through this support, new teachers should
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gain the confidence and skills needed in order for them to feel comfortable to continue in the
teaching profession. Table 13 shows the recommended drivers to support critical behaviors of
new teachers.
Table 13
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Experienced and mentor teachers will be made
available for the new teachers to observe as they
model a variety of teaching methodologies.
Ongoing 3
Provide ample opportunities and time for new
teachers to be involved in student life. This will be
encouraged at faculty/staff meetings and by giving
various rewards for participation. There are also
stipends that are available for certain duties.
Ongoing 1
Continue to provide professional development that is
focused on the fulfillment of the mission statement.
Monthly departmental
PD meetings.
1, 3
Meet and discuss progress on their feelings of self-
efficacy and effectiveness in the classroom. In
particular, referencing their pre-survey from the
beginning of the year.
Monthly new teacher
meetings
1, 2, 3, 4
Encouraging
Teacher’s progress is discussed at quarterly checkout
meetings with the Academic Dean and Asst.
Academic Dean.
Quarterly (at the end
of each quarterly
grading period).
2, 3
Discussion and praise at individual new teacher
meetings with Academic Dean.
Monthly 1, 2, 3
Rewarding
Teachers are publicly acknowledged by the
administration at faculty/staff meetings through
drawings for prizes.
Monthly faculty/staff
meetings.
2, 3
Monitoring
Continue to assess new teacher progress in
expanding their role on the campus, outside of the
classroom, and establishing feelings of trust within
the student community.
Daily, through
observations during
breaks and
extracurricular
activities.
1
TEACHER RETENTION
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The administration will assess new teacher
competency on the SIS through accuracy in grading
and lesson planning that occurs on the system.
Weekly 2
Organizational support. Bishop High School will continue to support the new teachers
each year. This will be done in order to achieve the desired outcome of increasing the new
teacher retention rate by offering a thorough orientation program that will offer the proper
support needed to be a successful teacher. Currently, Bishop has a program in place, however,
that program does not appear to be adequate to achieve this goal. Therefore, based on the
identified performance gaps, Bishop will provide ample opportunities for new teachers to
observe their assigned mentor teachers while providing them sufficient initial training on various
systems. The goal of these approaches is that it will increase the self-efficacy of these new
teachers. In order to establish an environment of trust and cooperation between the
administration, ample time will be given to the new teachers to ensure their ability to complete
their non-teaching duties. Bishop High School believes that as an organization these needs must
be met in order to achieve the desired goal.
Level 2: Learning
Learning goals. Upon completion of the new teacher orientation program, the
stakeholders will be able to:
1. Apply full use of the Student Information System which allows utilizing all of its
components and therefore create a level of confidence amongst the new teachers.
(Procedural)
2. Have a fuller realization and understanding of their abilities and potential,
creating greater self-efficacy. (Declarative)
3. Have a higher level of self-confidence. (Motivational)
TEACHER RETENTION
91
4. Develop a greater level of trust in the administration. (Cultural Setting)
5. Have a greater ability to identify and set professional goals for themselves and use
these skills to better understand that to be an effective teacher one must view
teaching as a vocation as compared to a job. (Goal Orientation)
Program. The New Teacher Orientation Program at Bishop High School will allow for
new teachers to have an opportunity to receive the proper training to gain the knowledge,
support, and confidence to be successful. The program will consist of a thorough initial training
that occurs prior to the beginning of the school year. This 2-day training will cover the following
topics such as the various technology and information systems that are used within the school, as
well as school policy concerning safety, procedure, and other basic knowledge about the school
in particular. There is also an ample amount of time spent on the school’s mission statement.
New teachers are given an opportunity to truly understand the mission statement and start
developing a plan that will allow them to live this mission statement every day in their
classrooms and in their lives. During this period new teachers are also introduced to, and given
the opportunity to work with, their assigned mentor teacher.
This is followed by regularly scheduled monthly group meetings and individual meeting
for all new teachers. The group meetings are used to address overarching themes that may be
applicable to the group as a whole, while the individual meetings are designed for more personal
and specific needs. These meetings will also give new teachers the opportunity to discuss their
own personal feelings of their professional growth and allow them to set both short- and long-
term goals and develop a plan to meet these goals.
There is also particular attention paid to outside opportunities for professional
development. Throughout the time that teachers are enrolled in this program various
TEACHER RETENTION
92
opportunities for teachers to attend professional development will be sought and
encouraged. Funds will be budgeted in order to cover the accrued costs.
The program will extend over a two-year period with teachers in the second year
transitioning into assuming more independence and responsibility on the campus. During this
second year teachers will be encouraged to, and given opportunity to, continue to become more
involved in the extracurricular life of the school.
Evaluation of the components of learning. The demonstration of declarative
knowledge is extremely important in using this knowledge to close the identified performance
gap and solve the problems associated with it. Therefore, it is crucial that the effectiveness of the
learning for both declarative and procedural types knowledge being taught is addressed. For
effective learning to occur, it is important that the learners “buy in” and are fully engaged in the
initial and continued training over the two years that the learners are in the program. What will
be imperative to the success of the program is that the learners understand how to take their
newfound skills and confidence and translate it into performance and behavior on the job. Being
such, Table 14 lists the evaluation methods and timing for these components of learning.
Table 14
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(is) Timing
Declarative Knowledge “I know it.”
Knowledge checks through discussions and
observations, “tech days” with teachers give an
opportunity to show what they know.
Periodically during the in-person trainings,
documented in observation notes, and end
of the year summative evaluations.
Procedural Skills “I can do it right now.”
Demonstration in groups and individually of
using the job aids to successfully perform the
skills.
During faculty meetings and new teacher
meetings.
Quality of the feedback from peers during
group sharing
During faculty meetings and new teacher
meetings.
TEACHER RETENTION
93
Individual application of the skills within the
work environment.
Periodically during the in-person trainings
and documented in observation notes.
Attitude “I believe this is worthwhile.”
Discussions of self-efficacy, self-worth, and
recognizing teaching as a vocation.
During faculty meetings, new teacher
meetings, quarterly checkout meetings, and
end of the year summative evaluations.
Confidence “I think I can do it on the job.”
Survey items that addresses competency.
During quarterly checkout meetings.
Discussions following practice and feedback.
During new teacher and quarterly checkout
meetings.
Commitment “I will do it on the job.”
Discussions following practice and feedback.
During new teacher and quarterly checkout
meetings.
Create an individual action plan.
During quarterly checkout meetings and/or
end of the year summative evaluations.
Level 1: Reaction
It is crucial to measure the reactions of new teachers to the new teacher training program
in order to evaluate the engagement, relevance, and satisfaction (Kirkpatrick & Kirkpatrick,
2016). Level 1(reaction) provides an appropriate method of gaining insight and obtaining
information needed in order to measure the quality of the training and support provided to the
new teachers during their first year of employment, initial training, and participation in the new
teacher program. Table 15 lists the methods or tools and timing to measure the reactions of the
new teachers to the new teacher orientation program.
Table 15
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
New teacher interest in being involved in the school community
as a whole.
Ongoing
New teacher attendance to program meetings. Ongoing throughout 1st
year
Participation of new teachers in in-services and discussions. Ongoing
Willingness to form relationships with peers and administration. Ongoing
Relevance
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94
New teacher feedback about training. Ongoing
Customer Satisfaction
New teacher survey following 1st year. Completion of program
Student surveys of new teacher effectiveness. End of the year
Evaluation Tools
Immediately following the program implementation. The administration and mentor
teachers will use knowledge and understanding checks during the initial training to ensure that
the new teachers are prepared to perform the tasks required of all teachers at Bishop’s High
School. These one-on-one discussions will take place following each training session to
determine new teacher’s knowledge and skills. Based on the discussions, it will be determined if
follow-up training will be required to ensure initial understanding. At the end of the initial
training, a post-training survey (see Appendix A) will be completed by the new teachers to
obtain feedback.
Delayed for a period after the program implementation. An interview will be given
to the new teachers after the 1st month of teaching (see Appendix B). This will be followed by
the regularly scheduled “new teacher meeting” that will occur monthly. These meetings are
conducted in a group format, while there are also one-on-one meetings with the program
administrator and mentor teachers. All of this is done in order to obtain feedback about the new
teacher’s comfort level, confidence, and self-efficacy after the 1st month and to help devise
benchmarks for growth moving forward. The questions used in the survey, along with the
follow-up meetings, will provide information about the effectiveness of the training and how it
has been useful during the past month.
TEACHER RETENTION
95
Data Analysis and Reporting
Bishop High School’s organizational goal is to create a new teacher orientation program
by August 2019 to increase new teacher retention rates. The progress toward achieving the
organizational goal will be measured quarterly. The information and data provided to the
administration team will be used to evaluate the progress toward the achievement of the
organization’s goal. The importance of the organization’s ability to achieve effective training is
imperative to the organization achieving its identified goals.
Summary
The literature review conducted for this study aided in identifying the assumed influences
of knowledge, motivation, and organization. Recommendations for each influencer were based
on context specific theories covering several areas: knowledge influencers; that are necessary in
order to achieve the aforementioned stakeholder goals (these knowledge influences fall into three
distinct types of knowledge: declarative/factual, procedural, and metacognitive),
motivational; which were identified as self-efficacy and goal orientation, and organizational; in
this instance, sociocultural. If Bishop High School is to achieve the aforementioned program
goal, an effective new teacher training program that relies heavily on a systematic and thorough
means of evaluation is crucial.
In order to measure whether Bishop High School is achieving its stakeholder goal of a
100% new teacher retention rate the New World Kirkpatrick Model was used to provide a
designated learning and evaluation framework. The New World Kirkpatrick Model was
identified as being the most appropriate model to establish a method in which to measure
program effectiveness. The model consists of four levels (results, behavior, learning, and
TEACHER RETENTION
96
reaction) which address all areas needed in order to properly implement and measure an effective
program.
Limitations
The nature of this study was obviously very specific and therefore could limit its
generalization. All of the participants were part of the same organization and dealing with the
same stressors of starting a new job within the last two years. Also, some of the participants
were alumnus of the school, which could have created a bias. While these biases were accounted
for and deemed to not have an effect on the validity of the data, they could still play a role in the
way in which the data is interpreted by others, and therefore, the way in which it can or cannot
be generalized, and therefore effect its usefulness.
While I believe the interview questions were appropriate to the data that was being
sought, I do believe the questions could have been misconstrued as leading. The way in which
some of the questions were worded may have implied or assumed certain opinions or beliefs.
Lastly, I also believe that the demographical information could be more closely examined within
the context of the data collected from the interviews in order to identify any possible correlation
between the two.
Future Research
In the limitations section it was noted that the sample was very specific in nature and
therefore may affect the study’s generalization. However, I do feel that future research could
focus on a particular district or set of schools within a certain demographic. This may produce a
data that may applicable to wider variety of circumstances. Ideally, future research would lead
to the development of a new teacher orientation program that could be customized to any school
or district. This could be done by using a larger sample of participants from a variety of schools,
TEACHER RETENTION
97
however, these schools would have to share some commonalities. These commonalities could
include geographic location, socioeconomic demographics, staff size, or student population to
name a few. Also, the current new teacher orientation program that is offered and its
effectiveness could be considered. It should be noted that there could be some changes made to
survey as well. The changes could consist of questions that were more specific to certain aspects
of the current orientation program. It is very much possible that given the right changes, time
and resources future research could lead to the creation of a universal customizable new teacher
orientation program.
Conclusion
The goal of this dissertation was to identify and evaluate the influences that led to Bishop
High School only retaining approximately 51% of their teachers that were in the first two years
of teaching at Bishop. These influences were also being considered within the context of the
related literature that was also examined. The identified influences supported the assertion that
there is a wide variety of circumstances that can lead to new teachers leaving the profession after
the first couple of years. The research determined that some of these circumstances exist on a
smaller scale at Bishop High School. The research conducted for this dissertation concluded that
there were in fact gaps in knowledge, motivation, and organizational influences that led to the
organization’s failure to achieve its organizational performance goal of a 100% new teacher
retention rate. Upon the analysis of the data, recommendations using the Kirkpatrick (2016)
model were made. These recommendations consist not only a plan for implementation, but with
a process to measure program implementation effectiveness. I look forward to the ability and
opportunity to expand on this research in the future.
TEACHER RETENTION
98
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Appendix A
New Teacher Orientation Program Effectiveness Survey
1. How long have you been teaching? ______
2. Did you substitute teach before becoming full-time? ______
3. Did you student teach before becoming full-time? ______
4. Do you feel that your college coursework prepared you for the classroom? ______
5. What is your education level? (please circle all that apply)
-Bachelors
-Masters
-Credential
-Doctorate
6. Was your goal to always become a teacher? _____
7. Do you feel that your school creates opportunities for you learn and grow as an
educator? _____
8. Do you trust your administration to provide support for you? _____
9. Do you believe that you can identify areas in which you can grow? _____
10. How many times a month does your administration meet with you on some level? (circle
one)
0 times
1-2 times
3-5 times
6+ times
Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________
TEACHER RETENTION
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Appendix B
Program Completion Interview Questions
1. What would you describe as the most/least effective aspect of the new teacher
orientation program?
2. What could be some possible positive/negative outcomes of site-specific training?
3. Why or why do you not believe that an expanded role by a personal mentor would be
effective in this program?
4. What are the characteristics that you would you like to see in a mentor?
5. In what ways did you or did you not feel supported by the administration?
6. What type of different trainings could/should be conducted for teachers that are new to
teaching and those that are new to teaching and to Aquinas?
7. What do you believe would be the ideal time frame for this training to take place (1year, 2 years.,
etc.)? Follow-up: Why do you feel this time frame would be ideal?
8. What leadership qualities would you like to see in the facilitator of this program?
9. Describe how you think these qualities could be effective in leading to the
success of the program?
10. What type of activities would you like to see implemented into the program?
11. Why do you think these activities should be implemented and what would make
them effective?
12. Overall, what changes would you like to see to the program?
TEACHER RETENTION
105
Appendix C
Information Sheet for Study Participants
New Teacher Retention Study
You are invited to participate in a research study conducted by Christopher Barrows at the
University of Southern California. Please read through this form and ask any questions you
might have before deciding whether or not you want to participate.
PURPOSE OF THE STUDY
This research study aims to better understand how to increase new teacher retentions rates in
private schools
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will complete a survey, followed by one 30-45 minute
recorded interview at a time of your choice. You do not have to answer any questions that you
don’t want to. You may also withdraw from study participation at any time with no adverse
consequences.
PAYMENT/COMPENSATION FOR PARTICIPATION
There will be no compensation for participating in this study.
CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential.
After audio recording transcription, your responses will be coded with a false name (pseudonym)
and maintained separately. At the completion of the study, all audio recordings and direct
identifiers will be destroyed, and the de-identified data may be used for future research studies. If
you do not want your data used in future studies, you should not participate. The members of the
research team and the University of Southern California’s Human Subjects Protection Program
(HSPP) may access the data. The HSPP reviews and monitors research studies to protect the
rights and welfare of research subjects. If the results of the research are published or discussed in
conferences, no identifiable information will be used. Given the participants professional
relationship with Mr. Barrows, Austin Conley will be conducting the interviews to maintain
confidentiality.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Christopher
Barrows or Austin Conley at...
TEACHER RETENTION
106
IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.
Please sign this below if you understand and agree to all of the information provided.
__________________________________________
Participant Signature Date
Abstract (if available)
Abstract
The problem in education addressed in this dissertation was the low retention rates in teachers that are new to the teaching profession
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Low teacher retention rates in private schools
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Rossier School of Education
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Organizational Change and Leadership (On Line)
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07/30/2019
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