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A wellness paradigm to attenuate attrition

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A wellness paradigm to attenuate attrition

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A WELLNESS PARADIGM TO ATTENUATE ATTRITION

by

Patricia Damaze

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

May 2021

Copyright 2021 Patricia Damaze

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ACKNOWLEDGEMENTS
This assignment has emphasized my dependence on my Creator in every area of my life.
With heartfelt gratitude to the Almighty God for strength, grace and the presence of His Holy
Spirit while articulating and assembling this document; I have succeeded in bringing this study
to completion. God’s direction and divine intervention were integral in ensuring my success and
completion. My highest praise I offer up to the author of my faith, Jehovah-Jireh. He has brought
a vision to realization through me. I trust to this end that according to Roman 8:28 that all things
work together for my good, as one who loves God and is called according to His purpose. I am
extremely thankful for the assurance that God’s word will not return to Him void, as I hold on to
faith in believing I can do all things through Christ who strengthens me as I look ahead.
In considering my acceptance to the OCL program, I express genuine thanks to Mr. Chris
Schiermeyer, Mr. Mike Sorter and Dr. Judy White for your recommendations. Your recognition
of my efforts and potential as well as your unrestrained expression of such, assisted in opening
the door for the realization of my dream.
I express special and heartfelt thanks to my advisors Dr. Emmy Min, my chairperson and
Dr. Eric Canny for the time invested with me through advice, guidance and helping shape my
presentation as a non-biased, eloquent depiction of my findings and experiences. Particularly,
thanks to Dr. Emmy Min for your calm encouragement, patience and direction when hard
decisions had to be made. I express sincere appreciation to Dr. Ekaterina Moore who helped
identify my study’s focus point to proceed with enthusiasm. Additionally, among the USC
network I express gratitude to my student success advisor Mr. Reginald Ryder whose efforts held
me accountable along the turbulent journey and my classmates for a memorable experience. I
express my unending thanks and much love to my mother Gene and my aunt Mel who have been
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my biggest fans. Thank you for believing in me and for all your encouragement. Lastly, I express
much love to my lovely niece Anais, as thoughts of your sweet spirit made me feel comforted on
difficult days.
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TABLE OF CONTENTS
Acknowledgements ii
List of Tables vi
List of Figures viii
Abstract ix
Chapter One: Introduction 1
Organizational Context and Mission 1
Providence Metropolitan’s Performance Status 2
Related Literature 3
Importance of Addressing the Problem 5
Providence Metropolitan’s Performance Goal 6
Description of Stakeholder Groups 6
Stakeholder Group for the Study 7
Clark and Estes (2008) Gap Analysis Conceptual Framework 8
Methodological Framework 9
Organization of the Project 10

Chapter Two: Review of Literature 13
Frequency of Attrition among Teachers 13
Attenuation of Teacher Stress to Reduce Teacher Attrition 14
Inherent and External Stressors for Teachers 14
Stress and Wellness 16
Implications of a Wellness Paradigm Shift with School Leaders 18
Impact of Chronic Stress on Individuals 19
Intensity of Stress among Teachers 20
Relationship between Stress and Teacher Attrition 21
Effects of Stress and Teacher Attrition on students/student achievement 22
Clark and Estes (2008) Gap Analysis Conceptual Framework 23
Stakeholder Knowledge Influences 24
Knowledge influences: Conceptual and Procedural Knowledge 24
Stakeholder Motivation Influences 28
Stakeholder Specific Factors 33
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context. 42
Conclusion 46

Chapter Three: Methods 48
Participating Stakeholders and Criteria for Selecting Participants 48
Study Criteria and Rationale 49
Data Collection and Instrumentation 51
Credibility and Trustworthiness 53
Reliability and Validity 54
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Ethics 55

Chapter Four: Research 57
Survey Participation Logistics 58
Construction of the Teacher Wellness Inventory 61
General Survey Trends and Findings 63
The Length of the Study and its Correlation with the Number of Participants 64
Data Validity 65
School Leaders’ Knowledge of Teacher Wellness and Teacher Attrition 66
School Leaders’ Conceptual Knowledge 66
School Leaders’ Ability to Recognize Teacher Limitations 69
School Leaders’ Ability to Communicate Effectively 72
School Leaders’ Reflections on Motivation and Teacher Attrition 75
The Organization’s Settings, Models, and Attrition. 82
School Leaders’ Reflections on the Organizational Setting and Model and Attrition 82
School Leaders’ Ability to Promote Occupational Wellness 88
Conclusion 94

Chapter Five: Recommendations 97
Organizational Performance Goal 97
Description of Stakeholder Groups 98
Goal of the Stakeholder Group for the Study 98
Purpose of the Project and Questions 98
Introduction and Overview 99
Knowledge Recommendations for Practices to address KMO Influences 100
Motivation Recommendations for Practice to Address KMO Influences 106
A Mindset Conducive to Maximize Teaching and Learning 114
Appropriate Resources for Optimum Teaching/ and Learning 115
Leaders who Model Appropriate Leadership and Supervision Skills 116
Implementation and Evaluation Framework 118
Integrated Implementation and Evaluation Plan 118
Organizational Purpose, Need and Expectations 119
Evaluation Tools: Immediately Following the Program Implementation 132
Data Analysis and Reporting 135
Summary 135
Expectancy Value Theory and School Leaders 137
Attribution Theory and School Leaders 139
Limitations and Delimitations 142

References 144
Appendix A: Survey Items 154

vi

LIST OF TABLES
Table 1 Providence Metropolitan Districts Mission, Global Goal and Stakeholder Goals 8
Table 2 Knowledge Worksheet 27
Table 3 Motivation Worksheet 31
Table 4 Organization Worksheet 38
Table 5 Assumed Influences used with the Clark and Estes Model. 58
Table 6 Intensity Table 62
Table 7 Summary of School Leaders’ Reflections to Demonstrate their Conceptual
Knowledge. 67
Table 8 Frequency and Intensity Values for School Leaders’ Conceptual Knowledge on
Mitigating Teacher Attrition or Implementing a Wellness Plan. 68
Table 9 Summary of School Leaders Reflections (PK-1). 70
Table 10 Frequency and Intensity Values for School Leaders Procedural Knowledge PK-1 71
Table 11 Summary of school Leaders Reflections to Demonstrate their Procedural
Knowledge (PK-2). 73
Table 12 Frequency and Intensity Values for Procedural Knowledge 2 73
Table 13 Assumed Motivation Influences and Subscales 75
Table 14 Summary of School Leaders Reflections to Demonstrate the Value given to
Promoting Wellness. 77
Table 15 Frequency and Intensity Values for Motivation Subscale: Value 77
Table 16 Summary of School Leaders Reflections to Demonstrate their Correlation of Teacher
Wellness to Student Achievement 79
Table 17 Frequency and Intensity values for school leaders’ reflections on campus atmosphere,
work conditions and teacher attrition. 80
Table 18 Organization Assumed Influences and Subscales 82
Table 19 School Leaders Reflections to Demonstrate Thoughts on the Correlation of
Resources and Burnout 83
Table 20 Frequency and Intensity Values for Reflections on Relatedness of Resources and
Attrition 84
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Table 21 Summary of school Leaders Reflections to Demonstrate School Leaders’ Reflections
on the Impact of Communication with Teachers 86
Table 22 Frequency and Intensity Values for School leaders’ Reflections on Effective
Communication with Teachers 87
Table 23 Summary of School Leaders Reflections to Demonstrate their Awareness of their
Staff’s Job Satisfaction 89
Table 24 Frequency and Intensity Values for School Leaders’ Awareness of their Staff’s Job
Satisfaction. 90
Table 25 Summary of School Leaders Reflections to Demonstrate Awareness of Job
Satisfaction Factors for Their Teachers. 92
Table 26 Frequency and Intensity Values for School Leaders’ Awareness of Job Satisfaction
Factors for Their Teachers. 92
Table 27 Summary of Knowledge Influences and Recommendations 101
Table 28 Summary of Motivation Influences and Recommendations 107
Table 29 Summary of Organization Influences and Recommendations 111
Table 30 Outcomes, Metrics, and Methods for External and Internal Outcomes 120
Table 31 Critical Behaviors, Metrics, Methods, and Timing for Evaluation 122
Table 32 Required Drivers to Support Critical Behaviors 124
Table 33 Evaluation of the Components of Learning for the Program 130
Table 34 Components to Measure Reactions to the Program 131
Table 35 Kirkpatrick’s level 1 Instruments and Evaluation Tools 132
Table 36 Kirkpatrick’s Level 2 Instruments and Evaluation tools 133
Table 37 Summary of Kirkpatrick’s Four Levels of training and Evaluation Tools. 134

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LIST OF FIGURES
Figure 1 Conceptual Framework 44

ix

ABSTRACT
Teacher burnout and eventual attrition (the wearing down of one’s strengths due to
chronic pressure from various stressors) is a widespread problem in the teaching profession.
Public schools in the United States experience an increasing rate of teacher turnover due to the
amount of stress encountered by teachers. This study was focused on assessing the frequency and
intensity of the knowledge, motivation and organizational components of school leaders’
reflections, on the implementation of a paradigm of wellness within their organization to mitigate
teacher attrition. The research methods for this study were quantitative in nature. Surveys were
used to gather information from school leaders within PMD areas consisting of multiple school
districts and charter schools. The overall findings of this study reveal a positive and promising
trend among school leaders regarding their understanding and belief of the importance of a
paradigm of wellness within their organization.

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CHAPTER ONE: INTRODUCTION
This paper addresses the problem of teacher attrition in public schools in the United
States. Attrition is defined by the Oxford dictionary as the reduction of someone’s strength or
effectiveness through sustained attack or pressure. This definition as the routine experiences of
teachers explains researchers’ viewpoint that attrition is the rate at which teachers leave the
profession (turnover) and the burnout they experience (Ryan et al., 2017). This exact definition
of attrition is also being used in this study because it encompasses both the definitions of
extreme, medical sense burnout and the eventual turnover that follows in the teaching profession.
Data released by the National Center for Education Statistics (NCES), from a longitudinal study
of beginning teachers, in K-12 public schools, provide data on attrition and mobility. The trend
in the evidence indicates teacher attrition and mobility has been increasing at a rate of 2% to 3%
each year from 2007 to 2015. This trend is observable among beginning teachers across the
United States of America (NCES, 2015). This is a problem in need of consideration as trained
and highly qualified teachers are among those who exit, only to be replaced by fewer with
matching qualifications each year (Mazur & Lynch, 1989).
Organizational Context and Mission
The mission of Providence Metropolitan Districts (PMD) is to create strong and effective
learning environments through incentives that produce high student achievement with 21st
Century academic knowledge. The geographical region which is home to the districts of focus
asserts one of its goals for realization of its mission is to do everything necessary to ensure a job
well done as a critical aspect of everyday function to assist with student achievement. This
metropolitan area has approximately six million students in attendance from kindergarten
through 12
th
grade and is committed to providing educational experiences to students in some
2

portions of the west coast of the United States. The Metropolitan Providence Districts region
reports enrollment of approximately 6,186,278 students across 10,521 public schools and
652,933 students across 1,313 charter schools during 2018 - 2019. The majority of schools
contained in Providence Metropolitan consist of students from low socio-economic backgrounds
with qualifications for free or reduced-price meals. PMD student diversity distribution from
kindergarten to grade twelfth in public schools comprises roughly 5.4% African American, 0.5%
American Indian, 11.7% Asian, 0.4% Pacific Islander, 22.9% White, 3.6% Mixed Race, and
0.9% of unreported ethnicity. Relevant data in those public-school systems reveal more female
teachers in every ethnicity with 73.3% female teachers and 26.7% male teachers overall. The
ethnic distribution of teachers is 49.7% American Indian, 7.3% Asian, 3.1% pacific islander,
20.7% Hispanic or Latino, 3.9% African American, 62% white, 0.9% mixed race, 4.3% of
unreported ethnicity.
Providence Metropolitan’s Performance Status
In consideration of the Providence Metropolitan’s demographics, educator resources, and
other stress-promoting factors encountered by teachers, attrition affects some of the most
efficacious teachers in the district (Rollinson et al., 2017). To effectively sustain highly qualified
teachers, who maintain momentum with student engagement in a wholesome learning
environment, as specified in PMD mission statement, educational leaders must explicitly set
measurable goals, to support teacher wellness as an essential ingredient. Darling-Hammond et al.
(2018) report attrition accounted for 88% of the increase in teacher shortages in PMD over the
last decade. Of that percentage two-thirds of attrition is pre-retirement. The retirement force
make-up only 34% of the region’s teaching staff (Darling-Hammond et al., 2018). Since 2014
PMD has reported acute teacher shortages particularly in mathematics, science and special
3

education. These authors also noted PMD has a 70% decline in teacher education program
enrollment. Teacher shortages disproportionately affect historically disadvantaged or high-need
schools. The shortages have further increased in an effort to reduce the high student-teacher
ratio. The primary driver of high demand for teachers and the stagnant supply remains attrition
(Darling-Hammond et al., 2018).
Related Literature
Teacher attrition negatively affects United States K-12 public schools’ recruitment and
retention of qualified teachers. This abates the quality of instruction due to consequentially high
teacher-student ratios (Newberry & Allsop, 2017). Examination of 79 school districts surveyed
by Arizona Department of Education provides supporting sample evidence of the national
teacher attrition problem. Arizona classrooms need immediate guidance to prepare, compensate
the highly qualified, effective and well-respected teachers to meet their full potential (Arizona
Department of Education, 2015). Particular challenges arose in Arizona in the recruitment and
retention of Science, Math, Special Education and Kindergarten teachers. The department further
stated if this trend continued the state’s economic prosperity and sustenance of its future
workforce, would become an impossibility (Arizona Department of Education, 2015). It also
reported new recruits are hard to come by and the few hired are hard to keep. In 2014, 24% of
teachers were expected to retire within the next four years. This was anticipated while most
teachers on staff in Arizona, were less than 3 years in the profession. Arizona’s state of attrition
resembles national reports of teacher attrition according to the Arizona Department of Education
(2015).
Efforts to improve the United States educational system further aggravate the problem.
Analysis of national databases confirms the demands on teachers remain at an increase when
4

schools lower pupil-teacher ratios but reinstate programs eliminated in the Great Recession of
2007- 2008 such as health education (Sutcher et al., 2016). In California, teacher emergency
permits tripled. Only 33% of credentials issued in 2014-15 were issued to highly qualified
teachers (Sutcher et al., 2016). Similarly, Arizona kept its school operational with 29% increase
in substitute credentials from the previous year. This occurred while Arizona faced the reality of
having the highest turnover rates in the country and with the knowledge that 24% of its teacher
workforce, became eligible for retirement in 2018 (Sutcher et al., 2016). Oklahoma is reported to
have an increase by a factor of ten of emergency credentials issued to untrained teachers from
1998 - 2011. Forty-eight states reported teacher shortages in Special Education, 42 in
Mathematics, and 40 in Science (Sutcher et al., 2016).
Forces Behind Attrition
The evidence presented confirms the prevalence of teacher attrition as a nationwide
problem to be addressed. There are several associated, progressive driving forces to teacher
attrition. The trend deduced from the studies examined suggests attrition stems from stress which
leads to burnout over time, and eventually matriculates. Attrition thereby triggers teachers to exit
from the profession. Teacher stress has been linked with professional outcomes, including
burnout, absenteeism, lack of motivation and attrition. Although teachers with greater teaching
experience were found less likely to leave the profession, data shows young and experienced
teachers acknowledge determination to leave the profession (Ryan et al., 2017). Burnout exists as
a serious occupational ailment within school systems (Pietarinen et al., 2013). There are various
intrinsic and extrinsic contributors to teacher stress. Insufficient autonomy is one factor that
induces stress and paves the way for departure due to burnout. Teacher autonomy, a dimension
of empowerment, is the control of their own environment, for job-related decisions (Pearson &
5

Moomaw, 2005). The authors report teachers express willingness to reenter the teaching
profession if they would be given higher autonomy, if faced with that option (Pearson &
Moomaw, 2005). Recruits studied in Pennsylvania, Maryland, and Connecticut on State
Curricular Standards Achievement Testing summarize test-based accountability has become a
contributing factor to teacher stress, as well as attrition (Ryan et al., 2017). A clandestine culprit,
Organizational Citizenship Behavior (OCB) contributes to teacher strain. OCB is the
performance that supports the social and psychological environment in which a task is conducted
(Somech, 2015). OCB expectations coupled with teacher-role stressors, invoke negative
physiological and psychological forces on well-being. The implication is the cost of OCB is
beyond monetary value to teachers. Perhaps this explains why an estimate of nearly 50% of all
teacher absenteeism is reportedly due to stress (Somech, 2015).
Importance of Addressing the Problem
It is important to address the problem of teacher attrition because it negatively affects
United States K-12 public schools’ recruitment and retention of qualified teachers. This abates
the quality of instruction due to consequentially high teacher-student ratios (Newberry & Allsop,
2017). Arizona’s state of attrition mimics national reports. According to the Arizona Department
of Education (2015) 46 % of new teachers nationally are reported to leave the profession within
the first five years of teaching. This is especially high in specialized areas including
kindergarten, special education, math, and science (Arizona Department of Education, 2015).
Teacher well-being impacts, not just teachers’ lives, but their students’ lives as well.
Attrition or burnout is correlated to teacher self-efficacy and decisions to leave the profession.
Leaders need to consider their role in the success of their educational teams, keeping in mind,
teachers’ well-being is tied to performance and indirectly affects students’ outcome. This means
6

teacher satisfaction and efficacy cascades into providing a safe and challenging experience to
bring to fruition the global mission. The achievement of this goal will be measured by increased
teacher efficacy and decreased distress after the implementation of the mitigating-factors plan.
Providence Metropolitan’s Performance Goal
By 2021, Providence Metropolitan Districts (PMD) will mitigate teacher attrition by
cultivating a paradigm which values teacher wellness among new and long-term teachers by
100%. The reality of teacher turnover needs to be addressed adequately in view of the nature of
the school community, and the stress-promoting factors. Approaches to measure progress will
include quantitative methods of data gathering to evaluate impact of efforts implemented to
mitigate attrition.
Description of Stakeholder Groups
The stakeholders are superintendents and administrators as school leaders.
Superintendents are school leaders working in collaboration with the PMD administrators and
other stakeholders (staff, parents and teachers) and therefore qualified to assist with
implementation of the action plan to mitigate teacher attrition in PMD. Administrators include
the principal and assistant principals at PMD.
Superintendents are those who work collaboratively with certificated staff and may be
trained to gather data on teachers’ sense of well-being, job satisfaction and create a post action
plan for improvements. Additionally, the study’s goal is to utilize superintendents’ collaborative
work with administrators and teachers to create an action plan with four domains: physical,
psychological, social health and a healthy work culture which employ ethical treatment of
teachers as a standard practice. In summary, superintendents, administrators and teachers should
7

work collaboratively to implement an action plan to mitigate teacher burnout considering ethical
treatment to minimize burnout and preserve well-being.
Stakeholder Group for the Study
A thorough analysis would include the stakeholders mentioned above. To reiterate, for
the purposes of this study, superintendents and school administrators were the primary
stakeholders in data gathering. The state of awareness and mitigation of teacher attrition were
assessed from the perspective of superintendents and administrators. Administrators are of
particular interest because of personal observations regarding the actions and mindset of
administrators with respect to teacher workload and its allostatic cost to wellbeing.
Superintendents were included particularly because they are identified by PMD’s department of
education to be responsible, along with administrators, for the broad outcomes and daily
interactions with staff, parents and students (CDE, 2020). The outcomes hope to heighten
awareness of the association between teacher wellness, job satisfaction and self-efficacy to meet
the organizational mission markings. The decision to identify administrators as candidates for
this study is based on direct experience of the impact of their decisions when assigning teacher
workload.

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Table 1

Providence Metropolitan Districts Mission, Global Goal and Stakeholder Goals

Mission
Metropolitan Providence Systems (PMD) is committed to creating strong and effective schools
with a wholesome learning environment through incentives that enable students to attain the
highest level of academic knowledge standards for student achievement as measured by a valid
and reliable accountability system which prepares students to thrive in the careers of the 21st
Century.
Performance Goal
By June 2021, PMD will implement an institutional plan for promoting teacher-wellness and
mitigating the factors that cause teacher attrition by 100 percent.
Stakeholder Goal
By 2021, PMD will mitigate teacher attrition by cultivating a paradigm of teacher wellness as a
fundamental value among new and long-term teachers by 100 percent as part of its
accountability system and culture.

Clark and Estes Gap Analysis Conceptual Framework
The framework presented by Clark and Estes (2008) provides lenses for understanding
and analyzing root causes of problems that exist within organizations. The authors present three
main influences within organizations that impact performance. Those influences are knowledge,
motivation and organization (KMO). Clark and Estes (2008) propose analyzing root causes of
problems using magnifiers on those influences will better assist in root-cause identification to
apply solutions. In essence, the authors recommend determining which of those three influencers
of performance are impacting the organizational outcomes. Knowing whether the problem is
knowledge, motivation or organization based enables more strategic and effective goal setting
for solutions (Clark & Estes, 2008). Clark and Estes shed light on factors such as values, self-
efficacy, attributions and goals as important determinants of motivation.
Krathwohl (2002) breaks down knowledge and skills further into four categories. These
are: factual, conceptual, procedural and metacognitive. These can be used in gap analysis to set
9

appropriate performance goals. This study utilizes each of the Clark and Estes’ influences in
analyzing educational leaders’ performance gaps in terms of teacher wellness to mitigate attrition
and sustain a culture of safety for teachers. The knowledge section will be followed by
examination of the motivational aspects of the performance gap. The final influence of
performance, organization will be analyzed in the methodology component of this study, to be
presented in Chapter Three.
Purpose of the Project and Questions
The purpose of this study was to conduct a gap analysis to examine the knowledge,
motivation and organizational elements that interfere with teacher wellness. The analysis began
by generating a list of possible or assumed interfering elements and then by examining these
systematically to focus on actual or validated interfering elements. While a complete gap
analysis would focus on all stakeholders, for practical purposes the stakeholder of focus in this
analysis were superintendents and school administrators.
The questions that guided the gap analysis in search of knowledge, skills, motivation, and
organizational influences include:
1. What are the knowledge and motivation of school leaders related to mitigating teacher
attrition through wellness?
2. What is the interplay between organizational culture and context and administrators’
knowledge and motivation to mitigate attrition?
Methodological Framework
The theoretical and methodological approach for this study was a quantitative approach
with the use of surveys. This means the data presented was based on the survey results obtained
from study participants (superintendents and school administrators). A modified version of the
10

gap analysis proposal of Clark and Estes (2008) was used to examine knowledge, motivation and
organizational influences on the stakeholder goals of the study.
Definitions
● Attrition: the reduction of someone’s strength or effectiveness through sustained attack or
pressure, burnout, eventual departure from the teaching profession (Oxford Dictionary).
● Burnout: the disparity that exists between what people are and what they would prefer to
be emotionally, psychologically and physically. It is the involuntary and gradual erosion
of values, spirit, will as a malady of the soul (Curry & O’Brien, 2012).
● Teacher Turnover: departure of teachers from the profession in search of work outside of
the classroom (This author’s definition).
● Health/Wellness/Well-being: the ability of an individual to function at optimum
efficiency, in the absence of chronic, strenuous, or above threshold of allostatic cost to
any part of the human system (This author’s personal working definition of construct).
● Stress: chronic exposure to strain/discomfort above the threshold of allostatic cost to any
part of the human system in an environment (This author’s personal working definition of
construct).
Organization of the Project
This study consists of five chapters. Chapter one begins a brief overview of the problem
of teacher attrition, its prevalence across states, relevant data to support claims and the
importance of addressing the problem. This chapter proceeds by presenting the mission and
context of the educational region of study (PMD) and its performance status. A more detailed
literature review of the prevalence of teacher attrition, the forces behind, and the importance of
addressing the problem follows. A description of performance goals, stakeholder groups,
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mission, performance goal and stakeholder goals are also presented in chapter one. The first
chapter also explains the Clark and Estes (2008) framework (KMO) used in this study. Chapter
one concludes by stating the purpose of the study which is to perform a gap analysis to examine
KMO influences that influence teacher wellness and lead to attrition. With the purpose, the
questions that guide the gap analysis are also delineated, with the methodological framework and
definitions as the terminal pieces.
Chapter two begins by giving a thorough literature review relevant to the subject of
teacher attrition. This entails the frequency of attrition, attenuation of stress as a means of
reducing attrition, the inherent and external sources of stress for teachers, stress and its effect on
wellness, implications of a wellness paradigm for school leaders, impact of chronic stress and its
intensity among teachers. Chapter two also addresses the effect of teacher attrition on student
achievement. Chapter two explains the theoretical foundation of the study with theories
connected to the KMO influences proposed by Clark and Estes (2008). Here the conceptual
framework which guides the study is presented followed by a conclusion.
Chapter three presents the methodology of the study which is a quantitative approach. In
this chapter survey criteria and rationale, data collection and instrumentation, statistical analysis,
constructs of credibility, trustworthiness, and ethics, investigative concepts of reliability,
validity, and limitations as well as delimitations are explained.
Chapter four presents the quantitative data collected during the study as findings and
results. These are presented in table form with written interpretation of data. The sample data
presented include the mean, frequency and intensity of burnout indicated. An explanation of the
data is given with interpretation of the information presented. Chapter five is relatively the
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shortest and presents a summary of the study findings, interpretations followed by
recommendations and possible limitations determined after analysis of the research findings.

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CHAPTER TWO: REVIEW OF LITERATURE
This study addresses the problem of teacher attrition in public schools in the United
States. The author of this study presents her own operational definition of attrition as the
debilitation of someone’s ability to efficiently sustain the allostatic cost of work demands and
compromised effectiveness through persistent duress. Researchers support the viewpoint that
attrition is the degree to which teacher turnover occurs from the burnout they experience (Ryan
et al., 2017). This problem impacts trained and highly qualified teachers who prematurely exit
the profession, leaving fewer with comparable skills and qualifications each year (Mazur &
Lynch, 1989).
This chapter opens with descriptive literature on teacher attrition, teacher experiences
with attrition, the factors that contribute to attrition and the cascade of related concepts which
ultimately impact student achievement. The chapter continues after the general literature with the
Clark and Estes’ (2008) conceptual framework which presents knowledge, motivation and
organizational influences on the problem of attrition. Knowledge, motivation and organizational
influences are specifically explained as they relate to teacher attrition and the interchange of
school administration in exacerbating or perpetuating the problem. By the end of the chapter the
details of the conceptual framework of knowledge, motivation and organization as they pertain to
this study will be presented.
Frequency of Attrition among Teachers
Teacher attrition is a prevalent problem across the United States. The strain experienced
by teachers from the pressures of the profession is widespread across the country. There is no
indication of a reduction in attrition rates through recent years (USDE-NCES, 2015). The
National Center for Education Statistics (NCES) released data that informs of attrition in K-12
14

public schools. The NCES data indicate 10% of beginning teachers in 2007-08, did not return to
work the following school year. Of those who remained in teaching in 2008–09, 12% did not
return to teach in 2009–10. The uptrend continued with 15% turnover from 2009-10 to 2010–11
and 17% 2011–12 (NCES, 2015). The data trend indicates a 2% to 5% increase in new teacher
attrition in a four-year period. This data solicits recollection of national data which shows 40% to
50% of teachers leave the profession within five years (Ingersoll & Smith, 2003).
Attenuation of Teacher Stress to Reduce Teacher Attrition
Avenues for collective, national consideration in recruitment and retention need to be
addressed to help alleviate what Curry and O’Brien (2012) refer to as the injustices that lead to
teacher departure. There is the need for policy makers and school leaders to consider the effects
of prolonged stress on teachers and its impact on the educational system. Excessive demands on
teachers both on site and after hours subsist (Curry & O’Brien, 2012) and need to be revised. The
problem of excessive stress needs to be viewed as an undesirable vector of malady, in need of
mitigation from the teaching profession. This could contribute towards disrupting the
simultaneous influx and depletion of teachers that renders the educational system unstable (Curry
& O’Brien, 2012). Teacher wellness must be a matter for consideration at the national level. The
National Institute of Health (NIH) presented a poll from 2014 which indicated 46% of teachers
report being stressed to a chronic degree every year (Gallup, Inc., 2014).
Inherent and External Stressors for Teachers
The stress experienced by teachers can be categorized into inherent or external stressors
(Lambert & McCarthy, 2006). Inherent stressors are the stressors that exist or come with the
profession, such as the emotional strain of dealing with a high-needs population. External
stressors are factors that introduce stress and come from areas not directly entwined with the task
15

of being a teacher. Such external stressors can include the additional expectation to have teachers
sweep or clean their classroom on a daily basis or poor support from administration, janitorial
staff and parents (Lambert & McCarthy, 2006). Inherent sources of stress experienced by
teachers produce similar outcomes to external sources of stress. Both types of stressors impact
teacher well-being (Bakker & Demerouti, 2007).
Inherent Stressors
Studies from the past three decades indicate inherent, like the external aspects and
conditions of the workplace have an impact on employee zeal and well-being (Halbesleben &
Buckley, 2004). Those factors that impact well-being negatively include strain due to work
overload, burnout from prolonged exposure to arduous work conditions and the ambiguity of
teacher roles and expectations (Bakker & Demerouti, 2007). Researchers such as Bower and
Carroll (2017) report challenging student behavior is cited to be the most significant contributor
to burnout and negative emotions (Bower & Carroll, 2017). Research reveals the intensity of
emotional demands from work fosters impairment of workers’ health due to high work pressures
leading to an amount of physical and psychological cost which renders employees cognitively
dull and void of usual zest for work (Halbesleben & Buckley, 2004). These inherent, like
external job stressors inevitably affect teachers when there is chronic and intense exposure.
External Stressors
Administrator behavior and mindset can either mitigate or amplify teacher duress. The
inherent and external sources of stress that teachers commonly experience are not independent of
administrators’ actions. Negative relational and professional cues given by administrators both
overtly and covertly are reported to play a significant role in teachers’ occupational well-being
(Lauzon, 2002). Lauzon (2002) identifies the organizational development theory which focuses
16

on humans rather than mechanical procedures, as being intricately linked to teacher well-being.
This suggests a cultural mindset of administrators in which teachers are acknowledged as
individuals with a set capacity for operation cultivates teachers capable of operating at optimum.
In the absence of this mindset where teachers are viewed as machines expected to produce
excellence in the face of various adversities and little to no administrative support renders them
performing at a level which is below their own aspirations. Lauzon states when teachers know
they are supported by administration and the politics of teaching which often involve unfair
treatment of teachers do not take precedence over their teaching responsibilities, they are better
able to balance their many tasks and enjoy teaching duties (Lauzon, 2002). Lever et al. (2017)
agree a poor or unclean physical classroom environment in the absence of necessary resources,
large class sizes, poor leadership communication, lack of proper support with student behavior,
work overload which includes janitorial services for the classrooms on a daily basis and a lack of
autonomy all contribute to demoralize teachers as they attempt to match educational expectations
with the realities of their job. These influences mentioned by Mathis et al. (2017) are justifiably
due to poor support by school administrators which puncture teacher well-being.
Stress and Wellness
While empirical studies condone prolonged or show chronic stress impairs overall health
and wellness, moderate stress is known to enhance general performance. Legg (2017) reports in
Healthline magazine moderate stress has helpful benefits such as aiding with infant development,
improves cognitive function, helps build immune resistance and sharpens the nervous systems’
fight or flight response. Moderate stress is also reported by Hupbach and Fieman (2012) to
increase memory performance in young male adults.
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Health, wellness and well-being, as defined by this author, are the ability of an individual
to function at optimum efficiency, in the absence of chronic, strenuous, or above threshold
allostatic cost to any part of the human system. This definition of health, wellness and well-being
considers the effects of stress and its impact.
Importance of Wellness for Productivity and Positive Results
The degree of success and productivity exhibited by educators is largely dependent on the
degree of wellness experienced. Below we examine the effects of the presence of chronic stress
as an indicator of the absence of wellness, wellbeing or good health.
Teacher exhaustion which is often misconstrued as educator lack of concern has been
identified by experts in psychology to be a function of the measure of prolonged stress and
restraint those individuals have experienced, giving rise to their inability to sustain the cognitive
overload that comes with the excessive demands of their profession (Heath, 2010).
Cognitive overload is known to impact classroom management efforts, incur mental and
physical clutter, impair organizational and retrieval skills thereby undermining instructional
delivery significantly (Kirsh, 2000). Cognitive overload arising from tackling a number of tasks
requiring both physical and cognitive involvement in the teaching profession, are in turn proven
means of compromising the efforts of the educator. Like an obstructive chemical, stress can
demoralize wellness as it impairs judgement, decision making, learning and retention, yet
promotes a kind of psychological ill-health with slender emotional resources, arising from the
despotic nature of work load and demands. Kirsh, (2000) states stress weakens wellness as it is
linked to compromised health ranging from a hyperactive or suppressed immune system,
inability to focus, impaired cognitive function, emotional exhaustion, information anxiety and
other physical problems rising from impaired physiological functions as the human systems
18

attempts to wrestle the non-conducive stress levels contending its survival. These effects
illustrate the level of chronic stress, as seen in the teaching profession is inversely proportional to
the productivity levels desired.
Implications of a Wellness Paradigm Shift with School Leaders
School leaders need to cultivate a conducive approach where teachers are understood as
organisms with physiological limits (Lauzon, 2002). Teachers should be provided a positive
working culture as incentive to promote wellness, combat adversities of the trade and pursue
excellence with students. This needs to be supported as a culture within the educational
community (Lauzon, 2002).
Some helpful central characteristics of leadership to be employed in endeavoring a
culture of wellness suggested by Fullan (2004) could be considered. Fullan suggests leaders
should take into consideration their moral obligation to treat others even as they would want to
be treated, understand that change may require understanding another’s point of view or
circumstance, adjusting accordingly, and that change may also require decisive and coherent
innovation which does not entail depletion of others to achieve personal gain.
Fullan further suggested leaders should ensure attainment of well-developed relationship
skills. This for leaders may require understanding political and transactional games do not create
an equitable and conducive climate for all teachers. Employing a mindset of equity with diverse
groups which includes not just those who can share the leader’s load, but those who cannot.
Leaders need to understand such attitudes entwine teachers who would rather be liberated and
stress free to perform at optimum. Yet another point deliberated by Fullan is that leaders should
understand that nurturing a culture with the capacity to facilitate knowledge sharing effectively
and demonstrating the ability to help group coherence and connectedness in a respectful and safe
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environment, is a necessary leadership attribute. Often there exists the dysfunction of ill-
communication, disrespect and disregard for the words of those who are not in the leader’s inner
circle. As a result, essential ideas remain unspoken while those closer to the leader are heard.
Such is the case sometimes especially with leaders who are not active listeners with their staff.
These attitudes shortchange and undermine teacher’s abilities to contribute.
Impact of Chronic Stress on Individuals
Stress is detrimental to health, diminishes performance and overall well-being. This
cascade negatively impacts teachers’ lives and those around them such as students, colleagues
and families. Teaching is a highly stressful profession; linked to unfavorable professional
outcomes such as burnout, high absenteeism, and the root cause of a compromised well-being –
stress (Ryan et al., 2017). The performance of students as a means of measuring teaching quality
has increased the stress level for teachers across the country.
According to the Mayo Clinic (2019), the symptoms of stress may range from headaches,
insomnia, stomach problems, decreased productivity at work, high blood pressure,
cardiovascular disease, diabetes and even obesity. The Clinic reports, stress affects the body,
cognition, emotions, and behavior (Mayo Clinic, 2019). Even Alzheimer’s has been determined
to be a stress-induced disease as the neurobiological aspects and effects are examined (Justice,
2018). The impact of stress on the mind and mood is known to impact motivation and
concentration which are both necessary in the teaching profession. This effect of stress
encourages a cascade of ill well-being which can potentially extinguish individuals’ zest for life
and profession, leaving them feeling overwhelmed, angry or depressed, while this can progress
to social withdrawal, overeating, and even drug or alcohol misuse. While stress can be the
bedrock for such unfortunate occurrences in the lives of teachers, it is also known to cause
20

decline in positive behaviors such as regular exercise which is a helpful habit to deal with the
inherent and external stressors of the teaching profession (Mayo Clinic, 2019). As a result, stress
works to defeat the natural attempt of the human system’s strategic homeostasis in preserving
well-being. In essence, stress targets even the individual’s drive, which can be natural defense
modes cognitively, behaviorally, and physiologically.
Stress and Productivity
High quality productivity displayed and enabled by usual and necessary vigor for
cognitive and physiological functioning can be disarmed in teachers by the presence of stress
(Bakker & Demerouti, 2006).
Availability of resources and opportunities for social support at work, meaningful and prompt
performance feedback, and the unnegotiable measure of necessary autonomy is known to infuse
cognitive empowerment in individuals for the motivational processes needed to promote job-
related growth and learning, empower individuals to remain engaged in work endeavors, and
strengthen organizational commitment (Demerouti et al., 2001; Salanova et al., 2005; Taris &
Feij, 2004). Job resources are essential in reducing stress at work as they assist in attaining
objectives, reduce the psychological and physiological cost while stimulating personal growth,
learning and development. Hackman and Oldham (1980), agree having job resources are
instrumental in motivating employees thereby keeping them in a heightened state of productivity
due to positive energies utilized.
Intensity of Stress among Teachers
Chronic exposure to work conditions with high demands and a lack of resources to
manage demands of the job are daily contributors to duress leading to chronic stress experienced
by teachers on a continual basis. According to McGowan et al. (2006), the prevalence of
21

occupational stress is increasing with negative implications for the health and wellbeing of
individuals. Emotional demands of occupations range highest in professions such as teaching
(Bakker et al., 2000; Hochschild, 1983; Morris & Feldman, 1996).
According to the Job Demand Resource Model, chronic job demands impair health by
exhausting employees mentally and physically. These include work overload and excessive
emotional demands, common to public school teaching, with the intense psychological stress
experienced by teachers (Leiter, 1993). This may lead to depletion of energy rendering its
casualties wounded to exhaustion and reduced to a state of constant battle to maintain health,
wellness and successful contribution to society.
If teachers face this constant challenge while attempting to implement performance
protection strategies to confront the chronic levels and intensities of a resource-lacking
profession, with high demands, the sympathetic and endocrine systems of the body are called
into action. Teachers can be forced into a subjective mode of action as they operate on autopilot.
This prolonged state of auto-processing and activation incurs physiological cost to the individual
(Hockey, 1993).
Relationship between Stress and Teacher Attrition
Stress, with its oxidative potentials on the human body, is identified as the leading and
securely accommodated offender behind teacher burnout. Stress is securely accommodated by
factors which are inherent as well as external to the profession. Among the inherent and
unfortunate ones are the distressing and inequitable work overload coupled with a lack of
resources to address the high demands of the profession.
Young and experienced teachers alike exhibit the need and desire to exit the profession
due to the unbearable and chronic stress it induces on their physiology (Ryan et al., 2017). The
22

strenuous demands and schedules for teachers on site and after hours, only to barely meet
objectives are the anxiety-inducing experiences of teachers. The resulting stress, fatigue, burnout
and attrition cascades from the inequitable and oppressive workload and contributes to the
increasing need for qualified teachers in the nation (Curry & O’Brien, 2012).
Teacher burn-out due to stress is a serious problem in schools across the nation, as the
root cause of attrition and exit of qualified teachers from the profession (Pietarinen et al., 2013).
Balance is needed with teacher workloads and their cognitive, biological and emotional cost.
Teacher investments and support must be balanced or a fight or flight response is automatically
instigated as the human body, as individual or collective systems, attempts to maintain a state of
equilibrium for survival (Taris et al., 2004). It is estimated approximately 50% of all teacher
absenteeism before fully transitioning out of the profession is due to stress (Somech, 2015).
Teachers find the list of experiences socially unjust and overbearing, as stress levels encumber
them with feelings of depersonalization and sheer apathy from their original vibrant states (Curry
& O’Brien, 2012). The authors purport burnout as a malady that targets the very core of the
human spirit and will, rendering the individual in a downward spiral as it can have unpleasant
effects.
Effects of Stress and Teacher Attrition on students/student achievement
The assortment of contributors of high intensity stress experienced by teachers interfere
with their daily attendance and performance, thereby inevitably having a related effect on
students and learning. A Gallup poll provides evidence that about 13% of United States teachers
are actively disengaged and average about 20.4 unhealthy days of absence per school year
(Bidwell, 2014). The absence of teachers due to strains on well-being have a backlash on the
productivity of the students and the schools they attend. In their absence teachers rely on
23

substitute teachers to deliver lesson plans which are delivered in a suboptimal manner as
compared to the efforts of a well-trained teacher (Bidwell, 2014)
Although no empirical study has been conducted, it is believed there is a direct
correlation between student achievement and the symptoms of teacher stress and burnout, such
as emotional exhaustion (Klusmann et al., 2016).
Klusmann et al. (2016) report teachers’ state of emotional exhaustion was suggesting
negative correlations to students’ mathematics achievement, even with studies that controlled
teacher characteristics and classroom composition. The authors further reported teachers’
emotional exhaustion was more strongly related to students’ achievement in classes with a high
percentage of English learners. These examples highlight the possible effects and implication of
teachers’ well-being for students’ learning and therefore their decision to stay in the profession
(Klusmann et al., 2016).
Clark and Estes Gap Analysis Conceptual Framework
The framework presented by Clark and Estes (2008) is a tool for identifying the root
causes of problems within organizations. The three main influences which affect the trajectory of
performance in an organization are: knowledge, motivation and organization (KMO) according
to the authors. The authors propose using those influences to better identify root-causes
underlying performance outcomes. Deciding whether knowledge, motivation or organization
issues are responsible for outcomes, enables more strategic goal setting for solutions (Clark &
Estes, 2008). Clark and Estes hold values, self-efficacy, attributions, culture and goals as
determinants of motivation.
Krathwohl (2002) breaks down knowledge and skills mentioned by Clark and Estes
(2008) further into factual, conceptual, procedural and metacognitive. In gap analysis, this helps
24

set appropriate performance goals. Clark and Estes’ influences guide this study in analyzing
educational leaders’ performance gaps as related to teacher wellness as a means of attenuating
attrition and sustaining a culture of safety for teachers. The study sequence addresses knowledge
influences followed by examination of the motivational aspects of the performance gap.
Organization is addressed as the final influence of performance (Clark & Estes, 2008) and will
be examined in methodology, to be presented in chapter 3.
Stakeholder Knowledge Influences
Clark and Estes (2008) propose knowledge and skills are required to enhance
performance when challenges are encountered. The authors indicate these challenges are usually
due to a need for information, job aids, training and education. These modes of acquiring
knowledge are proposed to produce different outcomes and should be used for benefits pertinent
to a given case. The knowledge and skills required may be conceptual or procedural (Clark &
Estes, 2008). This study examines literature pertinent to Providence Metropolitan Districts
(PMD) to mitigate teacher attrition among new teachers by 100%. Specific knowledge types
such as conceptual and procedural knowledge needed by school leaders is the emphasis of the
study. This entails knowledge of effective communication, potential of teacher attrition and
recognition of teacher limitations prior to attrition. The importance is to highlight key themes
school leaders need to examine to mitigate teacher attrition. Knowledge types are categorized as
conceptual or procedural to differentiate the stakeholder action or skills application needs, from
training or metacognitive needs.
Knowledge influences: Conceptual and Procedural Knowledge
Knowledge and skills are presented by Clark and Estes (2008) and as mentioned prior as
basic requirements to solve problems when they arise. Krathwohl (2002) identifies the aspects of
25

knowledge as being either factual, conceptual, procedural or metacognitive. This study makes
use of those aspects of knowledge to identify and assess during gap analysis.
Conceptual Knowledge
Conceptual knowledge is the abstract or cognitive aspects involved in addressing various
principles in problem solving. Leadership needs conceptual knowledge of stress, burnout,
attrition and their negative impact relative to teachers’ personal limitations. They should value
teachers as individuals with unique skills and boundaries. Educational leaders should be
accountable to build and sustain teacher capacity, in the absence of attrition. This can be
demonstrated by addressing specific behavioral objectives geared to support teacher wellness
through sequential professional action plans (Daly, 2009). Achievement of such objectives could
increase teacher performance and assist in alleviating the attrition in the profession (Eccles,
2006; Pintrich & Schunk, 1996). The consideration of such a culture could mitigate the chronic
stress encountered by teachers, and promote wellness to potentially defer attrition.
Procedural Knowledge
Procedural Knowledge involves the practical processes used to solve problems.
Leadership needs procedural knowledge to mitigate attrition with their teachers. Leadership
should be able to construct an attrition mitigation plan for teachers. Behavioral theories support
the idea that educational leaders need to know a conducive working environment with the
necessary gear fosters high performance from employees (Tuckman, 2009). Employees capacity
to perform with excellence exists in an inextricable partnership with specific tools aligned to
target and bring the vision to fruition. Progressive, as well as basic resources or teaching tools
should be afforded, for educators to facilitate preparing students who excel to be global citizens
26

(Marsh & Farrell, 2015). When resources for teaching and learning are provided, this could work
to improve teachers’ morale, reduce stress and promote wellness.
Leadership needs procedural knowledge for active listening and effective communication
with teachers, relevant to requests or experiences, to manage struggles regarding work overload
and resources. Leaders’ degree of intent listening and effective communication should be a
function of modifications applied to address teacher grievances (Mayer, 2011). For example,
leaders should value indicators such as appropriate time allocation, as a foundational requirement
for efficacious but struggling practitioners (Denler et al., 2006). When leaders understand the
importance of time for teacher self-regulation and autonomy, this would also accompany
enlightenment regarding the potency of these as contributors which heighten performance and
alleviate hindrances (Dembo & Eaton, 2000; Denler et al., 2009). This strategy could empower
teachers as professionals while instilling trust, boost morale and promote a workplace culture for
employee wellness. Table 2 below indicates some knowledge type influences and assessments
based on the expressed stakeholder goals for PMD.

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Table 2

Knowledge Worksheet

Mission
Providence Metropolitan Districts (PMD) is committed to creating strong and effective schools
with a wholesome learning environment through incentives that enable students to attain the
highest level of academic knowledge standards for student achievement as measured by a valid
and reliable accountability system which prepares students to thrive in the careers of the 21st
Century.
Global Goal
By June 2021, PMD will implement an institutional plan for promoting teacher-wellness and
mitigating the factors that cause teacher attrition by 100 percent.
Stakeholder Goal
By 2021, PMD will mitigate teacher attrition by cultivating a paradigm of teacher wellness as
a fundamental value among new and long-term teachers by 100 percent as part of its
accountability system and culture.
Knowledge Influence Knowledge Type Knowledge Influence Assessment

1. Leadership needs to
know the process to
mitigate
attrition/burnout with
their teachers.

Conceptual
Survey questions sample:
Knowledge to mitigate attrition with their
teachers:
● I feel equipped with enough
knowledge to implement a plan to
mitigate stress with my teaching
staff?
● I know a working environment
with the necessary gear fosters
high performance from employees
● Specific tools aligned with the
vision are needed for excellent
employee performance.
● Progressive, as well as basic
resources should be afforded, for
educators.
● Teaching/learning resources can
improve teachers’ morale, reduce
stress and promote wellness.
● I can actively listen and
communicate effectively with
teachers.
● I take specific measures with the
intent to mitigate stress among
your teachers.

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Knowledge Influence Knowledge Type Knowledge Influence Assessment

1. Leadership needs to
know how to
recognize teachers’
personal limitations.

Procedural

● I consider teacher burnout when
allocating workload and course
assignments.
● My procedure for assigning tasks is
fair, equitable and unique to each
teacher.
● I understand my teachers have
physical and emotional limits.
● I cultivate a conducive approach for
my teachers; so when they express
concerns I listen actively and
modify accordingly.
2. Leadership needs to
know how to actively
listen to teachers with
empathy to
acknowledge and
manage conflict
regarding work
overload and
resources.

Procedural

● I employ strategic means of
effective communication to ensure
every teacher has a voice and is
heard.
● I manage conflicts regarding
workload and resources.
● I ensure effective communication
when interacting with my teachers.
● I am equitably strategic in
distribution of resources for teacher
duties among my teachers.
● I give some teachers resources but
not every teacher based on how
pleased I am with them.

Stakeholder Motivation Influences
Motivation
Clark and Estes (2008) propose three motivational indexes that influence performance
within an organization. Those index types are active choice, persistence and mental effort. In the
presence of these constructs give rise to increased motivation and performance level. This study
also reviews literature that focuses on motivation-related influence for mitigating teacher
attrition at PMD. According to Rollinson (2005), “motivation is a state arising in processes that
are internal and external to the individual, in which the person perceives it appropriate to pursue
a course of action to achieve a specified outcome with a degree of vigor and persistence”
29

(p. 189). Expectancy value theory and attribution theory are the pertinent motivation-related
literature reviews of focus in this study. When used to examine the stakeholders’ goal of PMD
light is shed on the importance of achieving stakeholder goals.
Expectancy Value Theory and Attribution Theory
According to Eccles (2006), the expectancy value theory contends individuals associate
choices to perceivable triumphs and give importance to tasks based on how valuable they find
those to be. Attribution Theory as explained in Weiner’s model affirms an individual’s
performance can be inhibited or enhanced by environmental and personal factors. This model
further asserts the perceived cause for the learner’s performance in prior experiences affects
motivation (Pilati et al., 2015). Weiner’s empirical examination of the attribution theory
endorses outcomes such as failure to achieve goals can be triggered by prior encounters.
Expectancy Value Theory. It is necessary that teachers can identify the value of tasks
based on direct application to their employment as teachers. Expectancy theory asserts, to
increase success, usefulness or value of a learning task must be recognizably clear (Eccles,
2006). According to Clark and Estes (2008) individuals have a greater propensity to be
motivated when involved with empowerment models to decide how a consequential task can be
brought to fruition. Bandura’s (1986) social cognitive theory portrays learning involving the
person, environment, and behavior (Denler et al., 2006). Resources and designs must connect
rationally and impressively for teachers, with real-world applications, for value to be observed
(Eccles, 2006). These need to be exhibited by leaders with a mission-possible expectation value
and with passion (Pintrich, 1996). This theory conveys the efficacy value of teacher tasks or
assignments is directly proportional to their perception of its application in their world. Teachers
need to be able to find relevance in required tasks for value and interest to persist. Productivity
30

and efficiency efforts are void of zeal in the absence of an environment laden with utility value
for adult learners. To increase expectations for success, the utility value of duties and
responsibilities must be absolute. Further still, specific tasks need to relate to values of interest
and be contextualized for real-world applications (Eccles, 2006; Garcia & Pintrich, 1996).
Attribution Theory. It is necessary for educational leaders to consider what is
communicated to teachers and the inevitable consequences or outcomes. Leaders’ choices,
communication styles, and availability with essential job-related support are influential in
cultivating motivation with teachers. According to the behavioral theory of learning, classical
conditioning means fundamental learning which promotes nurture as an integral element of
learning (Bastel & Grossman, 2006). The authors explain associative learning is a form of
classical conditioning connecting various stimuli to generate learned responses. This works at
subliminal levels and can impact emotions, motivation and therefore behavior. The decisions and
engagements of educational leaders implement the classical conditioning construct even when it
emerges to involve a neutral stimulus. These neutral stimuli later serve as prior experiences
which impact teacher engagement, to enable surmounting challenges of the trade or to succumb
to disparaging emotions with diminished motivation. These experiences, outcomes and
consequences can torrent to impact student achievement inevitably. Table 3 below illustrates the
motivational influences of focus vis-a-vis organizational and stakeholder goals.

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Table 3

Motivation Worksheet

Mission
Providence Metropolitan Districts (PMD) is committed to creating strong and effective
schools with a wholesome learning environment through incentives that enable students to
attain the highest level of academic knowledge standards for student achievement as measured
by a valid and reliable accountability system which prepares students to thrive in the careers of
the 21st Century.
Global Goal
By June 2021, PMD will implement an institutional plan for promoting teacher-wellness and
mitigating the factors that cause teacher attrition by 100 percent.
Stakeholder Goal
By 2021, PMD will mitigate teacher attrition by cultivating a paradigm of teacher wellness as
a fundamental value among new and long-term teachers by 100 percent as part of its
accountability system and culture.
Motivational Indicator(s)
Chronic teacher exhaustion leads to eventual attrition out of the profession prematurely.
Indicators may also be exhibited by excessive absences, due to allostatic load costs
physiologically, emotionally, and physically which impacts overall wellbeing. A secondary
indicator may be decreased student achievement.
Assumed Motivation Influences Motivational Influence Assessment
Value: School Leaders need to see
the value of promoting a culture of
teacher wellness due to its influence
on teacher performance, job
satisfaction and student engagement
as well as achievement.
Survey items:
● I see value in considering the ways teacher
wellness impacts student achievement.
● I see the value of promoting teacher wellness
even if it means I am spending extra time and
effort.
● I give appropriate time allocation, as a
foundational requirement for teacher
planning/reflection.
● I value teacher self-regulation/autonomy, as
contributors which heighten performance.
● I instill trust, boost morale and promote a
workplace culture for employee wellness.
● I value teachers as individuals with unique
skills and boundaries.
● I am accountable to build and sustain teacher
capacity, in the absence of burnout/attrition.
● I do not play political or transactional games
with teaching resources.
● I have addressed sequential professional action
plans to promote wellness.

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Assumed Motivation Influences Motivational Influence Assessment
Attributions:
School leaders should believe teacher
attrition is related to the campus
atmosphere and the work conditions
they create contribute to attrition.
Survey item:
● As a leader I consider what is communicated
to teachers and the consequences/outcomes.
● My choices, communication styles, and
essential job-related support can cultivate
motivation with teachers.
● The prior negative experiences of teachers,
with educational leaders can have a negative
impact on student achievement indirectly.
● Student achievement is impacted by teacher
wellness; therefore, I consider that concept
when assigning workload to procure employee
safety and acquire positive student
achievement.

Organization General Theory
The culture of an organization can influence the experiences of all its stakeholders. The
organization’s culture can also influence outcomes, whether positively or negatively.
Particularly, the cultural setting and cultural models of the organization (PMD) will be
elaborated further as part of the focus of this study. Questions specific to cultural settings and
models as part of the instrumentation for school leaders' cognitive processes, and practical
influences of such within their organizations in PMD.
Cultural Settings and Cultural Models
Individuals and teams need the appropriate organizational support to find solutions in gap
analysis. This support should be rooted in the culture of the organization. Gallimore and
Goldenberg (2001) propose the culture of an organization can be examined in two parts: a
cultural model and the cultural setting. The cultural model can be explained as the mental
schemas or cognitive constructs determining the normative operations within an organization
(Gallimore & Goldenberg, 2001). It is represented in the cognitive, affective and behavioral
aspects of those who make up the organization. The cultural setting of an organization is
33

composed of the physical aspects of interactions in organizational ecosystems, and influences the
expression of the cultural model (Gallimore & Goldenberg, 2001). An organization’s culture can
be examined by analyzing its cultural settings and models (Gallimore & Goldenberg, 2001).
Stakeholder Specific Factors
This author considers there are various factors influencing the operation of an
organization. These factors are specific to various stakeholders within the organization.
Stakeholder specific factors are presented as influences for cultural settings and cultural models.
The study focuses on educational leaders (superintendents and school administrators), as the
primary stakeholders of influence in their interchange with teachers. The study focuses on school
leaders’ impression on the cultural setting of their school site. School leaders’ vision on the
organization’s cultural model were examined. Relevant literature reviews were later used as
inspiration for the investigative inventory presented to school leaders in order to maintain
validity with findings.
Cultural Setting
From a cultural setting perspective, which entails the physical ecosystem of interactions
within the organization, two specific influences may be at work to explain the degree of stress
and attrition experienced by teachers. The first cultural influence setting is teachers’ need for
autonomy, time and other resources coupled with excessive workloads influenced by school
administrators contribute to the chronic stress leading to attrition experienced by teachers
(Bakker & Demerouti, 2006; Hackman & Oldham, 1980; Karasek, 1979). Studies from the past
three decades indicate inherent and external aspects and conditions of the workplace have a
significant impact on employee zeal and well-being. Autonomy, resources and appropriate
workload are necessary resources to alleviate some of the stressors experienced by teachers
34

(Bakker & Demerouti, 2006; Hackman & Oldham, 1980; Karasek, 1979). Those factors that
impact well-being negatively include strain due to work overload, burnout from prolonged
exposure to arduous work conditions and the ambiguity of teacher roles and expectations
(Bakker & Demerouti, 2007). A second cultural setting influence is the challenging student
behavior which has been an existing source of stress and an area where teachers often lack
sufficient or effective support from administrators. This is cited to be the most significant
contributor to burnout and negative emotions (Bower & Carroll, 2017). Research reveals the
intensity of emotional demands from work fosters impairment of workers’ health due to high
work pressures leading to an amount of physical and psychological cost which renders
employees cognitively dull and void of usual zest for work (Halbesleben & Buckley, 2004).
This disparity between teacher workload, the unavailability of resources and the lack of
appropriate administrative support emaciates wellness due to the chronic stress sustained
(Hockey, 1993). While moderate stress is known to enhance general performance, studies
condone prolonged or chronic stress impairs health and overall wellness, even to the point of
causing dysregulation in the immune system and premature aging (Hooley et al., 2017). Various
balance models for employee well-being examining occupational health present job strain as the
identifiable indicator for disturbing the physiological equilibrium of workers. This type of
imbalance gives rise to various inhibiting health issues stemming from the high demands of the
profession and the limited resources to meet those demands (Bakker & Demerouti, 2006). The
Demand-Control Model (DCM) informs high demands such as work overload, time pressures
and a lack of autonomy introduce strain on individuals (teachers) which matriculates into its
successors stress and eventual attrition (Karasek, 1979). Job resources are essential in reducing
stress at work as they assist in attaining objectives, reduce the psychological and physiological
35

cost while stimulating personal growth, learning and development. Hackman and Oldham
(1980), agree having job resources are instrumental in motivating employees thereby keeping
them in a heightened state of productivity due to positive energies utilized.
Teachers need positive and effective communication with leadership in teacher
engagements, to indicate teachers are valued contributors to improve motivation, and reduce
chronic stress. These influences are supported by the work of the authors cited here. All staff
need to model relating and connecting with others in a manner which is socially acceptable, void
of creating a hostile/oppressive /exploitative environment for coworkers (Catmull, 2014;
Eisenbach et al., 1999). Stress plays a role in disarming teachers of the usual and necessary
vigor, cognitive and physiological frames for continuous high productivity (Bakker &
Demerouti, 2006). Chronic exposure to work conditions with high demands and a lack of
resources to manage demands of the job are daily contributors to duress leading to attrition
experienced by teachers on a continual basis. Availability of resources and opportunities for
social support at work, meaningful and prompt performance feedback, and the unnegotiable
measure of necessary autonomy is known to infuse cognitive empowerment in individuals for the
motivational processes needed to promote job-related growth and learning, empower individuals
to remain engaged in work endeavors, and strengthen organizational commitment (Demerouti et
al., 2001; Salanova et al., 2005; Taris & Feij, 2004). When teachers engage while attempting to
implement performance protection strategies to confront the chronic levels and intensities of a
resource-lacking profession, with high demands, the sympathetic and endocrine systems of the
body are called into action. Teachers are forced into a subjective mode of action as they operate
on autopilot. This prolonged state of auto-processing and activation incurs a great physiological
cost to the individual teacher (Hockey, 1993).
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Cultural Models
The cultural models are silent but active drivers of the operational norms of
organizations. Cultural models can be observed in the affective and behavioral demeanors of
leaders and staff within an organization and are determinants of acceptable and regular practices
within organizations (Gallimore & Goldenberg, 2001). The two organizational cultural models
are presented in the figure 3 below. The first cultural model is the awareness of occupational
wellness as a necessity to impact better outcomes (Mayo Clinic, 2019). School leaders need to be
aware that burnout and attrition are issues common among teachers and explore workplace
implications by ensuring their organization employs an action response for teacher wellness
(Martin et al., 2015). The second cultural model is a mindset conducive to maximize teaching
and learning with social, psychological and physical wellness is embraced (Demerouti et al.,
2001; Salanova et al., 2005; Taris & Feij, 2004). Studies suggest that a physical environment
inhabited on a daily basis for a prolonged period of time, has a significant impact on an
individual’s state of wellbeing (Daykin et al., 2008). This physical stimulus influences
physiological, psychological and clinical aspects of the individual’s life and bears absolute
capacity on behavior (Daykin et al., 2008).
It must be valued and understood that the teacher’s work room with her students should
be daily and effectively cleaned as a matter of necessity. It is known, an environment which is of
poor-quality increases psychological distress and limits productivity (Evans, 2003). When a
problem of a poor working environment persists as the chronic experience of a teacher, it alters
the state of wellbeing and the psychosocial processes (Evans, 2003). It is necessary for school
leaders of all caliber to consider the effects of a clean classroom on learning. Leaving the
janitorial task of cleaning to the teacher who is already with a heavy workload without essential
37

resources only impacts motivation negatively. As reported by Evans (2003), a poor-quality
environment, requiring the teacher’s utmost for a day, shaves measures off daily capacity in
ways that are indirect such as psychological drain or distress and observably influence student
behavior toward learning. This experience brings about a dissonance between what the
aspirations are and the reality encountered. It is worth reiterating the intertwine of this aspect of
organization with the motivational influence of attribution presented prior and states: Principals
should take accountability for work conditions they can control, that contribute to teacher
attrition (Bastel & Grossman, 2006; Bakker et al., 2000; Curry & O’Brien, 2012; Hochschild,
1983; Leiter, 1993; Morris & Feldman, 1996;). When school leaders attain a model of the
importance and connection of the work conditions to teacher performance and student behavior
to invest necessary revenue and other resources, which support teachers to rise in fortitude with
their students then outcomes would inevitably be more favorable. Table 4 below, is the
Organizational worksheet with stakeholder goals specific to the purpose of this study. Goals
focus on mitigating attrition through a paradigm shift for teacher wellness in the educational
sector.

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Table 4

Organization Worksheet

Organizational Mission
Metropolitan Providence Systems (PMD) is committed to creating strong and effective
schools with a wholesome learning environment through incentives that enable students to
attain the highest level of academic knowledge standards for student achievement as
measured by a valid and reliable accountability system which prepares students to thrive in
the careers of the 21st Century.
Organizational Global Goal
By June 2021, PMD will implement an institutional plan for promoting teacher-wellness and
mitigating the factors that cause teacher attrition by 100 percent.
Stakeholder Goal
By 2021, PMD will mitigate teacher attrition by cultivating a paradigm of teacher wellness
as a fundamental value among new and long-term teachers by 100 percent as part of its
accountability system and culture.
Assumed Organizational
Influences

Organization Influence Assessment
Cultural Setting Influence 1:

The organization needs to afford
appropriate resources for
optimum teaching/learning.
Survey to obtain administrators’ feedback regarding
availability of necessary resources for teaching and
learning.
● Workplace conditions have a significant impact
on employee zeal and well-being.
● Autonomy, resources and appropriate workload
are necessary resources to alleviate some of the
stressors experienced by teachers.
● Stress plays a role in disarming teachers of the
usual and necessary vigor, cognitive and
physiological frames for continuous high
productivity.
● Chronic and high demands, a lack of resources
contribute to duress leading to teacher
burnout/attrition.
● Availability of resources, empower individuals
to remain engaged in work endeavors, and
strengthen their commitment to the organization.
● My teachers are afforded more time for weekly
meetings than for planning/record keeping.
● In our school culture we understand teaching
tools are as important as learning tools.
● I ensure that classrooms are cleaned on a daily
basis.

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Cultural Setting Influence 1:

The organization needs to afford
appropriate resources for
optimum teaching/learning.
● I assign custodians to perform extra sprucing in
some classrooms most likely to be seen by
visitors.
● Some buildings in our complex do not have
custodians assigned and it is acceptable for
teachers to clean their own classrooms daily.

Cultural Setting Influence 2:
The organization needs leaders
who model appropriate leadership
and supervision skills.

Survey to obtain administrators feedback to assess if
they communicate to staff in a supportive, socially
acceptable, and non-demeaning manner.
● Student behavior can be one of the most
significant contributors to teacher burnout and
negative emotions without proper administrative
support.
● My manner of communication with teachers can
improve motivation, and reduce chronic stress.
● I ensure there is congruence between teacher
work overload, the availability of resources and
appropriate administrative support.
● I have tried to micromanage in various ways to
push my teachers to do exactly what I want in
spite of limited resources.
● Micro-management causes teachers to produce
more.
● Micro-management is my means of ensuring
accountability among my teachers.
● I send office clerks and student/teacher aids to
observe and report back to me about my teachers
and use that as part of their evaluation.
● As a school leader I afford my teachers
autonomy.

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Cultural Model Influence 1:

The organization needs a culture
that promotes occupational
wellness as necessary to impact
better staff and student outcomes.

Survey to investigate staff job satisfaction, fulfillment
and balance levels with workload.

● It is necessary for school leaders to consider the
impact of a clean classroom on learning and
invest appropriately
● I am aware burnout/attrition are issues common
among teachers and have explored workplace
implications by ensuring my organization
employs an action response for teacher wellness.
● I promote awareness that occupational wellness
is a necessity to impact better outcomes.
● All staff need to model relating and connecting
with others in a manner which is socially
acceptable, void of creating a hostile/oppressive
/exploitative environment for coworkers.
● Factors that impact well-being negatively
include strain due to work overload, burnout
from prolonged exposure to arduous work
conditions and the ambiguity of teacher roles and
expectations
● The intensity of emotional demands from
teaching can foster impairment of workers’
health.
● I make attempts to adjust workloads for teachers
in a fair and equitable manner.
● My mindset is to try to get the most production I
can get out of my teachers for school success.
● I have a tendency to request more work from my
teachers when they are very effective teachers,
therefore my effective teachers are burnout-
prone.
● I understand that workload can influence
occupational wellness.
● I understand when my teachers express burnout
and attempt to support in ethical ways with
scheduling and workload demands and
expectations.

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Cultural Model Influence 2:
The organization needs a mindset
conducive to maximize teaching
and learning with social,
psychological and physical
wellness is embraced.
Survey to investigate staff’s general morale regarding
assignment, and socio-professional interactions at
school site.
● I am aware that the quality of appearance of the
physical environment has a significant impact on
teacher wellbeing.
● I am aware physical stimulus/environment
influences physiological, psychological and
clinical aspects of the individual’s life and bears
influence on behavior.
● I value and understand the classroom should be
daily and effectively cleaned as a matter of
necessity to support health and wellbeing.
● I believe an environment which is of poor-
quality has potential to increase psychological
distress and limit productivity.
● I believe if a poor working environment persists
as the chronic experience of a teacher, it can
alter the state of wellbeing and the psychosocial
processes.
● Leaving the janitorial task of cleaning to the
teacher only impacts motivation negatively.
● A poor-quality physical classroom can
negatively influence student behavior.
● I realize the importance and connection of the
work conditions to teacher performance and
student behavior.
● My school site has made efforts to support
teacher wellness.
● I do not think it is a problem if some classrooms
are not always cleaned by custodians.
● I think it is appropriate to expect teachers to
clean their own classrooms daily.
● I think budgeting for teaching tools is a waste of
revenue and should not be a priority.
● I do not value teacher tools, I only value student
tools.

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Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context.
The purpose of the conceptual framework is to present the system of concepts,
assumptions, expectations, beliefs and theories that support or inform the research effort. This
framework expresses in “graphical or narrative form the main ideas of the study” (Maxwell,
2013, p. 39). As expressed by Maxwell, the conceptual framework embodies the overall ideas of
the researcher, based on existing theories. The conceptual framework of the study is a coherent
structure, built by the researcher, through which the research efforts can be examined (Maxwell,
2013).
Each of the organizational influencers presented in table 1.3, contribute to address teacher
attrition independently. Analysis of the effects of the organizational influences reveal that
concepts intercept among organizational influencers. Organizational influencers are not
sequestered to one thought or idea. A confluence of ideas exists to reinforce their impact and
influence other organizational areas. For example, in this study’s conceptual framework
stakeholder influence one states: leadership needs procedural knowledge to mitigate attrition by
providing conducive environments and resources (Marsh & Farrell, 2015; Tuckman, 2009). This
interacts with the motivational influence of attribution, which indicates: Principals should take
accountability for work conditions they create, that contribute to teacher attrition (Bakker et al.,
2000; Bastel & Grossman, 2006; Curry & O’Brien, 2005; Hochschild, 1983; Leiter, 1993;
Morris & Feldman, 1996). Without knowledge of these, school principals will not be able to give
due attention, revenue and other resources, to teachers.
Clark and Estes (2008) explained an organizational culture of support is necessary in
partnership with knowledge and motivation to achieve important goals within an organization.
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The authors compare knowledge to the organization’s engine and motivation as the electrical
powerhouse which energizes the system. Their analogy makes room for organizational factors as
the existing road conditions that can either make it easy or more strenuous to travel to the
intended destination (Clark & Estes, 2008).
Awareness of these effects could inspire provision of opportunities for educators to
engage in self-improvement endeavors, to optimize academic reciprocity between themselves
and their students. It could also provoke an encouraging environment for educators to make
progress toward attainment of predetermined measurable evaluative performance goals (Clark &
Estes, 2008). Otherwise the investment of time in setting those annual goals becomes futile.
These concepts suggested could promote positive epistemic emotions in a supportive
environment (Clark & Estes, 2008; Pekrun, 2011). These attitudes could extend to support the
infrastructural need of autonomy and choice, essential to teacher practitioners (Bono et al.,
2007), promote teacher satisfaction, and cascade to impact student achievement positively.
Figure 1 shows the conceptual framework with interception for concepts between the
organization and stakeholders of interest in this study.

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Figure 1

Conceptual Framework

The conceptual framework presented in Figure 1 depicts the Providence Metropolitan
Districts’ cultural settings and cultural model influences. The cultural setting influences are set
below. Within those organizational settings and models reside the stakeholders of interests in this
45

study. These include school mainly administrators, and other school leaders. Three stakeholder
knowledge and skills influences guide this study. These knowledge influences are stated as:
1. Leadership needs procedural knowledge to mitigate attrition by providing conducive
environments and resources (Marsh et al., 2015; Tuckman, 2009).
2. Leadership needs conceptual knowledge to recognize teachers’ individual capacities,
skills and boundaries (Daly, 2009)
3. Leadership needs procedural knowledge of active and supportive communication with
teachers regarding necessities (Dembo & Eaton, 2000; Denler et al., 2006).
Two stakeholder motivational influences are explained in the conceptual framework.
These are: Expectancy Value and Attribution Theory influences.
1. The Expectancy Value theory influence: Stakeholders need to see the value of promoting
teacher wellness due to its impact on teacher performance and satisfaction (Eccles, 2006).
2. The Attribution Theory influence: Principals should take accountability for work
conditions they create that contribute to teacher attrition (Bakker et al., 2000; Bastel &
Grossman, 2006; Curry & O’Brien, 2005; Hochschild, 1983; Leiter, 1993; Morris &
Feldman, 1996). The organizational influences of the conceptual framework are assigned
as cultural setting and cultural models. The cultural setting and Cultural influences are
listed below.
Cultural Settings Influences:
1. All staff will model relating and connecting with others in a manner which is socially
acceptable, void of creating a hostile/oppressive/exploitive environment for coworkers
(Catmull, 2014; Eisenbach et al., 1999).
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2. Staff are afforded autonomy, resources, clean work setting and appropriate workload
(Bakker & Demerouti, 2006; Hackman & Oldham, 1980; Karasek, 1979).
Cultural Models Influences:
1. Awareness of occupational wellness as a necessity to impact better outcomes (Mayo
Clinic, 2019).
2. A mindset conducive to maximize teaching and learning with social, psychological and
physical wellness is embraced (Demerouti et al., 2001; Salanova et al., 2005; Taris &
Feij, 2004).
Conclusion
Clark and Estes (2008) explained, organizational support is necessary in alignment with
knowledge and motivation to achieve important organizational goals. The authors explain this
triad is an analogy of knowledge as the organization’s engine and motivation as the energy
source which energizes the system. Their analogy continues to convey organizational factors as
the existing road conditions that facilitate travel to the intended destination (Clark & Estes,
2008).
Awareness of these effects could inspire educational leaders to provide opportunities for
educators to optimize academic reciprocity between themselves and their students. It could also
stimulate an encouraging environment for educators to make progress toward attainment of
performance goals (Clark & Estes, 2008). These concepts suggested could promote positive
emotions in a supportive organizational environment (Clark & Estes, 2008; Pekrun, 2011). These
attitudes could also support the infrastructural need for autonomy and choice, so steadfastly
essential to teacher practitioners (Bono et al., 2007), promote teacher satisfaction and impact
student achievement positively.
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This study seeks to shed light on the efforts needed by school leaders to mitigate teacher
attrition. The study will entail examination of educational leaders’ efforts to implement teacher
wellness as part of their vision, to provide a safe working environment for teachers. The
objective is to find gaps in the measure to which a paradigm of wellness to mitigate attrition
exists. The study utilizes the knowledge, motivation and organizational influences explained in
Clark and Estes (2008), coupled with the knowledge and skills component developed by
Krathwohl (2002) in determining the existence of a performance gap.
This chapter provides relevant literature to inform on the prevalence of teacher attrition in
U.S. public schools. It also informs on the impact of stress as the clandestine indicator which
propels and sustains teachers in a state of burnout to the wearing down of their physiological and
psychological defenses among others, leading to absolute attrition and exit from the profession
(Karasek, 1979). There is a link confirmed between stress and wellness which is also presented
as having an inhibiting effect on overall productivity of individuals (Bakker & Demerouti, 2006).
The chapter also presents stress as a phenomenon which has high frequency in the teaching
profession (Leiter, 1993). The chapter also presents a definition of wellness and the implications
of a paradigm of wellness to the problem of teacher attrition suggesting school leaders should
seek to guide and support teachers, rather than exploit them (Catmull, 2014).
The chapter also presents the knowledge, motivation and organization influences
impacting MPS, as well as the conceptual framework for the study. Chapter 3 will provide the
methodological approach of the study.
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CHAPTER THREE: METHODS
This chapter contains the methodology of this research study. This study takes on a
quantitative approach with surveys to systematically record findings from a sample population.
The purpose of the study, the research questions and hypotheses are stated. This section explains
the background and demographics of the target population, Providence Metropolitan Districts in
regards to the student population as well as teachers. The demographics of the administrators
were not included in the data presented by Metropolitan Providence Districts. This helps protect
the identity of the administrators as stakeholders in this study. An overview of the research
design and methods will be delineated. The data collected will be presented with analysis and
interpretations. All endeavors will be in alignment with the conceptual framework presented in
chapter two to address the following research questions:
1. What are the knowledge and motivation of school leaders related to mitigating teacher
attrition through wellness?
2. What is the interplay between organizational culture and context and administrators’
knowledge and motivation to mitigate attrition?
Participating Stakeholders and Criteria for Selecting Participants
The stakeholders of this study are school administrators of Providence Metropolitan
Districts (PMD). The participants will be primarily school leaders involved in governing the
school systems. The criteria for choosing participants for the study will be by identification of
individuals who encounter teachers in a supervisory capacity or performance evaluation or
involved in decision making and budget or resource allocations. A field study drives this study as
a means of recruiting appropriate participants and avoiding conflicts, offenses or dilemmas.
Administrators and superintendents as school leaders were given specific focus as they have
49

been identified by the department of education of the region to be responsible for the up-close
and personal picture of schools and districts (CDE, 2019). Their proximity with teachers in the
school district, the classroom atmosphere, school culture and their ability to make decisions can
either support or undermine teachers’ daily endeavors as classroom practitioners.
Superintendents as district officials are considered in this endeavor as a means of ensuring the
chain of upward communication is reached regarding considerations to mitigate teacher attrition,
as a prominent issue which impacts student achievement.
Study Criteria and Rationale
In order to conduct this study effectively a target population had to be identified. Within
that target population a sample pool of participants was reached and surveyed. The intent was to
logistically obtain a sample representative of the larger target population, whose responses would
reflect the image of the target population. The Providence Metropolitan area was identified as the
target population from which the sample participants originated. Public schools within PMD
were randomly selected for survey participants in order to obtain a more accurate and broad
representation of the findings within PMD. These participants were reached with the use of a
Qualtrics survey posted on LinkedIn website with invitation sent to approximately 300
unfamiliar school leaders recognizable only by their LinkedIn profile. These individuals worked
in the general northern, central or southern PMD area. Initially the intent was to reach only the
southern area of PMD, but in the process of recruiting participants it was deemed better to
choose school leaders who worked and represented the entire demographics of students and
educators presented in chapter one. Participants from all regions within the state in question were
considered, reached and given access to the study randomly. Of the approximate 300 participants
approached; a maximum of 53 participants responded. Those participants included both
50

superintendents and administrators randomly as school leaders. These individuals were chosen to
make up the sample population based on the fact that the PMD department of education
identifies them as both being responsible for the “big picture” of their schools and districts
according to a message issued by the region’s department of education in 2019. The region’s
department confirmed that this includes budgets, training and working face to face with parents
and students (CDE, 2019). This realization confirms the inclusion of superintendents with school
administrators as stakeholders for the study would be logical and accurate. Given the length of
the survey which consisted of three sections: knowledge, motivation and organization, the
participants were invited to complete the survey but could also choose to stop at any point during
the survey. This means participants could have opted to complete the three survey components
knowledge, motivation and organization sections; others could have chosen to complete just the
Knowledge and motivation sections, while still others could have chosen to complete the
knowledge section only. In any case data obtained from the sample population would be a
random representative of PMD which is the target population.
Survey Sampling (Recruitment) Strategy and Rationale
This study is restricted to surveys and is therefore quantitative in nature. Surveys have
been identified as a key means to systematically record the opinions of representatives of a target
sample (Evergreen, 2017). As a result, this author assesses the findings of this study can be
transferred across the accessible population to the larger target population effectively.
Survey Criteria
A random sampling strategy was used. Survey participants included available and current
administrators and superintendents. Surveys were confidential by way of gathering data in that
identification of individual participants was not required. Surveys were distributed with the use
51

of Qualtrics and via LinkedIn as a distribution entity or portal to various administrators in
Providence Metropolitan Districts. The total number of participants were all from various
schools within PMD; representative of school leaders from various school districts in Providence
Metropolitan Districts. This was to ensure a relative representation of school leaders in the
region.
Data Collection and Instrumentation
Data was gathered from the surveys distributed to assess the study’s findings relevant to
the research questions and conceptual framework. The surveys made use of instrumentation tools
such as a Likert scale of seven factors. The inventory items were presented in the survey as
researcher-designed questions. The rationale of this study’s survey items and data gathering is
explained in the following section.
Surveys
Surveys were the mode of action for gathering information in this study. Electronic
surveys such as Qualtrics were the mechanisms used to reach leaders within the broad region of
Providence Metropolitan Districts. Survey items were researcher-generated questions which
were personalized or written in first person in most cases to encourage participants to reflect on
their practices. This was to enable participants to connect and ponder decisions they make that
promote mitigating stress as part of organizational cultural models and settings within the school
organization. The researcher-crafted questions made up the survey items in collaboration with
the conceptual framework for stakeholder knowledge, motivation, and organizational culture.
Electronic distribution of the survey enabled accessibility and ease of data collection.
Confidentiality of participants was maintained by ensuring PMD administrative leaders did not
provide their identity. Names of participants were not required. Demographic statistics such as
52

participants’ gender and years in education and as a leader were gathered. The distribution and
collection mode of the survey support the confidentiality objective. The use of leadership surveys
conserves validity, defined as the accuracy of inferences made from a study (Johnson &
Christensen, 2020), by ensuring school leaders relate with and consider how their leadership
decisions influence stress level and wellness within their organizational culture.
In this study the broader categories of survey questions were knowledge, motivation and
organization. The subscales of those categories include procedural knowledge, value, attribution,
cultural setting and cultural model. These subscale survey items were aligned with the
conceptual framework of the study. The survey items were designed to address the objectives of
this study and are demonstrated in Appendix A. The use of those survey questions help portray
an image of wellness vis-à-vis productivity and their importance to stakeholders.
Statistical Analysis
The mode of statistical analysis mimicked Maslach’s burnout inventory model with its
Likert scales and analytical instrumentation. The researcher-generated survey questions were
used in similar fashion with Maslach’s Leadership Burnout and Anxiety Inventory (MBI), which
is discussed in this section (Maslach & Jackson, 1981). Maslach’s Burnout Inventory is an
instrumentation used to measure burnout. The established authentic psychological survey (MBI),
is reported to be an effective assessment and ensures reliability (Maslach & Jackson, 1981).
There are various versions of Maslach’s Burnout Inventory. For this study, the educator survey
items designed by this researcher replace Maslach’s inventory items but the instrumentation used
for analysis (mean, standard deviation, intensity, frequency) are analogous to Maslach’s
instrumentation (Maslach & Jackson, 1981). This means the researcher-designed questions are
intended to assess educator burnout levels (frequency and intensity) as similarly done in the
53

Maslach’s Burnout Inventory. While the Maslach instrumentation measures burnout, this study
applied such instrumentation to measure teacher wellness vis-à-vis productivity and their
importance to school leaders.
Quantitative statistical analysis was conducted after all survey results were obtained. The
research documents number of participants (N), mean (M) and standard of Deviation (SD) for
the subscales of leaders’ conceptual knowledge, procedural knowledge, value, attribution,
cultural setting and cultural model in relation to mitigating teacher attrition. These subscales are
within the knowledge, motivation and organization model as presented in the Clark and Estes
(2008) framework. Reliability coefficients could be calculated using the subscales of frequency
and intensity of burnout within the KMO model of assessment to determine the degree of
consistency of results. Survey data is presented in table form in chapter 4 to show the mean and
standard deviation for frequency and intensity results. Conclusions about the data in relation to
the conceptual framework and research questions were drawn and presented based on the
quantitative assessment of results.
Credibility and Trustworthiness
Credibility and trustworthiness were aimed for by using a portal of distribution which
permits anonymity with surveys, such as Qualtrics to facilitate anonymity. Sensitizing questions
were used in a personalized, first person, technique to enlighten and connect study participants (
Corbin & Strauss, 2008) with the essential objective of the study, which is to investigate the level
to which a paradigm of wellness to combat attrition or burnout was promoted within PMD. To
avoid researcher bias, the survey questions were crafted in alignment with the knowledge,
motivation and organizational influences of the conceptual framework of this study to identify
gaps. These questions were nonspecific to individual experiences.
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Reliability and Validity
Reliability of a study is defined by oxford dictionary as the degree which a specific
measurement can be trusted without doubt. Validity on the other hand is soundness facts and is
based on logic according to the Oxford dictionary. This study’s relevant reliability and validity
concepts are discussed independently.
Reliability
Reliability in this study was sustained with survey instrumentation which was
comparable to that used by the reputable MBI survey type which has good reliability quotient in
combination with the Likert scale (Maslach & Jackson, 1981). Like the Maslach inventory the
study uses a Likert 7-point scaling system which corresponds with the researcher questions and
aligned according to the Clark and Estes (2008) KMO influences for consistency. The
confidential manner of obtaining survey results also ensured preserving reliability (Glesne,
2011). The site in which the researcher had work residency was omitted to eliminate further bias.
The care to give a field study preference facilitates limiting harm or offense to the people most
affected by the study and known to the author (Glesne, 2011). This also eliminated any ethical
dilemma for the researcher. The Qualtrics portal for sending surveys and collecting responses
afforded further response anonymity. The names of individual participants were not required nor
revealed in data gathering. The use of an anonymous portal potentially increased participants'
response rate and authenticity of responses. This avenue of survey distribution promoted
obtaining a fair and more accurate representation of school leaders. Any bias or oddities
identified in non-responses was documented and categorized in data entry as, non-response with
relevance to percentage of individuals and specific questions. Those factors helped produce a
55

study with the likelihood of producing repeatable results as a necessity for a reliable study
(Johnson & Christensen, 2014).
Validity
The connection made to humanize or personalize teachers’ experiences with school
leaders’ experiences, by presenting surveys on leadership awareness or mitigation efforts of
stress/anxiety and wellness, assisted with the study’s validity by increasing its focus and
truthfulness (Johnson & Christensen, 2014). Validity as explained by Johnson and Christensen
(2014) is a measure of correctness or truthfulness of inferences made from a study result. Several
modes of validity are identifiable in this study. Population validity is ensured through a field
study which permits a sample population from the larger, target population in the profession and
affords characteristics of the target population to be inferred from the sample characteristics
(Johnson & Christensen, 2014). Further still, the population statistics of this field study
emphasizes external validity as results can be generalized to a target population of professionals.
Construct validity is embedded in the study with use of higher order constructs of teacher stress
or burnout and is precisely represented in the study (Johnson & Christensen, 2014). This
construct validity was shown by use of researcher designed burnout inventory items (Johnson &
Christensen, 2014; Maslach & Jackson, 1981) and used in conjunction with the knowledge,
motivation and organization influences (Clark & Estes, 2008). The validity of the study’s
approach ensured that results could shed light on an existing crisis in a larger target population.

56

Ethics
As this study pertained to human subjects, the responsibilities were to ensure that the
organizations in PMD were clear for the Institutional Review Board, and obtained a personal
CITI certificate from the University of Southern California for research on human subjects.
Participants of the anonymous survey were informed of their anonymity. A signature of consent
was not required for survey participants. Due to the potential connection of the human
experiences with PMD, and the use of the statistics obtained for presentation in this report,
participants were issued an explanation accompanying the surveys as a reminder that survey
findings would be presented toward research efforts in study data. Although a written consent
was not required from the survey participants, the explanation indicated participation in the
survey provided consent for data collection and study report. Anonymity of the organization and
all participants was also emphasized. The greater portion of the study was within organizations
which were foreign to the author of this study to address and verify potential assumptions, biases
and overall regional trends. The manner of inventory was with hope of obtaining data for
enlightenment and collaboration with administrators to heighten awareness of teacher stress
leading to attrition and the need for mitigation by administrative efforts.

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CHAPTER FOUR: RESEARCH
There was consistency among school leaders that they are motivated and promote a
culture of wellness within their organization. This was identified by survey items which address
the school leaders’ knowledge, motivation, organization skills and implementation regarding
teacher attrition within their organization. Their responses to the questions within the survey,
based on the conceptual framework of the study, reveal a consistency among educational leaders’
reflections. They all reported efficiency with high frequency, with promoting a culture of teacher
wellness to combat attrition in their organization. The data summary of their reflections was in
favor of agreement versus disagreement with the survey items on the Likert scale in every case.
Educational leaders on average did not admit to being incapable or not knowledgeable about
influences regarding teacher attrition. Instead, they simply stated they refused to agree or
disagree. These observations were used to guide the study to identify patterns and present the
findings of the overarching question(s) itemized and inserted within each KMO sub-category,
vis-à-vis the objective of the conceptual framework. The relevant data to these overarching
questions is provided for each KMO section and analyzed for interpretation with the data
presented in the conclusion section. The data revealed a direct correlation between the responses
to the three variables of knowledge, motivation and organization. In every case the frequency
and intensity values were consistently high. This is expected as there exists intersectionality
between the KMO factors of the KMO conceptual framework used in this study. While the data
indicated high and direct correlation, among the KMO influences for the educational leaders, the
results did not concur with the reports of teachers in literature reviews as will be shown later. In
fact, literature review would indicate the reflections of educational leaders should reveal the
opposite. Specific discussion of each of the KMO variables will follow in later sections.
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Survey Participation Logistics
An inventory designed to gather data on school leaders’ reflections on their strengths and
shortcomings in maintaining a culture which promotes wellness within their organization, as a
measure of attenuating teacher burnout and attrition was administered. A wide range,
approximately 300 – 400 of school leaders within the PMD region were granted access to the
survey. The maximum participants by the date of the study’s timelines was 53. The content of
this study entailed questions based on Clark and Estes (2008) framework with goals to assess
Educational leaders’ reflections on knowledge, motivation and organization. A maximum of 53
participants assessed the survey which consisted of 60 items. Survey items were arranged as
knowledge, motivation and organization inventory items. Within each of the KMO categories
were overarching concepts depicted in Table 5 below with the corresponding influences
assessed.
Table 5

Assumed Influences used with the Clark and Estes Model.

Assumed
Influences
Knowledge Motivation Organization
1 Conceptual Knowledge
(CK)
Leadership needs to
know the process to
mitigate
attrition/burnout with
their teachers.

Value

School Leaders need
to see the value of
promoting a culture
of teacher wellness
due to its influence on
teacher performance,
job satisfaction and
student engagement
as well as
achievement.
Cultural Setting 1
(CS-1)

The organization
needs to afford
appropriate resources
for optimum
teaching/learning.

59

Assumed
Influences
Knowledge Motivation Organization
2 Procedural Knowledge 1
(PK – 1)
1. Leadership needs to
know how to
recognize teachers’
personal limitations.

Attribution

School leaders should
believe teacher
attrition is related to
the campus
atmosphere and the
work conditions they
create contribute to
attrition.
Cultural Setting 2
(CS – 2)

The organization
needs leaders who
model appropriate
leadership and
supervision skills.

3 Procedural Knowledge 2
(PK – 2)
Leadership needs to know
how to actively listen to
teachers with empathy to
acknowledge and manage
conflict regarding work
overload and resources.
Cultural Model 1
(CM -1)

The organization
needs a culture that
promotes
occupational wellness
as necessary to
impact better staff
and student outcomes.

4 Cultural Model 2
(CM – 2)

The organization
needs a mindset
conducive to
maximize teaching
and learning with
social, psychological
and physical wellness
is embraced

Before presenting further the data findings and explanations, it is necessary to indicate
the differences in participation rate for the various parts of the study. Some aspects of the study
had more participants than others. The following paragraph presents an explanation of the
60

distribution of participants along the various components of the study. Some components of the
KMO model had a greater participation rate due to the length of the study.
All survey participants (53), completed the Knowledge component of the study which
was to assess school leaders’ conceptual and procedural knowledge for mitigating teacher
attrition. As the study progressed less participants were involved. The motivation sub-categories
value and attribution, were completed by 43 participants. The value subscale of motivation
contained questions to assess whether school leaders see the value of promoting a culture of
teacher wellness due to its influence on teacher performance, job satisfaction and student
engagement as well as achievement. The Attribution subscale was to measure school leaders’
belief regarding whether teacher attrition is related to the organization’s climate and if the work
conditions they create contribute to attrition.
The Organization component was completed with a varying number of participants based
on the four sub-categories contained in that component. For example, the sub-category entitled
Cultural Setting 1 (CS-1) which contained questions to obtain administrators’ feedback regarding
availability of necessary resources for teaching and learning was completed by an average of
38.5 participants. CS-2 which was to assess if school leaders communicate to staff in a
supportive, socially acceptable, and non-demeaning manner obtained the responses of 37
participants. The other aspects of organization in the KMO framework was Cultural Models 1
(CM-1) and Cultural Model 2 (CM-2). CM-1 had specific questions to investigate school
leaders’ awareness of their staff’s job satisfaction, fulfillment and the balance levels with
workloads given. This section, CM-1, was addressed by an average of 36.2 participants. The last
section of the study CM-2 had the objective to investigate school leaders’ assessment of their
61

staff’s general morale regarding assignment, and socio-professional interactions at school sites.
CM-2 had a total of 36 participants.
Construction of the Teacher Wellness Inventory
Maslach (1988) defines burnout as a syndrome in which one is drained emotionally due
to exposure to chronic stress in their workplace. Parallel to Maslach’s (1981) burnout definition,
is the working definition of attrition, a close relative of burnout, used by this study. Attrition as
defined by the author of this study is a state in which one’s strengths and abilities are worn and
rendered dull leading to a state of susceptibility to various maladies physiologically,
psychologically and physically. The attrition this study speaks of is proposed to be related to
burnout as being the last section on a continuum which demands a fight or flight response by its
victims, as a wellness response. This continuum this author proposes begins with exhaustion,
which is what anyone experiences of prolonged efforts on a given day. Chronic exposure to this
exhaustion and on consecutive days proceed to give rise to a state of burnout as well defined by
Maslach. This burnout syndrome is propagated by working conditions in school systems and
school districts and work as a deterrent to teacher retention as reported by Ingersoll, (2001). This
state of burnout matriculates to its last stage on the continuum known as attrition; where the
individual is exposed to medically determined state of being worn down as their strengths
become impaired and various malfunctions such as autoimmune conditions, depression, anxiety
depersonalization, and other physiological illnesses encroach due to the prolonged, excessive
allostatic cost of work conditions on the individual (Kirsh, 2000).
Maslach also confirms among other professions, the teaching staff’s high intensity
involvement with other individuals such as students, parents and school administrators
often propel teachers into a state of unwanted burnout (Maslach, 1988). Darling-Hammond,
(2003) concur based on results from a study held in Los Angeles which obtained reports indicating
62

more stressors leading to attrition within school systems is not just that the high needs students,
with lower-income and lower achievement but also the poor physical working conditions
typically found only in those high needs school. Darling-Hammond’s study continues by
highlighting that teacher’s working income is also a part of the problem but the
overwhelming factor that eats away at teachers’ morale is the poorly maintained facilities
working conditions within the public-school systems (Darling-Hammond, 2003). These
working conditions as depicted by Darling-Hammond to require teachers’ involvement
with providing supplies but also with the upkeep of the physical classroom environment
inevitably.
Like Maslach’s burnout inventory, this study measured both frequency and intensity of
teacher burnout within K-12 schools as measured by the responses obtained from the reflections
of educational leaders. Following the Likert scale example used in Maslach’s inventory each
inventory statement was rated on the intensity dimension. The intensity scale is labeled at each
point ranging from 1- strongly agree to 7- strongly disagree. The inventory items format is as
follows in the Intensity Table 6.
Table 6

Intensity Table

Intensity Level Description of Intensity Level
1 Strongly agree
2 Agree
3 Somewhat agree
4 Neither agree nor disagree
Intensity Level Description of Intensity Level
5 Somewhat disagree
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6 Disagree
7 Strongly disagree

The inventory form consisted of 60 items. Those items were randomly distributed to
participants from a variety of school districts within the greater PMD area. The participants
included superintendents, assistant superintendents, school principals, and assistant principals.
The criteria for development and placement of the survey items was based on the KMO
categories and in connection with the conceptual framework. Analytic figures to describe the
findings of the study (provided in the data tables) include the number of participants, mean,
median, intensity of responses, frequency, standard deviation and variance.
General Survey Trends and Findings
The overall trend of survey findings revealed the reflections of educational leaders were
consistent with that of their peers throughout the study. In general, the leaders asserted their
confidence to be able to implement an action plan to mitigate teacher attrition and their efforts to
address teacher burnout. As will be seen in the data tables of the next sections, the reflections or
responses of the school leaders were nearly identical for every category of the KMO framework.
Frequency and intensity values of the KMO subscale items were consistently high for every
educational leader. This positive swing of results was observed for both superintendents and
school administrators, who were the intended participants of the study. The latter part of chapter
5 contains the study limitations and addresses the possible disparity which may have been
introduced due to the district placement and direct versus expressed responsibilities of
superintendents as school leaders. Chapter 5 also suggests what an alternate study to address that
disparity will contain. The mean intensity values ranged from 1.49 to 3.00 with high frequencies
and minimal variance or degrees of freedom by a factor less than 1.0 in most cases. This
64

demonstrates consensus among educational leaders that they are equipped with knowledge,
motivation and organization influences and implement, maintain or support a culture of wellness
for their organization. There were similarities as well as consistencies between their individual
responses. Instances where the leaders refused to specify whether they agreed or disagreed with
an inventory item, standard deviation were notably moved above 1.0 as can be seen in Tables 7
through 26. The leaders agreed to varying degrees on the Likert scale of their competence and
implementation efforts to attenuate teacher attrition, with proposed or actual action plans.
The Length of the Study and its Correlation with the Number of Participants
The length of the inventory may have influenced the number of participants who
completed the study. The 60-item inventory fitted into the KMO model for the survey.
Participants were encouraged to complete the entire survey but could also choose to stop at any
point before all sections were completed if they so desired as explained in chapter 3. Some
participants chose to complete only the first part of the study, the knowledge section; others
completed the knowledge and motivation sections and others completed all sections of the KMO
model. This enabled choice and eliminated non-participation due to survey length. It is noted that
participants did not skip sections in the KMO sequence but stopped along the KMO patterned
sequence of the study. This enabled maintaining validity of survey responses as questions within
sections were not omitted. Participants who committed to any section, whether knowledge,
motivation or organization, completed that section. The data obtained from the sample
population is a random representative of PMD which is the target population.
It was observed the questions placement within a category along the sequence (K-M-O)
was directly related to the number of participants involved. The sequencing of the inventory
items according to the KMO framework is perceived to have influenced the number of responses
65

obtained in each section. The data reveals that as the study progressed with Knowledge,
Motivation and Organization items, in this order, more participants completed the Knowledge
questions. The number of participants engaged in the motivation and organization sections
decreased progressively from knowledge to motivation to organization.
Data Validity
The frequency and intensity of values indicate convergent validity with the KMO
responses of participants demonstrated consistency with the intersectional variables in the KMO
items sets or subscales as represented by the quantitative information in this table.
It is possible that the high intensity and frequency values reported by school leaders may
have been due to contextual expectations. The study results may have also been significantly
propelled in one direction by the number of superintendents who participated. Superintendents
are likely to have a universal post with a trained eye for an assortment of necessary oddities and
necessities within the school system. As a result, they are likely to have been highly equipped
theoretically and otherwise to give a positive response to the study. Also, participants may have
responded to indicate their acknowledgement of the need for those survey item actions as
measures conducive to support teachers appropriately, but may not have those in actual practice.
This determination is emphasized by the fact that the data results are negatively correlated with
prior research reports but positively correlated among the participants’ responses.
They all scored with high frequency and intensity values regardless of the KMO items. In
rare cases participants refused to indicate their stance. Instead of admitting a shortcoming on
their part regarding their competence and practice with the KMO framework and teacher attrition
mitigation, participants simply stated that they neither agree nor disagree. With such evidence, it
might be plausible to state the study scores were subject to distortion by confounding factors
66

such as social desirability, where participants would prefer to be thought of in a positive light nor
incriminate themselves or disclose their shortcomings blatantly, Crowne and Marlowe (1964).
This is based on the fact that the questions required reflection to reveal school leaders’ strengths
and shortcomings in relation to promoting a culture of wellness within their organization. As we
proceed further in this chapter the specific data obtained will be delineated with explanations in
the KMO assumed influence sequence
School Leaders’ Knowledge of Teacher Wellness and Teacher Attrition
The data gathered indicate school leaders asserted having knowledge and ability to
propose and implement an action plan to mitigate teacher attrition. An overarching question
linked to the conceptual framework with an objective to assess school leaders’ conceptual
knowledge about how to mitigate teacher attrition within their organization has been extracted
from the study. This overarching question provided a canopy under which the other subscale
questions of the conceptual knowledge could reside. The overarching question assessed school
leaders’ reflections on how equipped they are or feel with required knowledge to implement a
plan to mitigate stress with their teaching staff.
School Leaders’ Conceptual Knowledge
Based on the data collected it can be stated school leaders believe they are capable of
implementing a plan to mitigate teacher attrition and promote a culture of wellness. Of an
average of 53 participants who completed this portion of the study 84.91% agree to some degree
they feel equipped with enough knowledge to implement a plan to mitigate stress among their
teaching staff. Of those roughly one-tenth (11.32%) strongly agree to the statement, near one-
third (30.19%) plainly agree, most i.e. two-fifths of the participants (43.40%) somewhat agree. A
remaining 3.77% refused to indicate their stance of agreement or disagreement. The frequency
67

and intensity values for school leaders’ conceptual knowledge was consistent with small
dispersions of variance and standard deviation values slightly above 1.00. Educational leaders on
average believe they possess the conceptual knowledge or capacity needed to mitigate teacher
stress within their organization, as indicated by their responses to this overarching question, seen
in table 1a. An average or central tendency of 2.74 on the intensity scale and a combined
frequency of 84.91% indicated school leaders' degree of confidence in possessing the necessary
conceptual knowledge to implement a stress-mitigating plan within their organization. The data
indicates 3.77% did not indicate how they feel about a stress-mitigating plan while 11.32%
indicated they somewhat disagree that they can implement such a plan. Tables 7 and 8 present
data which represent school leaders’ beliefs about their possession of the conceptual knowledge
needed to mitigate attrition and implement a stress mitigation strategy within their organization.
Table 7

Summary of School Leaders’ Reflections to Demonstrate their Conceptual Knowledge

Conceptual
Knowledge
Capital/Overarching
Question
Minimum Maximum Mean Std
Deviation
Variance Count
I feel equipped with
enough knowledge to
implement a plan to
mitigate stress with
my teaching staff.
1.00 5.00 2.74 1.08 1.18 53
participan
ts

68

Table 8

Frequency and Intensity Values for School Leaders’ Conceptual Knowledge on Mitigating
Teacher Attrition or Implementing a Wellness Plan

Intensity
Level
Description of Intensity Level Frequency (%) Count
1 Strongly agree 11.32% 6
2 Agree 30.19% 16
3 Somewhat agree 43.40% 23
4 Neither agree nor disagree 3.77% 2
5 Somewhat disagree 11.32% 6
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
Total 100% 53 participants

While the data in tables 1a and 1b are representative of educational leaders’ perceptions
or beliefs of possessing the conceptual knowledge for mitigating teacher attrition, the data does
not verify that they have been proven to be effective at doing so or even attempted to mitigate
teacher attrition or promote wellness within their organization. Rather, the data is representative
of their expressed self-descriptions. This expression of their beliefs can be argued to be
confounded by a factor coined by Crowne and Marlowe (1964) called social desirability. This
social desirability explained by Crowne and Marlowe state individuals are more likely to project
images of themselves which they think are socially desirable during self-description. This factor
may be the explanation for the high frequency of positive responses obtained from school
leaders. It can be inferred school leaders gave aspiring data about themselves, in reflections
rather than the actual negative state of affairs that exists and contributes to teacher attrition. .
Nonetheless educational researchers concur that this can be demonstrated by considering specific
69

behavioral objectives with the intentional goal to support teacher wellness through sequential
professional action plans (Daly, 2009). Researchers also suggest the achievement of such
objectives could have a positive effect on teacher performance and make progress toward
alleviating the undeniable attrition in the profession (Eccles, 2006; Pintrich, 2003). When
educational leaders embrace such a culture the chronic stress encountered by teachers, can be
mitigated as they promote wellness to potentially defer attrition.
School Leaders’ Ability to Recognize Teacher Limitations
Based on the data collected it can be stated school leaders have the ability to recognize
teacher limitations and factor that in as part of their attempts to mitigate teacher attrition. As with
conceptual knowledge, school leaders showed consistency among their reflections for procedural
knowledge assumed-influence PK-1. Of an approximate number of 52 participants who
completed this portion of the study 92.31% agreed to varying measures that they consider
teacher burnout when allocating workload and course assignments. Eighteen of those participants
(34.62 %) strongly agreed they consider teachers’ human limitations when allocating workload,
twenty-two participants (42.31 %) simply agreed to the statement, eight participants (15.38 %)
somewhat agreed, while four of the 52 participants (7.69 %) chose neither to agree nor disagree
that they did or did not consider teachers and their limits when allocating workload. There were
two subcategories of procedural knowledge and therefore two objectives. In connection to the
study’s conceptual framework the PK-1 influence was leadership needs to know how to
recognize teachers’ personal limitations. The objective for PK-1 influence was leadership should
be able to demonstrate their ability to work with teachers in consideration of their humanistic
limitations and abilities. The overarching inventory question presented to the school leaders in
70

this part of the study inventory was to assess how they consider teacher burnout when allocating
workload and course assignments.
Table 9 and 10 indicate the mean intensity and combined frequencies of school leaders to
that question. The data revealed an average of high intensity ranging from 1-3 reflecting school
leaders’ assertion of giving consideration for workload when assigning course loads to teachers.
The combined, affirmative frequencies of school leaders who asserted this concept is 92.31%
while a count of only 4 out 53 (7.69%) participants failed to assert their position when
considering that question.
Table 9

Summary of School Leaders Reflections (PK-1).

Overarching Question: I consider teacher burnout when allocating workload and course
assignments.

Intensity
level
Level
Description
Minimu
m
Maximu
m
Mea
n
Std
Deviation
Coun
t
1 Strongly agree 1.00 1.00 1.00 0.00 18
2 Agree 2.00 2.00 2.00 0.00 22
3
Somewhat
agree
3.00 3.00 3.00 0.00 8
4
Neither agree
nor disagree
4.00 4.00 4.00 0.00 4
5
Somewhat
disagree
0.00 0.00 0.00 0.00 0
6 Disagree 0.00 0.00 0.00 0.00 0
7
Strongly
disagree
0.00 0.00 0.00 0.00 0

71

Table 10

Frequency and Intensity Values for School Leaders Procedural Knowledge (PK-1)

Intensity level Description of Intensity Level Frequency (%) Count
1 Strongly agree 34.62% 18
2 Agree 42.31% 22
3 Somewhat agree 15.38% 8
4 Neither agree nor disagree 7.69% 4
5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
Total 100%
52
participants

The data in tables 4.31 and 4.32 present school leaders as individuals who give
consideration to workload and the basic nature of teachers as human beings with limits to their
capacity. When this data is viewed vis a vis current data on teacher attrition there is no accord
between the two sets of data. Authors such as Curry and O’Brien (2012) teacher work overload
require avenues for collective consideration in teacher recruitment and retention to help alleviate
what Curry and O’Brien referred to as the injustices that lead to teacher departure. Policy makers
and leaders need to consider the effects of prolonged stress on teachers also has its impact on the
educational system. The excessive demands on teachers both on site with little to no
consideration for after-hours workload subsist (Curry & O’Brien, 2012) and need to be revised.
This could contribute towards disrupting the simultaneous influx and depletion of teachers that
renders the educational system unstable (Curry & O’Brien, 2012). The next section presents the
data obtained from educational leaders based on the assumed influence of their procedural
knowledge (PK-2) in communicating effectively with their teachers.
72

School Leaders’ Ability to Communicate Effectively
Assessment of the reflections provided revealed school leaders believe they are capable
of effective communication with their teachers. This includes active listening on the part of
leaders when necessary and communication which is not demeaning in nature but supports the
teachers’ overall goals. The procedural knowledge Pk-2 assumed influence in connection with
the study’s conceptual framework was that school leadership needs to know how to actively
listen to teachers with empathy to acknowledge and manage conflict regarding work overload
and resources. Out of 53 participants who took part in this study, a majority of 98.12% disclosed
they are capable and engage in effective communication with their teachers, taking into
consideration that manner of communication can serve to either motivate or cause stress
(Lauzon, 2003). Of that high overall agreement percentage, 29 of the participants, (54 %)
strongly agreed they can communicate effectively, 23 participants (43.40 %) definitely agreed
and one participant (1.89 %) did not disclose agreement or disagreement.
The objective of the inventory items in PK-2 was to assess school leadership reflections
about their employment of strategic means of effective communication. The overarching
question of focus for the Pk-2 objective was to provide data on school leaders’ reflections on
their ability to communicate effectively with the teachers in their organizations.
Table 11 indicates educational leaders on average believe they possess the procedural
knowledge and can communicate effectively with their staff. This overarching question/item
encompassed others such as their ability to employ strategic means of effective communication
to ensure every teacher has a voice and is heard. This subcategory also considered school
leaders’ ability to manage conflicts regarding workload and resources.
73

Based on the responses given to the overarching question for reflection in PK-2 in Table
11 indicates, educational leaders believe they communicate effectively when interacting with
teachers by an average of 1.49 in intensity on a scale of 1 to 7 where 1 is strongly agreed and 7 is
strongly disagree. Table 12 supports this with combined frequency measures of 98.12%. While
0.00% educational leaders identified as incapable of effective communication 1.89% indicated
they could neither agree nor disagree that they know how to communicate effectively with their
teachers.
Table 11
Summary of School Leaders Reflections to Demonstrate their Procedural Knowledge (PK-2)
Procedural Knowledge 2
Capital/Overarching
Question
Minimum Maximum Mean Std Deviation Count
I attempt to ensure
effective communication
when interacting with my
teachers.
1.00 4.00 1.49 0.60 53 participants

Table 12
Frequency and Intensity Values for Procedural Knowledge 2
Intensity
Level
Description of Intensity Level Frequency (%) Count
1 Strongly agree 54.72% 29
2 Agree 43.40% 23
3 Somewhat agree 0.00% 0
4 Neither agree nor disagree 1.89% 1
5 Somewhat disagree 0.00% 0

74

Intensity
Level
Description of Intensity Level Frequency (%) Count
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
Total 100% 53 participants

While Tables 11 and 12 provide data which presents the educational leaders as
proponents of positive communication with teachers which would include actively listening to
teachers with empathy, to acknowledge and manage conflict regarding work overload and
resources; current literature reviews indicate communication matters with school leaders are
among the major stressors faced by teachers that eventually lead to burnout and attrition. It was
reported the negative relational and professional signals given by administrators both overtly and
covertly are reported to play a significant role in teachers’ occupational well-being (Lauzon,
2003). Lauzon, (2003) identifies the organizational development theory and suggests that a shift
be made which focuses on teachers as humans, rather than mechanical procedures. This approach
Lauzon (2003) sustains, is intricately linked to teacher well-being. This suggests a cultural
mindset of administrators in which teachers are acknowledged as individuals with a set capacity
for operation.
This author concurs with Fullan (2004) who further suggested leaders should ensure
attainment of well-developed relationship skills and not give in to the demented means of
communication with staff. Leaders’ choices, communication styles, and availability with
essential job-related support are influential in cultivating motivation with teachers. This is in
agreement with the behavioral learning theory which promotes nurture as integral for learning
and behavioral processes (Bastel & Grossman, 2006). In the following section data about the
75

motivation aspect of the KMO model and its value subscale as the assumed influence will be
examined.
School Leaders’ Reflections on Motivation and Teacher Attrition
This section of the study will present data and interpretation on the reflections of the
school leaders who participated in this section of the study. The study presented school leaders
questions on motivation in accordance with the KMO conceptual framework used to conduct the
study. As a result, the subscales of motivation provided as part of the study inventory focused on
the value and attribution aspects of motivation.
Table 13
Assumed Motivation Influences and Subscales
Motivation Subscale Assumed Influences
Value School Leaders need to see the value of promoting a culture of
teacher wellness due to its influence on teacher performance, job
satisfaction and student engagement as well as achievement.
Attribution School leaders should believe teacher attrition is related to the
campus atmosphere and the work conditions they create
contribute to attrition.

Motivation: Value
School leader’s assign high value to maintaining a culture and climate in their
organization which is motivating for their teachers. This is supported by the data received from
school leaders’ responses to the reflection questions provided. This section of the study
proceeded with 43 participants and examined the level of value (motivation subscale1) given by
educational leaders to promote a culture of wellness in their organization. Of the 43 participants
for this section of the study 34 (79.06 %) declare they have addressed sequential professional
action plans to promote wellness within their organization. Of that number four (9.38 %)
76

strongly agreed to that statement, 15 (34.88 %) agreed flatly, 15 (34.88 %) somewhat agreed,
while five (11.63 %) chose to neither agree nor disagree, three (6.98 %) somewhat disagreed and
one individual (2.33 %) disagreed with certainty.
The value influence for motivation in relevance to the conceptual frame states school
leaders need to see the value of promoting a culture of teacher wellness due to its influence on
teacher performance, job satisfaction and student engagement as well as achievement.
The objective was to assess whether school leaders see the value of promoting a culture
of teacher wellness and whether they believe it has influence on teacher performance, job
satisfaction and student engagement as well as achievement. Table 14 depicts that objective with
an overarching question to assess whether school leaders have implemented an action plan to
support teacher wellness within their organization. An average of 2.79 on the intensity scale
(Table 14) and a combined frequency of 79.06% (Table 15) of educational leaders indicate they
have implemented sequential action plans to promote wellness. These values existed with
relatively low spread with a standard deviation value 1.13 and 1.28 indicating the general
consistency of the responses among school leaders. The remaining 11.63% of the 43 participants
indicated they neither agreed nor disagreed and the other 9.31% admitted they have never
engaged with an action plan to promote wellness. The aforementioned descriptions and values
can be examined in tables 14 and 15.

77

Table 14
Summary of School Leaders Reflections to Demonstrate the Value given to Promoting Wellness.

Motivation:
Subscale: Value
Capital/Overarching
Question
Minimum Maximum Mean Std
Deviatio
n
Count
I have addressed
sequential professional
action plans to promote
wellness.
1.00 6.00 2.79 1.13 43

Table 15
Frequency and Intensity Values for Motivation Subscale: Value
Intensity
level
Description of Intensity Level Frequency (%) Count
1 Strongly agree 9.30% 4
2 Agree 34.88% 15
3 Somewhat agree 34.88% 15
4 Neither agree nor disagree 11.63% 5
5 Somewhat disagree 6.98% 3
6 Disagree 2.33% 1
7 Strongly disagree 0.00% 0
Total 100% 43
participants

The results obtained in the value subscale of the motivation component of the KMO
model indicated that 2.33% of the participants admitted without question that they had not
participated in implementation of a professional and sequential action plan to promote wellness.
Here, the majority of participants (79.06 %) still maintained with high intensity that they have
78

participated in the implementation of such a plan. This result, while a positive response for
reflection is inconclusive when aligned with the experiences of teachers reported in empirical
studies and research findings presented in the literature reviews in chapter two of this study.
Educational leaders should consider the expectancy theory which asserts, to increase success,
usefulness the value of a task must be recognizably clear (Eccles, 2006). Educational leaders
should see the value of a sequential professional action plan to promote teacher wellness. In the
absence of seeing the value of a sequential professional action plan to promote wellness,
implementation of such will not be consistent, to address attrition, the state of degradation of
abilities and potential due to sustained on-the-job pressure, as defined by this author. Further
still, specific tasks need to relate to values of interest and be contextualized for real-world
applications (Eccles, 2006; Pintrich, 1996). This means school leaders need to see the
connectedness of promoting teacher wellness with realization of the organizational goals. The
following section will introduce findings about the attribution subscale of the motivation
component of the KMO model relevant to the participants’ (school leaders) reflections.
Motivation: Attribution. Thirty six out of 42, (85.71 %) participant school leaders’
reflections revealed they believe their staff motivation can be attributed to the work conditions
employees are exposed to regularly. Of the 42 participants who completed this section of the
study 11, (26.19 %) strongly agreed they consider teacher safety relevant to assigned workload
because they attribute teacher wellness as being interconnected to student achievement. Of the
remaining participants 20, (47.62 %) agreed, five (11.90 %) somewhat agreed, five (11.90 %)
neither agreed nor disagreed and one individual out of the 42 (2.38 %) expressed they strongly
disagreed that they consider procuring teacher safety when assigning workload.
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The attribution influence for motivation for this study in relevance to the conceptual
framework states school leaders should believe teacher attrition is connected to the campus
atmosphere and the work conditions they create can contribute to attrition. The objective was to
obtain school Leaders’ reflections regarding whether teacher attrition is related to the campus
environment and whether they believe the work conditions they create contribute to attrition. The
overarching inventory item chosen in support of this objective states, student achievement is
impacted by teacher wellness; and required reflective responses to show if educational leaders
consider that concept when assigning workload to procure employee safety. For this category,
the data presented (Tables 16 & 17) indicate high intensity levels with an average of 2.21 and
combined positive frequencies of 85.71% of school leaders who believed teacher wellness can
have some kind of impact on student achievement. Again, in this instance the values are
relatively centralized however, with a notable standard deviation of 1.19 attributed to the fact
that 2.38% did not connect teacher motivation to campus atmosphere, work conditions and
teacher attrition. These pieces of evidence are demonstrated in Table 16 and Table 17.
Table 16

Summary of School Leaders Reflections to Demonstrate their Correlation of Teacher Wellness to
Student Achievement

Motivation: Attribution
Capital/Overarching
Question
Minimum Maximum Mean Std Deviation Count
Student achievement is
impacted by teacher
wellness; therefore, I
consider that concept
when assigning workload
to procure employee
safety and acquire positive
student achievement.
1.00 7.00 2.21 1.19 42

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Table 17

Frequency and Intensity values for school leaders’ reflections on campus atmosphere, work
conditions and teacher attrition.

Intensity Level Description of Intensity Level Frequency (%) Count
1 Strongly agree 26.19% 11
2 agree 47.62% 20
3 Somewhat agree 11.90% 5
4 Neither agree nor disagree 11.90% 5
5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly Disagree 2.38% 1
Total 100% 42
participants

The data presented for the attribution subscale of motivation indicated while most of the
participants (85/71 %) concurred to consciously attempt to procure teacher safety and wellness
when allocating workload, relevant to student achievement, 23.80% of the participants reside in
the center of the Likert scale indicating that they do not fully agree that they do and some (50 %)
of those center scale participants could not decide whether they agree or disagree with the
statement regarding their actions. Still a 2.38% outlier, one individual out of the 42 participants
admitted they do not give any consideration to teacher safety or wellness when assigning
workload. This data set, while it closely resembles the value subscale of the motivation category
with its outlier’s admittance of giving no consideration to teacher wellness or safety, still does
not portrait the experiences of teachers based on literature reviews presented in chapter 2 of this
study. As a result, to address the dissonance between educational leaders’ responses and the
existing research findings it may be necessary to consider the work of authors such as Hockey
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(1993) which states the disparity between teacher workload, the unavailability of resources and
the lack of appropriate administrative support emaciated wellness due to the chronic stress
sustained (Hockey, 1993). Further Bastel and Grossman (2006) explain associative learning is a
form of classical conditioning connecting various stimuli to generate learned responses. This
implies a poor work environment can be attributed to a lack of concern for employees and
students. This can minimize motivation and induce stress which can mature into attrition (Curry
& O’Brien, 2005). This theory would require educational leaders to procure employee safety as
an integral aspect of the equation to acquire positive student achievement. This implies, a
positive learning environment cascades as a double-edged sword not only to affect teacher
wellbeing but can also affect students’ mindset, behavior and attitude toward work. This
according to Bastel and Grossman (2006) works at the subliminal levels and can impact
emotions, motivation and therefore behavior. The decisions and engagements of educational
leaders can subliminally invoke the classical conditioning construct even when it involves a
neutral stimulus such as a poor work environment or excessive workload or failing to consider
teachers and their human capacities (Bastel & Grossman, 2006). This can convey ideas of
exploitation which is a factor that Catmull (2014) identifies as one which demotivates employees
to give or feel their best at work, thereby promoting stress. Educational leaders should keep in
mind the work conditions they give become experiences of nurturing and fortification which
impact teacher motivation or engagement, to enable surmounting challenges of the trade rather
than succumbing to disparaging emotions with diminished motivation (Curry & O’Brien, 2005).
These experiences, outcomes and consequences can impact student achievement inevitably and
holistically.

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The Organization’s Settings, Models, and Attrition.
Table 18
Organization Assumed Influences and Subscales
Organization
Subscales
Assumed Influences
Cultural Setting 1
(CS-1)

The organization needs to afford appropriate resources for optimum
teaching/learning.
Cultural Setting 2
(CS – 2)

The organization needs leaders who model appropriate leadership
and supervision skills.

Cultural Model 1
(CM -1)

The organization needs a culture that promotes occupational
wellness as necessary to impact better staff and student outcomes.

Cultural Model 2
(CM – 2)

The organization needs a mindset conducive to maximize teaching
and learning with social, psychological and physical wellness is
embraced

School Leaders’ Reflections on the Organizational Setting and Model and Attrition
The organization section of the study presents the cultural settings (CS) which is a
reflection of the physical environmental cues while the cultural model (CM) is the constructs and
applications used and encouraged within the organization. Each Sub-category of the organization
category then has its own subscale. Cultural Setting influence CS-1 focuses on the organization
needs for appropriate resources to optimize teaching and learning. Cultural Setting influence CS-
2 focuses on the organization’s need for leaders who model appropriate leadership and
supervision skills. The cultural model influence CM-1 focuses on the organization’s need for a
culture that promotes occupational wellness as necessary to impact better staff and student
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outcomes. CM-2 influence examines the organization’s need for a mindset conducive to
maximize teaching and learning with social, psychological and physical wellness.
Cultural Setting 1 : Resources for Teaching and Learning
Of an average of 38.1 participants who completed this portion of the study 100% of them
acknowledged a lack of resources and high job demands contribute to teacher burnout and
attrition. Of those school leaders, roughly one third (30.56%) strongly agreed to that statement,
over 50% (55.56%) definitely agreed while 13.89% refused to indicate their stance by neither
agreeing nor disagreeing to the statement. The CS-1 influence with relevance to the conceptual
framework of this study is the organization needs to afford appropriate resources for optimum
teaching and learning. The objective of CS-1 was to obtain administrators’ feedback regarding
the availability of necessary resources for teaching and learning. The overarching item was a
derivative of the objective and is shown in Table 19. Examination of the data pertinent to CS-1
influence reveals an average of 1.83 school leaders which is a high intensity on the scale
provided, believed chronic and high demands contribute to teacher duress and eventual burnout.
In like manner the frequency of school leaders who believe high teacher demands can cause
duress was 100% as shown in Table 20.
Table 19

School Leaders Reflections to Demonstrate Thoughts on the Correlation of Resources and
Burnout

Cultural Setting1
Capital/Overarching
Question
Minimum Maximum Mean Std Deviation Count
Chronic and high
demands, a lack of
resources contribute to
duress leading to teacher
burnout/attrition.
1.00 3.00 1.83 0.65 36
84

Table 20

Frequency and Intensity Values for Reflections on Relatedness of Resources and Attrition

Intensity
Level
Description of Intensity levels Frequency (%) Count
1 Strongly agree 30.56% 11
2 Agree 55.56% 20
3 Somewhat agree 13.89% 5
4 Neither agree nor disagree 0.00% 0
5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
Total 100% 36
participants

While all of the educational leaders of the 36 participants in this portion of the study
admitted to varying degrees that high job demands and a lack of resources contribute to duress
which matures into burnout and its greater counterpart, attrition it is worth noting the participants
did not all agree without question. Specifically, five participants (13 %) of the study agreed but
with reservations indicated by their intensity level of 3, they only somewhat agreed that chronic
and high demands as well as a lack of resources contribute to duress leading to teacher
burnout/attrition . This response by those 13% of participants who halfway agreed appears to be
an explanation for the level of attrition in PMD. Darling-Hammond et al. (2018) reported
attrition accounted for 88% of the increase in teacher shortages in PMD over the last decade.
Additionally, literature presented in chapter two by authors such as Karasek, (1979); Bakker and
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Demerouti (2006) and Hackman and Oldham (1980) indicate those factors are the experiences of
teachers and contribute significantly to the rate and causes of teacher attrition.
The data from the reflections of these educational leaders interpreted shows 100%
dissonance with the actual experiences of teachers as supported by empirical data. Some of
research presented as the first cultural influence setting remind us teachers’ need for autonomy,
time and essential teacher resources coupled with excessive workloads influenced by school
administrators, contribute to the chronic stress and leads to the attrition experienced by teachers
(Bakker & Demerouti, 2006; Hackman & Oldham, 1980; Karasek, 1979).
The following section presents information on cultural setting CS-2 about school leaders
communication as a potential determinant of the degree of stress incurred on teachers. It is worth
recollecting, the data section of this study revealed 13.89% of school leaders refused to indicate
whether they think a lack of teaching resources can contribute to teacher duress and attrition.
Whether and how school leaders choose to support teachers, these experiences, outcomes and
consequences can torrent to impact the organization’s goals and student achievement inevitably.
School Leadership Communication Skills. School leaders agree their manner of
communication with teachers can improve teacher motivation, and reduce chronic stress. The
data indicates 94.60% of educational leaders admit their manner of communication with teachers
can improve motivation, and reduce chronic stress. Of that percentage approximately one third
of the total participants (34.14 %), strongly admitted to this statement, almost 50% (48.65 %)
flatly agreed to the statement and about one-tenth, (10.81 %) somewhat agreed that educational
leaders’ manner of communication with teachers can improve motivation, and reduce chronic
stress. Of all the participants, 2.70%, one individual among 37 definitely disagreed that
educational leaders’ manner of communication with teachers can improve motivation and reduce
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chronic stress. The greater number of 37 participants who took part in the CS-2 portion of the
study agree to that statement with a variance value below 1.00 demonstrating uniformity of
responses given by school leaders. Further data to support this statement will be presented later.
The objective for the organization influence of CS-2 was to assess if school leaders think
their manner of communication to staff is supportive, socially acceptable, and non-demeaning.
The CS-2 influence for the study based on the conceptual framework is the organization needs
leaders who model appropriate leadership and supervision skills. The overarching question
derived from this influence focused on obtaining school leaders’ reflection on their thoughts of
their manner of communication to teachers and ponder how it can either increase or reduce
chronic stress (see Table 21). The data obtained from the 37 participants revealed school leaders
believe with high intensity of 1.92 their manner of communication and influence teacher stress
level either negatively or positively. The frequency of this response among school leaders who
believed at any combined intensity level was 96.60% while 2.70% did not believe their manner
of communication can inflict or minimize stress. A remaining 2.70% of school leaders identified
with the neither agreeing or disagreeing with the inventory item. Tables 21 and 22 display the
data for CS-2 influence.
Table 21

Summary of School Leaders Reflections to Demonstrate School Leaders’ Reflections on the
Impact of Communication with Teachers

Cultural Setting 2
Capital/Overarching
Question
Minimum Maximum Mean Std Deviation Count
My manner of
communication with
teachers can improve
motivation, and reduce
chronic stress.
1.00 6.00 1.92 1.00 37
87

Table 22

Frequency and Intensity Values for School leaders’ Reflections on Effective Communication with
Teachers

Intensity
Level
Description of Intensity Level Frequency (%) Count
1 Strongly agree 35.14% 13
2 Agree 48.65% 18
3 Somewhat agree 10.81% 4
4 Neither agree nor disagree 2.70% 1
5 Somewhat disagree 0.00% 0
6 Disagree 2.70% 1
7 Strongly disagree 0.00% 0
Total 100% 37
participants

It is worth noting that 2.70% of the participants disagreed with the statement that school
leaders’ manner of communication with teachers can improve motivation, and reduce chronic
stress and 10.81% agreed with hesitance as they indicate they somewhat agreed. The data shows
that school leaders are not immune to the theories held by the empirical studies. These reports
held leadership communication is an important factor in relating to the employees and can serve
to motivate or bring chronic duress (Dembo & Eaton, 2000; Denler et al., 2006; Lauzon, 2002).
This type of leadership communication would require the kind which is supported by authors
such as Catmull (2014) who proposed that leaders should instill value in their employees and not
exploit them. The lack of concordance with the reflections of the school leaders regarding
communication and the actual experiences of teachers with their organizations exists. As
reported earlier, when negative relational and professional cues given by administrators overtly
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or covertly play a significant role in teachers’ occupational well-being (Lauzon, 2003). Lauzon
(2003) states when administrators can communicate their support and teachers know they are
supported by administration; they are better able to balance their many tasks and teaching duties.
Lauzon further explained administrative support as a replacement to the politics which often
involve unfair treatment of teachers and take precedence over their teaching responsibilities,
enables teachers to balance their many tasks and teaching duties better (Lauzon, 2003). There is
a need for educational leaders to match their actions with the reflections they have voiced. The
next section presents cultural model CM1 and school leaders’ reflections on the relation between
teacher workload and burnout.
School Leaders’ Ability to Promote Occupational Wellness
School leaders agree teacher work overload, burnout from prolonged exposure to arduous
work conditions and the ambiguity of teacher roles and expectations have a negative impact on
the well-being of teachers. Based on the data collected thirty-five out of the thirty-six (97.22 5)
participants in this section agree to some degree to this statement. This percentage is well
reflected with nine individuals (25 %) stating they strongly agreed with the statement, twenty-
two (61.11 %) stating they definitely agreed and four participants (11.11 %) say they somewhat
agreed, while one participant (2.78 %) neither agreed or disagreed with the statement. This
statement can be proven with data collected showing variance and standard deviation values
which indicate consistency among the responses gathered from school leaders. The cultural
model CM-1 influence portion of the inventory was completed by an average of 36.1
participants. The CM-1 influence of this study states the organization needs a culture that
promotes occupational wellness as necessary to impact better staff and student outcomes.
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The objective for this influence in the study was to investigate school leaders’ awareness
of their staff’s job satisfaction, fulfillment and balance levels with workloads. The overarching
item presented in the survey in relation to the objective was to assess whether school leaders
believe work overload, and prolonged exposure to arduous work can impact teachers’ well-being
negatively (see Table 23). The data collected from these participants indicate a 1.92 mean
intensity value on agreement with strain due to work overload, and chronic burnout can impact
teacher well-being. The frequency measure of school leaders who agreed to contribute to that
average intensity value (1.92) was 97.22% with combined intensity values for agreement, while
2.78% indicated they would neither agree nor disagree with the CM-1 inventory item. The data
gathered on this influence item can be seen in Table 23 and Table 24.
Table 23

Summary of School Leaders Reflections to Demonstrate their Awareness of their Staff’s Job
Satisfaction

Cultural Model 1
Capital/Overarching
Question
Minimum Maximum Mean Std Deviation Count
Factors that impact
well-being negatively
include strain due to
work overload,
burnout from
prolonged exposure to
arduous work
conditions and the
ambiguity of teacher
roles and expectations.
1.00 4.00 1.92 0.68 36

90

Table 24
Frequency and Intensity Values for School Leaders’ Awareness of their Staff’s Job Satisfaction
Intensity
Levels
Description of Intensity Level Percent (%) Count
1 Strongly agree 25.00% 9
2 Agree 61.11% 22
3 Somewhat agree 11.11% 4
4 Neither agree nor disagree 2.78% 1
5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
Total 100% 36 participants

Although 97.22% of the participants agreed factors that impact well-being negatively
include strain due to work overload, burnout from prolonged exposure to arduous work
conditions and the ambiguity of teacher roles and expectations, those who agreed with question
(11.11 %) might in turn be expressing their lack of concern or consideration to the matter, just as
those who fail to express their stance (2.78 %). That mindset of those individuals may be the
reason for the findings reporting that teachers find those same factors work overload, role
ambiguity and prolonged exposure to such are part of the main reasons for teacher burnout and
eventual attrition (Bakker & Demerouti, 2007). There is indisputable disparity between the data
about participants in this study, who agreed with the statement and the overwhelming existence
of those same problems that persist in public schools for the past three decades as reported by
Halbesleben and Buckley (2004).

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School Leader’s Awareness of Staff’s Job Satisfaction
School leaders agreed that an environment which is of poor-quality has potential to
increase psychological distress and limit teacher productivity. The number of participants in the
CM-2 influence was 36 in total and 97.22% supported this statement to varying degrees on the
Likert scale. A dissection of the results indicated that eight participants (22.22 %) strongly
agreed with the statement, twenty-two (61.11 %) agreed without question and five participants
(13.89 %) somewhat agreed with the statement. However, one participant making up 2.78% of
the participant pool stated they neither agreed nor disagreed with the statement.
The CM-2 influence of the study states the organization needs a mindset conducive to
maximize teaching and learning with social, psychological and physical wellness is embraced.
The objective of the inventory components presented to participants was to investigate school
leaders’ awareness of their staff’s job satisfaction, fulfillment and balance levels with workload.
In Essence, this objective was to investigate school leaders’ assessment of their staff’s general
morale regarding assignments, and the types of socio-professional interactions at their school
sites.
The overarching question presented with this objective for CM-2 influence. Data
presented in table 4.101 indicates that school leaders confirm awareness of job satisfaction
factors for their teachers with a high intensity rating of 1.97. This intensity level indicates most
school leaders’ responses for the overarching question in influence CM-2 was that they agreed to
varying degrees they are in tune with their employee’s job satisfaction when it comes to
promoting an environment for social, psychological and physical wellness. Table 25 indicates the
combined frequency of school leaders who take that stance to be 97.22%, while 2.78% of school
leaders chose to neither confirm nor deny their awareness of teacher’s job satisfaction.
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Table 25

Summary of School Leaders Reflections to Demonstrate Awareness of Job Satisfaction Factors
for Their Teachers

Cultural Model 2
Capital/Overarching
Question
Minimum Maximum Mean Std Deviation Count
I believe an environment
which is of poor-quality has
potential to increase
psychological distress and
limit teacher productivity.
1.00 4.00 1.97 0.69 36

Table 26

Frequency and Intensity Values for School Leaders’ Awareness of Job Satisfaction Factors for
Their Teachers

Intensity
Level
Description of Intensity Level Frequency (%) Count
1 Strongly agree 22.22% 8
2 Agree 61.11% 22
3 Somewhat agree 13.89% 5
4 Neither agree nor disagree 2.78% 1
5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
Total 100% 36
participants

A disparity continues to exist between school leaders’ reflective responses and the actual
state of affairs with schools based on empirical evidence. This is in spite of the fact that 97.22%
of school leaders in this study indicated they agree that an environment which is of poor-quality
has potential to increase psychological distress and limit teacher productivity. Examination of the
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responses showed 16.67% absolutely agreed that a poor-quality environment can impact well-
being but have doubts that a poor-quality environment can limit productivity. This smaller
representation of the findings of the study supports literature reviews.
Research states external stressors come from areas not directly entwined with the task of
being a teacher. Such external stressors can include poor sanitary conditions in the workplace
with the additional expectation for teachers to clean their classroom daily or poor support from
administration, janitorial staff and parents (Lambert & McCarthy, 2006). This need for
classroom maintenance arises from what Darling-Hammond (2003) refers to as the dilapidated
physical working conditions in school districts. This poor physical state can range from dirty
water fountains as reported by the Chicago Sun Times (2007) to dirty classrooms necessitating
teacher intervention as implied by a teacher who reported in Darling-Hammond’s study. This as
a source of stress for teachers is capable of impacting well-being negatively to the same degree
as the inherent stressors of the position says Bakker and Demerouti (2007). Lever et al. (2017)
agree a poor or unclean physical classroom environment in the absence of necessary resources
such as:
● large class sizes,
● poor leadership communication,
● lack of proper support with student behavior issues,
● work overload (including classroom janitorial services on a daily basis)
● a lack of autonomy
all contribute to puncture teachers’ well-being as they attempt to match educational expectations
with the realities of their job. These influences mentioned by Mathis et al. (2017) are justifiably
due to poor support by school leaders. Here again social desirability (Crowne & Marlowe, 1964)
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may have influenced the results. Perhaps this would explain why the school leaders’ actions as
reported in literature reviews for this study were not on par with their self-descriptions or
reflections.
Conclusion
A disparity exists between what school leaders report in their reflections in this study and
the results of prior empirical studies based on the teachers’ descriptions of their experiences with
attrition. While the educational leaders assign passing grades with flying colors to themselves
regarding their reflections with KMO influences to attenuate teacher attrition, the hard realities
of researchers expressed in literature is contrary. A possible contributor to this disparity may be
the measure to which superintendents’ responses influenced the results. Their responses may
have been largely responsible for the positive trend obtained for school leaders’ efforts to combat
teacher attrition. The degree of such an influence is unknown, but perhaps overshadowed
administrators’ responses. This idea can only be presented as a confounding factor in the study
given the number of superintendents (likely to be trained with universal competencies and
ideologies) in the study was not quantified. However, this is noteworthy because, although PMD
identifies superintendents and school administrators as responsible parties for daily staff and
other stakeholder face to face interactions, the fact remains the physical and direct placement of
superintendents and school administrators in school systems define and curtail their level of staff
and stakeholder interaction to a degree which is incongruent at the individual positions.
It can also be concluded, this disparity of ideas and understandings between teachers and
school leaders exists as a fundamental gap between knowledge and appropriate application of
what is known. This dissonance lies in what motivates school leaders to do what they do, when
they do it and how they do what they intend. This study reveals the key elements of discord
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where this integral need for motivation resides are in the expectancy value and attribution
theories as discussed earlier. While this error was primarily in the motivation aspect of the
model, due to intersectionality of the KMO model, the problem extended to the cultural settings
and cultural models of the organization.
Clark and Estes (2008) proposed the indexes that influence performance within an
organization as active choice, persistence and mental effort. The authors suggest these constructs
are key to increased motivation and performance. Based on the results of this study, it can be
interpreted that educational leaders have the basic knowledge to attenuate teacher attrition. This
is represented by their survey responses, where every reflective statement given was met with a
high intensity and frequency of agreement on the Likert scale. The disparity of their responses
with empirical studies regarding the state of affairs within school systems may mean they need to
make an active decision with choices and the procedural knowledge they choose to put into
practice with their teachers. Those choices would require them to be motivated enough to do so
by recognizing the true value of the statements of their reflection. Their effort should be used
particularly with scheduling of work load, professional development, physical environment,
culture and provision of resources such as time. School administrators need to be aware that
while student growth and achievement is the entire goal of education; that goal remains dormant
or subject to limited realization if the teacher is not given due consideration in the educational
equation. There is a gap that showed school leaders need to take into account their commitment
to student achievement and their goals for such by considering their need to be consciously
motivated to be mindful of the teachers in the classroom with those students. To do so, school
leaders should consider the words of Rollinson (2005), motivation requires a state of rising to
face the realities in processes that are both internal and external to individual school leaders. This
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implies, school leaders should consider the well-being of their teachers, though external to
themselves, but as integral for the success they reach through student achievement. This arising
should be a measure and form of motivation as depicted by Rollinson (2005), one in which the
school leaders can identify and embrace the value in pursuing a course of action to achieve
specified outcomes with determination.

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CHAPTER FIVE: RECOMMENDATIONS
Providence Metropolitan Districts (PMD) presents its mission as to create strong and
effective learning environments through incentives that produce high student achievement with
21st Century academic knowledge. PMD asserts one of its goals for realization of its mission is
to explore all avenues to ensure a job well done as an essential aspect for effective performance
to support student achievement. With approximately six million students from kindergarten
through 12
th
grade provides educational experiences to students in some portions of the west
coast of the United States. The Metropolitan Providence Districts (PMD) region reports
enrollment of approximately 6,186,278 students across 10,521 public schools and 652,933
students across 1,313 charter schools during 2018 - 2019. The majority of schools contained in
Providence Metropolitan consist of students from low socio-economic backgrounds and fall into
the category of high needs students. PMD’s student diversity distribution from kindergarten to
grade twelfth in public schools is given in detail in chapter 3. Specific educator demographics for
PMD was presented in chapter 3 revealing more female teachers in every ethnicity, with 73.3 %
female teachers and 26.7% male teachers overall. While the ethnic distribution of teachers does
not mirror the student population in actual percentage, the data shows a match with more whites
in both cases. The number of white teachers is staggeringly greater (62 %) than that of any other
race according to data presented by PMD.
Organizational Performance Goal
To restate the performance goal of Providence Metropolitan Districts (PMD) is to
mitigate teacher attrition by cultivating a paradigm which values teacher wellness among new
and long-term teachers by 100% in the school year of 2021. The reality of teacher burnout or
attrition needs to be addressed fully in view of the existence of the school community, and the
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stress-promoting factors. Approaches to measure progress will include quantitative methods of
data gathering to evaluate impact of efforts implemented to mitigate attrition.
Description of Stakeholder Groups
The stakeholders for program implementation are superintendents and administrators as
school leaders. Superintendents as leaders work in collaboration with the PMD administrators,
staff, parents and students (CDE, 2020) and can assist with implementation of the action plan to
mitigate teacher attrition in PMD. Administrators include the principal and assistant principals at
PMD.
Superintendents can work with certificated staff to gather data on teachers’ sense of well-
being, job satisfaction and post action plan improvements. Superintendents and administrators
can create an action plan with consideration to four domains: physical, psychological, social
health plus healthy work culture which employ ethical attitudes with teachers as a standard
practice. In summary, superintendents, administration and teachers will work collaboratively to
implement an action plan to mitigate teacher burnout considering ethical treatment to minimize
burnout and preserve well-being.
Goal of the Stakeholder Group for the Study
By 2021, PMD will mitigate teacher attrition by cultivating a paradigm of teacher
wellness as a fundamental value among new and long-term teachers by 100% as part of its
accountability system and culture.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation and organizational elements that interfere with teacher wellness as evident by teacher
attrition. In this study attrition is defined by this author in its scientific sense, with reference to a
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well explained definition by oxford dictionary, as the erosion of one’s strength due to exposure
to chronic stressors with an allostatic cost to the individual which renders them physiologically
and emotionally incapable of business as usual. This definition is distinct from burnout in that it
renders individuals depleted and incapacitated to varying and chronic degrees but also invokes a
flight and/or flight response by its victims. As a result, attrition in this study also includes the
eventual departure. For the purposes of this study, the focus is on the chronic allostatic demands
and experiences of teachers.
The study’s analysis began by generating a list of possible or assumed interfering
elements and then examined these systematically to focus on actual or validated interfering
elements. While a complete gap analysis would focus on all stakeholders, for practical purposes
the stakeholders of focus in this analysis was school leaders. The school leaders were
superintendents and school administrators. These stakeholders were made part of the study as
they have been specifically identified by the PMD’s department of education as the individuals
responsible for the day to day operations and face to face encounters or occurrences within
schools (2019) in the region.
Introduction and Overview
This chapter presents recommendations for the gap influences described in chapter 2
within the knowledge, motivation and organization (KMO) framework of Clark and Estes
(2008). The assumed influences for each aspect of the proposed program is aligned with the
KMO model. Each influence identified is validated and categorized to depict its degree of
probability. Further in this chapter simple tables of the influences which were validated in each
KMO section are presented.
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The design used to introduce an implementation plan which addresses the gap influences,
has its foundation on Kirkpatrick’s (2016) New World Model for program improvement. The
Kirkpatrick Model is one which presents four levels of operation when assessing for change.
Level 4 of Kirkpatrick’s model requires examination of the degree of change which has occurred
as a direct result of training. Kirkpatrick’s Level 3 requires examination of training participants’
application of their learning when they return to their respective jobs. Level 2 is indicated by the
measure to which participants engage in activities presented at the time of the training with
confidence in what they do. Level 1, the last level presented by Kirkpatrick, assesses the degree
to which participants find the training relevant to what they do on the job daily (Kirkpatrick &
Kirkpatrick, 2016). This model partners efficiently with the model framed by Clark and Estes
(2008) which has been the guiding principles for this study. Recommendations made will be
implemented in this backward design proposal theorized by Kirkpatrick and Kirkpatrick and
elaborated upon by Clark and Estes which has been the skeleton for this study.
Knowledge Recommendations for Practices to address KMO Influences
The assumed influences in Table 27 are in hypothesis state with anticipation of a high
probability they will be validated. Those assumed influences presented are supported by
literature review. The use of Clark and Estes (2008) KMO model in combination with literature
reviews and data gathered from this study was the framework for the study. Clark and Estes
propose there are various knowledge and skills required for optimum performance when
challenges are encountered. Those challenges are usually due to a need for information, job aids,
training and education (Clark & Estes, 2008). The authors state modes of acquiring knowledge
produce different outcomes and should be focused on a given case. The knowledge and skills
required may be conceptual, procedural or metacognitive (Clark & Estes, 2008). The New World
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Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) was implemented with focus on level 2 of
the model which assesses the knowledge, skills, attitudes, confidence and commitment of school
leaders in their efforts to mitigate the problem of teacher burnout or attrition. Table 27 below
presents the Knowledge influences with supporting principles and recommendations.
Table 27
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence

Valid-
ated
as a
Gap?
Yes,
High
Proba
bility
or No
(V,
HP, N)
Prio
rity
Yes,
No
(Y,
N)
Principle and Citation Context-Specific
Recommendation
CK:
Leadersh
ip needs
to know
the
process
to
mitigate
attrition/
burnout
with
their
teachers.
(D)

N

Y
Social Cognitive Theory:
organize and model desired
behaviors, by overt
demonstration (Mayer, 2011).
The model must be genuine and
culturally relevant and has
functional value (Denler et al.,
2006). Self-regulatory strategies
such as goal setting, improves
learning and performance
(Dembo & Eaton, 2000; Denler,
et al., 2006).

Information Processing Theory:
“To develop mastery,
individuals must acquire
component skills, practice
integrating them, and know
when to apply what they have
learned” (Schraw &
McCrudden, 2009).
Provide school
leadership Training
on efficiently
selecting, organizing,
and integrating tasks
which are
meaningful and
supportive to
teachers.
( Mayer, 2011)

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Assumed
Knowledge
Influence

Valid-
ated as
a Gap?
Yes,
High
Proba
bility
or No
(V,
HP, N)
Prio
rity
Yes
No
(Y,
N)
Principle and Citation Context-Specific
Recommendation
PK-1:
Leadersh
ip needs
to know
how to
recogniz
e
teachers’
personal
limitatio
ns. (P)

N

Y
“Learning is enhanced when the
learner’s working memory
capacity is not overloaded”
(Kirshner et al., 2006).
Remove extraneous content and
material (Mayer, 2011).
Provide fair
Scheduling and
consideration for
teacher workload
equitably.

Provide school
leaders with Equity
and Job Aids
Checklists that
contain things to
consider in efforts to
promote teacher
wellness.
PK-2:
Leadersh
ip needs
to know
how to
actively
listen to
teachers
with
empathy
to
acknowle
dge and
manage
conflict
regarding
work
overload
and
resources
.
(M)

N

Y

“To develop mastery,
individuals must acquire
component skills, practice
integrating them, and know
when to apply what they have
learned” (Schraw &
McCrudden, 2006).
Survey for
Leadership:

Provide self-report
descriptions of
attention to task.
e.g. How would you
rate their
communication skills
using active
listening,
record teachers’
comments or
questions for
consideration.
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Mitigate Attrition or Burnout Among Teachers
The results and findings of this study indicated there was not a significant gap in
leadership's declarative knowledge to mitigate teacher attrition. Rather a 15% need for
improvement with declarative knowledge among school leaders was reported. The results
indicated least 84.91% of leadership perceive they possess declarative knowledge of the process
to mitigate attrition/burnout with their teachers. The considerable presence and effects of teacher
attrition reported in literature reviews discussed in prior chapters suggest recommendations to
address the 15% need for improvement state of the organization should be considered.
The recommendation for this influence is based on the Social Cognitive Theory. This
theory proposes organizing, rehearsing and modeling behaviors, then enacting them overtly
(Mayer, 2011). Based on this theory the models which are provided to teachers must be credible,
culturally appropriate, and have functional value (Denler et al., 2006). It is believed employment
of self-regulatory strategies, including goal setting, can enhance learning and performance (APA,
2015: Dembo & Eaton, 2000; Denler, et al., 2009). From the recommendations of this theory, it
can be concluded providing training or Professional Development tasks that promote selecting,
organizing, and integrating (see Mayer, 2011, pp. 76-81) would be useful strategies.
This can be demonstrated by addressing specific behavioral objectives geared to support
teacher wellness through sequential professional action plans (Daly, 2009). Achievement of such
objectives could increase teacher performance and assist in alleviating attrition in the profession
(Eccles, 2006; Pintrich, 2003). The consideration of such a culture could reduce the chronic
stress experienced by teachers, and create a culture of wellness to potentially defer attrition.

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Recognize Teachers’ Personal Limitations
The results and findings of the investigation further indicated a smaller eight percent need
for improvement in school leaders’ possession of procedural knowledge to recognize teachers’
personal limitations. At least 92.31% of leadership are confident they possess procedural
knowledge to recognize teachers’ personal limitations. The presence and effects of teacher
attrition reported in literature reviews discussed in prior chapters, suggest recommendations to
address the 15% gap should be considered.
According to the cognitive load theory, an overload on an individual's working memory
can reduce learning and performance (Kirshner et al., 2006). It can be inferred from this theory
that school leaders should attempt to minimize extraneous expectations in the duties and
responsibilities of teachers (Mayer, 2011). A recommendation stemming from this learning
theory would be to provide fair consideration when creating teacher schedules and assign teacher
workloads equitably. The recommendation is that school leaders be provided a job aid checklist
for equity and consideration in assigning duties and responsibilities to teachers. This job aid
example would be an equity checklist that school leaders can use when preparing teacher
schedules and assigning workload.
Balance is needed with teacher workloads and their cognitive, biological, and emotional
cost. Teacher investments and support must be balanced or a fight or flight response is
reflexively instigated as the human body, as individual or collective systems, require a state of
equilibrium for survival (Taris et al., 2004). It is estimated stress contributes to approximately
50% of all teacher absenteeism before fully transitioning out of the profession (Somech, 2015).
The list of their experiences of teachers can be socially unjust and overbearing, as stress levels
impede them with feelings of depersonalization and sheer apathy from their original vibrant
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states (Curry & O’Brien, 2012). The authors purport burnout as a malady that targets the very
core of the human spirit and will, rendering the individual in a downward spiral as it can have
unpleasant effects (Curry & O’Brien, 2012).
Leaders Should engage in Active Listening with Teachers
The results and findings of this study indicated an 11% need for improvement among
school leaders who are able to engage in active listening to teachers with empathy. The results
revealed are promising but not all leaders (89.12%) of leadership are confident they are able to
actively listen to teachers with empathy to acknowledge and manage conflict regarding work
overload and resources. This is a matter of great concern and effect on teachers according to
literature reviews presented in prior chapters.
The learning theory reinforces the idea that in order to develop mastery of skills such as
active listening, individuals must first acquire, practice, integrate, and know how to apply the
skilled learned (Schraw & McCrudden, 2006). To help illuminate the measure to which school
leaders actively listen, this researcher recommends leadership surveys be distributed . These
could be provided as self-report surveys to help school leaders reflect on the descriptions of their
attention to the task of actively listening to those they lead. An example of such would be to have
school leaders rate their communication skills (active listening) by taking note of teacher’s
comments or questions and their own feedback or responses.
Leaders’ degree of intent listening and effective communication should be a function of
modifications applied to address teacher grievances (Mayer, 2011). For example, leaders should
value indicators such as appropriate time allocation, as a foundational requirement for
efficacious, but struggling practitioners (Denler et al., 2006). Leaders should understand the
importance of time for teacher self-regulation and autonomy. This would accompany
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metacognitive enlightenment regarding the effectiveness of these as contributors which improve
performance and remove hindrances (Dembo & Eaton, 2000; Denler et al., 2009). Effective
communication could empower teachers as professionals while instilling trust, boost morale and
promote a workplace culture for employee wellness.
Motivation Recommendations for Practice to Address KMO Influences
Clark and Estes (2008) propose active choice, persistence and mental effort are
motivational indexes that influence performance within an organization. These constructs are
precursors to increased motivation and performance. Among the literature reviews on
motivation-related influence for mitigating teacher attrition at PMD the Rollinson’s (2005) work.
According to Rollinson, “motivation is a state arising in processes that are internal and external
to the individual, in which the person perceives it appropriate to pursue a course of action to
achieve a specified outcome with a degree of vigor and persistence” (p. 189). Expectancy value
theory and attribution theory are the pertinent motivation-related literature reviews in this study.
When used as a lens for examination of the stakeholders’ goal of PMD, light is shed on the
importance of achieving stakeholder goals. Table 28 below presents the motivation influences
with supporting principles and recommendations.

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Table 28
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence*

Valid-
ated as a
Gap
Yes,
High
Probabil
ity, No
(V, HP,
N)
Prior
ity
Yes,
No
(Y,
N)
Principle and
Citation
Context-
Specific
Recommendati
on
M-1
Value: School Leaders need to
see the value of promoting a
culture of teacher wellness due to
its influence on teacher
performance, job satisfaction and
student engagement as well as
achievement.

N

Y

“Expectancy
theory asserts, to
increase success,
usefulness or
value a learning
task must be
recognizably
clear” (Eccles,
2006).
Provide
meaningful
content tied to
common and
observable goals
with measurable
outcomes during
professional
development.
M-2
Attributions:
School leaders should believe
teacher attrition is related to the
campus atmosphere and that the
work conditions they create
contributes to attrition.

N

Y
“Changes in the
environment can
affect behavior”
(Daly, 2009;
Tuckman, 2009).
Provide School
leaders a
checklists of job
aids such as
janitorial
services and
other
components
which help
create a
conducive
learning
environment
and improve
school climate.

Promote the Value of a Culture of Teacher Wellness
Expectancy theory asserts, when the value of a task is clear, success, usefulness or value
of a learning task is increased (Eccles, 2006). School leaders need to see the importance of
wellness for teachers. Such can have a positive influence on teacher performance, job
108

satisfaction and student engagement as well as achievement. This suggests that school leaders
that the tasks assigned to teachers are meaningful and relevant to their work. The
recommendation for school leaders is to provide meaningful content tied to common and
observable goals with measurable outcomes during professional development. Professional
development sessions should be presented with clear indications of the usefulness of the tasks
incorporated.
According to Clark and Estes (2008) individuals have a greater propensity to be
motivated when involved with empowerment models to decide how a consequential task can be
brought to fruition. Bandura’s (1986) social cognitive theory portrays learning involves the
person, environment, and behavior (Denler et al., 2006). Resources and designs must connect
rationally and impressively for teachers, with real-world applications, for value to be observed
(Eccles, 2006). These need to be exhibited by leaders with a mission-possible expectation value
and with passion (Pintrich, 1996). This theory conveys the efficacy value of teacher tasks or
assignments is directly proportional to their perception of its application in their world. Teachers
need to be able to find relevance in required tasks for value and interest to persist.
Positive work Atmosphere and Conditions to Combat Attrition
School leaders should believe teacher attrition is related to the campus atmosphere. The
work conditions they create also contribute to attrition. Of 43 participant school leaders, 85.71%
had reflections that reveal they believe the level of their staff’s motivation can be attributed to
the work conditions employees are exposed to regularly. Theorists such as Daly (2009) and
Tuckman (2009) suggest changes in the environment can affect the behavior of individuals. As
mentioned earlier in this chapter Darling-Hammond (2003) refer to the state of school buildings
and environments as dilapidated physical working conditions in school districts. Joseph
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Erbentraut of The Huffpost (2014) stated the poor physical state of public schools in Chicago
can range from dirty water fountains, cafeterias with rotten food and to dirty classrooms.These
demand teacher intervention as implied by a teacher who reported in Darling-Hammond’s study.
This would suggest when teachers and students are provided a school and classroom surrounding
which is clean, conducive and inviting, then teaching and learning can be enhanced. The
recommendation to school leaders regarding this influence is to obtain and keep observable
checklists of job aids such as janitorial services and other valuable resources that contribute to
the welfare of staff performance, wellbeing and behavior. The study results indicate school
leaders primarily agree a positively clean physical environment contributes to student and
educator performance and wellbeing. As a result, it is recommended that greater, consistent and
more regular efforts for classroom and school maintenance be made.
According to the Behavioral Theory of learning, classical conditioning means
fundamental learning which promotes nurture as an integral element of learning (Bastel &
Grossman, 2006). The authors explain associative learning is a form of classical conditioning
connecting various stimuli to generate learned responses (Bastel & Grossman, 2006). This works
at subliminal levels and can impact emotions, motivation and therefore behavior. The decisions
and engagements of educational leaders implement the classical conditioning construct even
when it emerges to involve a neutral stimulus. This in essence suggests that the condition of the
physical learning spaces sets the tone on entrance for positive behavior and performance to meet
the vision of the organization. In like manner, when the physical learning spaces are unkempt,
these seemingly neutral stimuli later serve as prior experiences which impact teacher
engagement, to enable surmounting challenges of the trade or to succumb to disparaging
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emotions with diminished motivation. These experiences, outcomes and consequences can
torrent to impact student achievement inevitably.
Organization Recommendations for Practice to Address KMO Influences
Based on the evidence obtained from the reflections of school leaders during this study,
organizational areas for improvement to meet a 100% goal exist suggesting school leaders
should consider application of various constructs, theories and skills within their organization
which promote teacher wellness and reduce attrition. Some recommendations for the
organizational influences to assist in the process have been identified. The assumed influences
in Table 29 hypothesized to be necessary at the beginning of the study have been validated with
high probability. The culture of an organization can influence the experiences of all its
stakeholders. The organization’s culture can also influence outcomes, whether positively or
negatively. Individuals and teams need the appropriate organizational support to find solutions in
gap analysis. This support should be rooted in the culture of the organization. Gallimore and
Goldenberg (2001), propose the culture of an organization can be examined in two parts: a
cultural model and the cultural setting. The cultural model can be explained as the mental
schemas or cognitive constructs determining the normative operations within an organization
(Gallimore & Goldenberg, 2001). It is represented in the cognitive, affective and behavioral
aspects of those who make up the organization. The cultural setting of an organization is
composed of the physical aspects of interactions in organizational ecosystems, and influences the
expression of the cultural model (Gallimore & Goldenberg, 2001). Table 29 below presents the
organization influences with supporting principles and recommendations.

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Table 29
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence*

Valid-
ated
as a
Gap
Yes,
High
Proba
bility,
No
(V,
HP,
N)
Pr
ior
ity
Ye
s,
No
(Y
,
N)
Principle and Citation

Context-
Specific
Recommendat
ion
CS-1:
Cultural Setting
Influence 1:The
organization
needs to afford
appropriate
resources for
optimum
teaching/learning
.

N

Y
Job resources are essential in reducing
stress at work as they assist in attaining
objectives, reduce the psychological and
physiological cost while stimulating
personal growth, learning and
development. Hackman and Oldham
(1980), agree having job resources are
instrumental in motivating employees
thereby keeping them in a heightened
state of productivity due to positive
energies utilized
Provide the
resources
teachers need
to be effective
and motivated
in their work.

CS-2:
Cultural Setting
Influence 2:
The organization
needs leaders
who model
appropriate
leadership and
supervision
skills.

N

Y
“Modeled behavior is more likely to be
adopted if the model is credible, similar
(e.g., gender, culturally appropriate), and
the behavior has functional value”
(Denler et al., 2006).“Provide
opportunities for learners to check their
progress and adjust their learning
strategies as needed” (Denler et al.,
2009)

Provide time
for
Reflection/plan
ning/metacogni
tion:

Provide survey
checklist items
for leaders to
reflect and
adjust on their
use of
appropriate
measures to
assess and
evaluate their
leadership and
supervision
skills.
112

Assumed
Organization
Influence*

Valid-
ated
as a
Gap
Yes,
High
Proba
bility,
No
(V,
HP,
N)
Pr
ior
ity
Ye
s,
No
(Y
,
N)
Principle and Citation

Context-
Specific
Recommendat
ion
CM-1:
Cultural Model
Influence 1: The
organization
needs a culture
that promotes
occupational
wellness as
necessary to
impact better
staff and student
outcomes.

N

Y
The cultural model is the awareness of
occupational wellness as a necessity to
impact better outcomes (Mayo Clinic,
2019).
Education:
Provide surveys
to access
school leaders'
knowledge and
efforts to
mitigate teacher
burnout/attritio
n and
create/adjust
their
organization’s
employee
wellness model
accordingly.
CM-2:
Cultural Model
Influence 2:
The organization
needs a mindset
conducive to
maximize
teaching and
learning with
social,
psychological
and physical
wellness is
embraced.

N

Y
Social Cognitive Theory:
“Self-regulatory strategies, including
goal setting, enhance learning and
performance” (APA, 2015: Dembo &
Eaton, 2000; Denler et al., 2006)
Education:
Provide self-
regulation
surveys.

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Promote Occupational Wellness as Necessary to Impact Better Staff and Student Outcomes
The results and findings of this study promisingly indicated 97.22% of educational
leaders’ who implement occupational wellness programs and efforts as a means of supporting
teachers. This is noteworthy for all school leaders within PMD to implement a paradigm of
pursuing wellness for teachers as part of their professional endeavors. The study showed 97.22%
of school leaders reported they promote and implement occupational wellness as a means of
supporting teachers and improving school outcomes. Due to the relevance of this topic and its
relatedness to teacher attrition and student achievement in literature reviews, PMD organization
should continue with efforts to sustain a culture that fully promotes occupational wellness as
necessary to impact better staff and student outcomes. The cultural model suggested emphasizes
the awareness of occupational wellness as a necessity to impact better outcomes. The
recommendation is to provide occupational wellness training and activities to school leaders as
tools to equip them to facilitate teacher wellness when assigning duties and allocating resources,
would decrease the rate of teacher attrition and increase organizational outcome as it relates to
vision.
The cultural models are silent but active drivers of the operational norms of
organizations. Cultural models can be observed in the affective and behavioral demeanors of
leaders and staff within an organization and are determinants of acceptable and regular practices
within organizations (Gallimore & Goldenberg, 2001). School leaders need to be aware that
burnout and attrition are issues common among teachers and explore workplace implications by
ensuring their organization employs an action response for teacher wellness (Martin et al., 2015).

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A Mindset Conducive to Maximize Teaching and Learning
The results and findings of this study indicated 97.22% of educational leaders connect a
clean and conducive physical environment as a contributor to wellness and productivity level.
The study revealed no gap, but a 2.78% need for improvement among school leaders within the
organization. PMD school leaders believed an environment which is of poor-quality has potential
to increase psychological distress and limit teacher productivity. Therefore, the organization,
PMD needs to work on improving among its educational leaders to ensure the maintenance of a
clean working environment for all its employees as well as develop and sustain a culture which is
non-tolerant to behaviors and habits of workers which may bring psychological distress and alter
the physiological well-being and cognitive abilities of others. This effort would help to bring
goal realization to 100%. This would be sustained by special mental schemas or constructs that
would determine the normative operations of the organization (Gallimore & Goldenberg, 2001).
It is represented in the cognitive, affective and behavioral aspects of those who make up
the organization and would impact the cultural setting of an organization, which is composed of
the interactions in organizational ecosystems (Gallimore & Goldenberg, 2001). This idea is
proposed with further reference to Gallimore and Goldenberg (2001) who indicate an
organization’s culture can be examined by analyzing its cultural settings and models (Gallimore
& Goldenberg, 2001). The active drivers of the operational norms of organizations are its
cultural models. These are observable in the affective and behavioral demeanors individuals
within an organization. Cultural Models are determinants of acceptable and regular practices
within organizations (Gallimore & Goldenberg, 2001). School leaders need to promote
avoidance of burnout and attrition as part of their model, due to the fact that these are issues
common among teachers (Martin et al., 2015). School Leaders should also consider workplace
115

implications setting within their organization an action response for teacher wellness (Martin et
al., 2015). A culture conducive to maximize teachers’ potential coupled with wellness should be
embraced (Demerouti et al., 2001; Salanova et al., 2005; Taris & Feij, 2004).
Empirical data to suggest the physical environment used over prolonged periods of time
and regularly, can significantly affect an individual’s state of wellbeing (Daykin et al., 2008).
This physical stimulus or surrounding in turn has bearings on not just the psychological but also
the physiological, and clinical aspects of the individual’s life. These bearings doubtless have an
influence on behavior (Daykin, 2008). PMD should value beyond question that the teacher’s
work room with her students should be regularly and meticulously cleaned as a matter of
necessity and priority. It is known, an environment which is of poor-quality increases
psychological distress, promotes exposure to pathogens and limits productivity (Evans, 2003).
Appropriate Resources for Optimum Teaching/ and Learning
There is a gap between empirical reports or literature reviews about the availability of
resources allocated to teaching and learning and the actual reports of PMD participants in this
study. Literature reviews highlight the absence of resources as key contributors to teacher
burnout or attrition. The results and findings indicate 100 % of school leaders expressed they see
the need to budget or allocate appropriate resources to optimize teaching and learning within
PMD as a lack of such can contribute to teacher burnout. In spite of the findings of this study,
which may have been impacted by the social desirability factor (Crowne & Marlowe, 1964).
PMD as an organization should continue to afford appropriate and timely resources for optimum
teaching/learning when the physical and current state of affairs are considered.
Job resources are essential in reducing stress at work as they assist in attaining objectives,
reduce the psychological and physiological cost while stimulating personal growth, learning and
116

development. The recommendation is to agree having job resources are instrumental in
motivating employees thereby keeping them in a heightened state of productivity due to positive
energies utilized (Hackman & Oldham, 1980). This implies the provision of necessary resources
ensures an interplay between motivation and organizational influences, as is an important
determinant of positive outcome.
As part of the cultural setting teachers’ need for autonomy, time and other resources
coupled with excessive workloads influenced by school administrators contribute to the chronic
stress leading to attrition experienced by teachers (Bakker & Demerouti, 2006; Hackman &
Oldham, 1980; Karasek, 1979). Studies from the past three decades indicate inherent and
external aspects and conditions of the workplace have a significant impact on employee zeal and
well-being. Autonomy, resources and appropriate workload are necessary resources to alleviate
some of the stressors experienced by teachers (Bakker & Demerouti, 2006; Hackman & Oldham,
1980; Karasek, 1979). Those factors that impact well-being negatively include strain due to work
overload, burnout from prolonged exposure to arduous work conditions and the ambiguity of
teacher roles and expectations (Bakker & Demerouti, 2007).
Leaders who Model Appropriate Leadership and Supervision Skills
The results and findings of the study indicated only a small percentage 5.40% of
educational leaders within PMD who do not concur that communication can impact motivation
negatively or positively. This positive result translates to give promise. PMD school leaders'
need for further training and application in this area for improvement. The study showed
94.60% of PMD school leaders expressed or agreed their manner of communication with
teachers can improve motivation and reduce chronic stress. This leaves a need to highlight the
importance of communication through training to all school leaders within PMD for proper
117

organizational operations. This can impact outcomes significantly. The organization needs to
ensure productive communication among its stakeholders and that it is consistent with the vision
of the organization. This means communication must be constructive and non-demeaning of
others in all professional involvement. All school leaders of PMD will model relating and
connecting with others in a manner which is socially acceptable, void of creating a
hostile/oppressive/exploitive environment for coworkers (Catmull, 2014; Eisenbach et al., 1999).
Clark and Estes (2008) explained an organizational culture of support is necessary in
partnership with knowledge and motivation to achieve important goals within an organization.
This culture of support may come in the form of active and effective communication of school
leaders with their staff. The authors compare knowledge to the organization’s engine and
motivation as the electrical powerhouse which energizes the system. Their analogy makes room
for organizational school leaders to consider the existing road conditions of their communicative
culture that can either make it easy or more strenuous to travel to the intended destination (Clark
& Estes, 2008). Awareness of the importance of such a culture of communication could inspire
academic reciprocity between school leaders, teachers and their students. It could also cultivate
an encouraging environment for educators to make progress toward attainment of the
organization's vision and the predetermined, measurable, and evaluative performance goals
(Clark & Estes, 2008) This could ensure the significance of setting annual goals. These concepts
suggested could also promote positive emotions in a supportive environment (Clark & Estes,
2008; Pekrun, 2011). The rest of this chapter presents suggestions for an implementation plan
and evaluation framework resting upon the theories of Kirkpatrick and Kirkpatrick (2016).

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Implementation and Evaluation Framework
The model used to inform the evaluation of this study is the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016). In this New World Kirkpatrick Model, a backward design in
its approach is used to evaluate problems before implementation of solutions. The model
includes four levels of evaluation. Kirkpatrick in presenting his model ascertain, astute training
professionals are conscious that a most well-designed could be assessed to be so based on how
well received training programs are by the full voluntary use of the training content learning
outcomes by employees on the job. Kirkpatrick argues the relevance of a training program to
employees can be observed that way and the reasons for holding a training program are three-
fold to begin with. Those reasons are:
1. To improve the program in areas where a gap has been assessed to exist.
2. To maximize learning which can be transferred to the job excited by changing behaviors
and subsequent change in organizational results.
3. Thereby observe the value of training to a change to be brought to the organization. The
Kirkpatrick model holds training, whether formative or summative, can be said to have
been well-received and effective only if there is an observable transfer of learning to
behavior. If behavior on the job is observed after training to include better performances
towards bettering organizational results, then the training has been effective.
Integrated Implementation and Evaluation Plan
The integrated implementation and evaluation plan for this study rests on the Kirkpatrick
New Model in conjunction with the Clark and Estes KMO model. The two models coincide in
consideration of necessary skills and job aids required to assess organization gaps and employee
engagement. The backward design approach used in the Kirkpatrick New World Model, presents
119

level four first: assess the results obtained from prior training based on performance. At
Kirkpatrick level four, the leading indicators should be compared with the desired outcomes.
Kirkpatrick’s model counts employee engagement as a leading indicator to assess results. Level
three of Kirkpatrick’s model suggests employee behavior should be entwined with on-the-job
learning and should be monitored and adjusted accordingly as learning takes place. Level two
has a focus on learning measured by the degree of participation in the learning event. Lastly,
Kirkpatrick level one focuses on learners’ reaction. This holds the degree to which the learner
finds the training relevant will determine the degree to which the learner becomes engaged and
this contributes to their learning experience. In summary, levels one and two of Kirkpatrick's
model measure the quality of the training in design and delivery, while levels three and four
measure training effectiveness through on-the-job performance and subsequent organizational
results.
Organizational Purpose, Need and Expectations
Providence Metropolitan Districts (PMD) is committed to creating strong and effective
schools with a wholesome learning environment through incentives that enable students to attain
the highest level of academic knowledge standards for student achievement as measured by a
valid and reliable accountability system which prepares students to thrive in the careers of the
21st Century.
The Global Goal of PMD is by June 2021, PMD will implement an institutional plan for
promoting teacher-wellness and mitigating the factors that cause teacher attrition by 100%.
This global goal encompasses PMD’s stakeholder goals for 2021 which is to mitigate teacher
attrition by cultivating a paradigm of teacher wellness as a fundamental value among new and
long-term teachers by 100% as part of its accountability system and culture.
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Kirkpatrick Level 4: Results and Leading Indicators
Table 30 below shows the proposed Kirkpatrick Level 4 relevant to PMD. The table
presents results and leading indicators in the outcomes, metrics and methods for external and
internal outcomes in PMD. Based on the new Kirkpatrick model used to formulate this table if
the internal outcomes are realized then the external outcomes should indicate success.
Table 30
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Reduction in teacher
attrition/burnout
Reduction in teacher
absenteeism
Increased
engagement/motivation
Number/rates of absences
number of exits from teaching.
Use of California Department of
Education data report sources.

Greater Student
achievement
Higher student engagement Test scores: summative and
formative
From standardized test scores
and district benchmarks reports.
A culture of wellness for
teachers as well as
students
workload assigned to teachers
Resources allocated for
teaching/learning
Regulatory processes in
recognition of cognition,
workload, stress and relaxation
such as self-awareness and
regulation by teacher reports.
Clean work environment
for teachers.
Cleanliness of classroom
environment on a daily basis
Employment of janitorial staff
in every classroom by
educational leaders’ reports.
Internal Outcomes
Improved communication
between teacher/principal
Feedback and Questions
provided by both parties for
resolution/solution.
Active listening is required on
the part of school leaders.
Positive and conducive
work environment for
teaching and learning
Clean Classroom environment
daily.
Absence of trash on classroom
floors, clean tables and floors.
Trash removal from all trash
cans by janitorial staff provided
by school leaders budget
allocations and policies.

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Internal Outcomes
Time for teacher planning
and reflection.
Effective Teacher planning for
proper delivery
Time for the following:
Reflection-for-action,
reflection-in-action and
reflection-on-action by
educators’ reports.
Professional Development Essential, effective, relevant and
non-repetitive training
A la carte, innovative and less
repetitive training.

Kirkpatrick Level 3: Critical Behaviors
Terrence Blake in his behavior prioritization framework (2017) explains critical behavior
as being a pattern of actions which may be observable, measurable and even tangible but
necessary to achieve an organization's objectives. Blake holds such behaviors can have
significant impact when conducted by a large number of people (Blake, 2017). Kirkpatrick’s
New world model depicts learning as an observable change in behavior after an effective training
(Kirkpatrick & Kirkpatrick, 2016). Those observable changes after effective training which can
bring to fruition an organization’s goal and increase performance would be the critical behavior
of focus for change and positive outcomes. The key behaviors that will sustain observable and
measurable change by PMD are listed in Table 31.

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Table 31
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Provision
of teaching
and
learning
resources
Availability of
teaching/learning
tools in each
classroom.
School Leaders provision of
resources from the teacher
request list.
School leaders’ provision of a
yearly discretionary fund for
teaching resources for
individual teacher needs.
Quarterly
2. Reduction
in class
sizes.
Teacher-student ratio. School leaders will hire more
teachers.
semesterly
3. Hiring more
teachers eg.
Science.
teacher to student
ratio
School leaders will hire more
teachers.
As needed,
semesterly
4. Hiring
appropriate
supportive
staff to
have in the
classroom
daily for
SPED
students.
SPED students to
Teacher aid ratio.
Classes with special education
students are accompanied by
at least one Teacher assistant
as budgeted and designated by
school leaders.
daily
5. Fair/approp
riate
evaluations
Agree evaluation days
by both teacher and
principal. No drop-by
evaluations.
Principal provides data to
indicate evaluations for the
official record in agreement to
dates agreed by the teacher.
Semesterly/ye
arly
6. Proper and
non-
discriminat
ory support
with student
behavior.
Active involvement of
AP/P when an initial
complaint is presented
regardless of how
capable the teacher is
deemed to be.
documentation by both
teachers and school leaders for
unbiased handling of All
student misconduct.
as
needed/daily/
quarterly/
semesterly
7. Hire
Support
staff for
extraneous
work
reduce teacher
workload
School leaders will provide
documentation that inclusion
classes are provided teacher
aids daily as per budget
allocations and that teacher-
aids will not be pulled out of
the classroom for office work.
daily

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Required Drivers
Educational leaders need to know a conducive working environment with the necessary
materials foster the desired performance from employees (Tuckman, 2009). A partnership exists
between employees' capacity to perform with excellence and the required tools needed for vision
realization. Teaching resources should be afforded, for educators to facilitate student learning
comparable for global citizenship (Marsh et al., 2015). Provision of teaching resources teaching
and learning work to improve teachers’ morale, reduce stress and promote wellness hence
potentially reduce teacher attrition. Leadership needs procedural knowledge for active listening
and effective communication with teachers, to manage struggles such as work overload and
resources. A leaders’ degree of intent listening or effective communication should be a function
of modifications implemented to address teacher concerns (Mayer, 2011)
As mentioned earlier in this chapter, the attribution theory as explained in Weiner’s
model affirms performance can be affected by environmental as well as personal factors. The
model maintains the perceived cause for the learner’s performance affects motivation (Pilati et
al., 2015).This means the value of training assignments to individuals determine their
engagement. Meanwhile the associative learning theory, a form of classical conditioning holds
various stimuli to solicit learned responses and can impact emotions, motivation and behavior.
The decisions or engagements of educational leaders, inevitably implement the classical
conditioning construct. These later serve as prior experiences which impact teacher engagement,
and motivation (Bastel & Grossman, 2006). Table 32 presents some of the drivers which can
potentially support the critical behaviors needed for goal realization.

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Table 32
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Teacher aids will not be
pulled out of the classroom
for office work.
daily 8
Provide resources from the
teacher request list.
quarterly 1
Provide regular and sustained
Janitorial support for the
classroom space and furniture.
daily 2
Encouraging
Provide resources from the
teacher request list.
Provide a yearly discretionary
fund for teaching resources
for individual teacher needs.
quarterly 1
Janitorial support for
classrooms
daily 2
Hire more teachers semesterly/ as needed 3, 4
Reduction in class sizes Semesterly/as needed 3, 4
Classes with special education
students are accompanied by
at least one Teacher assistant.
daily 5
Rewarding
Implementation and
Adherence of a culture of
teacher wellness
daily/semesterly/yearly 1, 2, 3, 4, 5, 6, 7, 8

Monitoring
Principal provides evaluations
for the official record in
agreement to dates agreed by
the teacher.

semesterly
6
All student misconduct is
handled in an unbiased
manner.
daily/as needed 7

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Organizational Support
As presented earlier in this chapter the culture of an organization can influence the
experiences given to its stakeholders. Within that organizational culture can be found various
outcomes, whether positive or negative. The appropriate organizational support given to
individuals and teams can help find solutions to problems encountered in gap analysis. This
support should be within the culture of the organization as proposed by Gallimore and
Goldenberg (2001). For example, a cultural setting influence involving challenging student
behavior, an existing source of stress for teachers, is also an area where teachers often lack
effective support from administrators, is also cited to be a high contributor to burnout and
negative emotions (Bower & Carroll, 2017). Therefore, realization of the critical behaviors and
methods above will assist school leaders with levels 4 and then 3 of Kirkpatrick’s New World
Model. This means, adherence to the proposed indicators, recommendations and methods will
assist the organization in achieving its goal of preparing students who can compete on the global
stage. This strategy of using Kirkpatrick’s level 4 as a beginning task, ensures that priority will
be given appropriately to various tasks during gap analysis and program implementation.
Through this process observing indicators relevant to present results will be used to determine
appropriate behavior for organizational success.
Kirkpatrick Level 2: Learning (Goals/Outcomes)
The influences table of Chapter Two identified some of the influences for stakeholder
knowledge, motivation and organization. Here we will delineate some specific goals relevant to
Kirkpatrick’s model used during the gap analysis. Those influences will be translated into
objectives to be implemented. The goals take into consideration specific skills required as
suggested by Krathwohl (2006), who indicates that specific knowledge and skills are required for
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proper job performance. These broad objectives below will require key cognitive processing as
suggested by Anderson and Krathwohl (2000) taxonomy for teaching, learning and assessment in
order to bring each objective to realization. Those cognitive processing terms required for further
categorization of the essential objectives stated as stipulated by Anderson and Krathwohl are
recognizing, recalling, interpreting, exemplifying, classifying, summarizing, making inferences,
analyzing, explaining, application, implementation and evaluation. This list presents the general
objectives for the program through which the use of cognitive processes will be implemented.
1. Research, consider, communicate and accept occupational wellness (educators’ health
and safety) as important components of organizational values.
2. Recognize teacher attrition as a prominent problem in school systems.
3. Interpret the problem of attrition and burnout.
4. Assess for presence of critical behaviors as part of the organizational culture.
5. Investigate and Identify causes, symptoms and consequences of teacher attrition.
6. Design a plan to develop and incorporate and implement occupational wellness as part of
the organizational culture.
7. Provide job aids, humanistic considerations (workload, resources) and effective training
support for teachers based on findings.
8. Develop a system of accessing the progress and organizational improvements based on
the organizational implementation plan.
9. Assign effective committees and self-study teams among leaders and all teachers to
provide regular feedback and gather data at various times during the year.
10. Revise and re-design to address inconsistencies and shortfalls quarterly, or yearly.

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Program
The learning outcomes identified in the prior section will be achieved via an investigative
approach and in connection to the KMO model (Clark & Estes, 2008) used as the basis of this
study. This approach requires involvement of educational leaders and teachers through the portal
of professional development for awareness, critical thinking and problem-solving strategies. The
approach for the study will serve to give access to prior knowledge or heighten awareness of the
problem of teacher attrition and its ties to occupational wellness, while taking on a proven and
scholarly manner of addressing the problem and implementation of the organizational change.
The investigative approach will require various self-study teams/sessions such as
research/presentation teams/sessions on the rate, causes and effect of attrition, data analysis
teams, data interpretation teams/sessions, problem-solving sessions, solution-designs-sessions,
budget requirement and analysis teams/sessions, implementation logistics team, The individual
components of the self-study teams will be ultimately compiled and communicated as
organizational findings with reports and presentations. Each self-study team will examine a
particular component of occupational wellness and/or the effects, experiences and rate of teacher
attrition. This will allow assessment of the current state of affairs vis-à-vis considerations given
to occupational wellness and teacher attrition as part of the organization’s vision and culture.
Further study team tasks to identify critical behaviors presented in this study as well as
other organizational interventions deemed appropriate for designing for solutions to the problem
should follow this prior assessment. Designing of solutions should consider job aids required,
resources and human capital. The design should be presented and discussed accountably, for cost
analysis and budget allocation purposes and implementation practicalities and functionalism as
part of the organization’s new paradigm relevant to its goals, mission and vision. Through and
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after this process, implementation of the plan should necessitate provision of job aids, skills and
personnel identified for the paradigm shift in the organization's occupational wellness culture. A
specific date or time for full implementation should also be identified. Utilization of a schedule
developed during planning for implementation, evaluation, re-assessment and redesigning as
well as conscious data gathering and analysis throughout the process should be an integral part of
the organizational change or improvement process. This investigative approach will likely
provide better and consistent outcomes and bring about the realization of the paradigm shift
relevant to occupational wellness and teacher attrition (the state of sustained pressure or attack
which reduces someone’s strengths and abilities at the biological level) or burnout.
In summary, findings and feedback of study teams should be analyzed and interpreted to
design an implementation plan for occupational wellness within the organization’s culture.
Educational leaders should gain knowledge of the problem of attrition and consider the
importance of occupational wellness during that process. Then, educational leaders should
communicate occupational wellness as an integral goal of the organization. This goal will be
doubtlessly in support of the organization’s vision and mission. The introduction of this
intervention for adoption into the organization’s permanent culture will be ongoing, requiring
approximately one year for strategic, consideration, observation, data gathering, planning,
designing and full implementation. Thereafter, various aspects of the self-study approach of this
organization’s investigation and designing of solutions will be monitored and revised as needed
quarterly, semesterly and yearly based on its components for the most part as predetermined
(reflection-for-action), during the design stage. Other off-design adjustments may be required
based on reflection-in-action and reflection-on-action approaches by individuals and teams
within the organization. Yearly, comprehensive evaluations should be held to identify progress.
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Evaluation of the Components of Learning
Achievement of the learning goals for the study will necessitate declarative knowledge of
the various skills and procedures. This declarative knowledge component with procedural and
conceptual knowledge identified and discussed in chapter 2 of the study. The learning goals
listed and the program for observation of goals make use of study teams involving educational
leaders’ investigative approach with the assistance and awareness of teacher teams for
professional development and cultural paradigm shift. Involvement of teachers in gathering data
will provide enlightenment and support to educational leaders while ensuring a sense of value is
maintained for teachers and educator empowerment is accessed. This strategy also makes
valuable professional development topics and discussions; therefore, teachers are more likely to
attribute relevance, demonstrate interest and engage. These learning goals will be collaborative
in nature, in anticipation of teachers, autonomy, and insight regarding problem of attrition and
problem-solving approaches. These learning goals will be beneficial to individuals, teams and
the organization for realization of PMD’s goals, mission and vision. Table 33 presents the
methods of evaluation of the learning targets.

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Table 33
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Explanation of program goals/objectives for
occupational well to combat teacher attrition.
During professional development sessions
at the beginning of the school year or over
summer prior to reopen.
Division of labor for problem-solving by various
study-teams.
During the first weeks of professional
development sessions for the school year.
Accumulation of knowledge on the definition of
attrition or burnout through scholarly articles and
presentations.
During professional development sessions
the week(s) after introduction and goal
dispensation and division of labor
Accumulation of knowledge on the
rate/prevalence of teacher attrition.
During professional development sessions
the week(s) after division of labor.
Accumulation of knowledge on the symptoms of
attrition and its effect on employee well-being.
During professional development sessions
the week(s) after division of labor.
Accumulation of knowledge on impact of
teacher attrition on teacher and student
engagement.
During professional development sessions
the week(s) after division of labor.
Accumulation of knowledge on the effect of
teacher attrition on student achievement.
During professional development sessions
the first week(s) after division of labor.
Procedural Skills “I can do it right now.”
Quality of research data and presentation by
teachers and leaders in group discussions
involving appropriate inclusive attitudes and
active listening.
During professional development sessions
after week(s) for accumulation of
knowledge.
Demonstration of self-study teams’ ability to
present credible and supportive data in support
of program goals for improvement of
occupational wellness.
During professional development sessions
after weeks of research, data gathering and
presentation.
Attitude “I believe this is worthwhile.”
Active listening and positive communication. During professional development sessions
at all stages.
Leader and teacher empowerment and/for full
engagement
During professional development sessions
at all stages.
Shared responsibility among teams During professional development sessions
at all stages.
Collaboration among teams During professional development sessions
at all stages.
Inclusiveness of all group members During professional development sessions
at all stages.
Collaboration across teams During professional development sessions
as needed all year.

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Method(s) or Activity(ies) Timing
Confidence “I think I can do it on the job.”
Possess the ability to collaborate with a team and
communicate effectively in a cordial atmosphere
achieve assigned tasks.
During professional development sessions
at all stages.
Identify category/categories to contribute for
problem-solving most suitable based on
strengths and talents
During professional development sessions
at the initial stages of the program.
Demonstrate respect for the voice or input of
each team member.
During professional development sessions
at all stages of the program.

Commitment “I will do it on the job.”
Collaborate with a team for a common, relevant
and essential goal.
During professional development sessions
at all stages of the program.
Adhere to timelines During professional development sessions
at all stages of the program.

Kirkpatrick Level 1: Reaction
Table 34 presents the strategies by which evaluation of participants' engagement or
reactions to the implementation plan will be conducted. The listed methods will demonstrate the
value given to the study by the participants.
Table 34
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Research data findings for problem
assessment and program initiation stage by
various teams.
During professional development sessions
during the first few weeks at the beginning of
the program.
Group discussions, opinions and consensus
on findings.
During professional development sessions for
each stage of the program.
Survey to measure awareness and determine
the value of incorporating employee
wellness as an organizational need.
During professional development sessions at
the initial and end stages of the program.
Relevance
Groups discussion on the value of
occupational wellness as a necessity for full
teacher engagement and student
achievement.
During professional development sessions at
all stages of the program as needed for
elaboration.

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Method(s) or Tool(s) Timing
Relevance
Agreement for and presentation of budget
allocations for implementation of
occupational wellness plan and culture by
school leaders.
Budgeting and allocation sessions
yearly/semesterly.
School site council meeting as needed.
During professional development sessions
continual and consecutive sessions as needed.
Customer Satisfaction
Value given to program initiation efforts. During professional development sessions at
the end of each session.
Value and relevance given through
discussion to individual findings and
presentations of each self-study team.
During professional development sessions for
the duration of the program and as a cultural
setting in the organization.

Evaluation Tools: Immediately Following the Program Implementation
Table 35
Kirkpatrick’s level 1 Instruments and Evaluation Tools
Kirkpatrick’s Level 1 Instruments Evaluation Tool
Engagement Examination of team task selection, task
completion and adherence to implementation
plan.
Relevance Observation of participants’ reasoning for
occupational wellness and teacher attrition
professional development tasks.
Customer Satisfaction Participants’ satisfaction of presentations and
self-study teams’ findings/ information with
intent to collaborate further followed by
discussion/implementation/redesigning

The instruments for implementation identified above are summarized in table 9 with
sample evaluation instruments.

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Table 36
Kirkpatrick’s Level 2 Instruments and Evaluation tools
Kirkpatrick’s Level 2 Instruments Evaluation Tool
Declarative knowledge Discussions/presentation/designing for
solutions
Procedural skills Collaboration, research and presentation
Attitude Collaboration/discussions/application of
knowledge.
Confidence Self-efficacy level, degree of effectiveness
Commitment Engagement level and degree of tasks
completion and application on the job as part
of organizational cultural setting and model.

These instruments and evaluation tools will assist the investigative approach by ensuring
coherence and accountability between self-study teams. This in turn will provide valuable
indications and data to proceed with designing, implementation and redesigning or the
organization’s occupational wellness plan. Those indications will serve to demonstrate the
degree of knowledge, commitment, value and staff’s general attitude towards establishing and
sustaining this cultural change into the fabric of the organization.
After the Program Implementation
A brief yet effective instrument to evaluate the change to the program (occupational
wellness to combat teacher attrition) after its implementation on a yearly basis can be found in
Table 37 below. The table identifies each of Kirkpatrick’s (2019) New World Model of training
levels and provides evaluative suggestions for assessment of program efficacy and effectiveness.
This instrument is designed and intended for the purpose of on-going/yearly consultation for
redesigning and program improvement. The information in table 5.11 exhibits the Kirkpatrick
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levels and evaluation tools. This tool can be used annually or at various checkpoints after
program implementation, but is suggested to be administered at least once a year or semesterly.
Table 37
Summary of Kirkpatrick’s Four Levels of training and Evaluation Tools.
Kirkpatrick’s New World
Levels (2019)
Kirkpatrick’s Levels
Description (2019)
Evaluation Tool(s)
Level 4 Results/leading
indicators:

Degree to which written
objectives in the
planning stage can be
identified as observable
outcomes.
Observation/data gathering by self-
study teams to identify and
measure evidence within PMD of
organizational influences which
promote occupational wellness and
reduction in teacher attrition rate
and intensity. (Semesterly)
Level 3 Critical Behaviors:

Degree to which
information learned
during training was
applied by participants.
Data gathering of availability of
sample resources and other critical
behaviors identified during
planning stage/observation of
evidence of changed
behavior/cultural setting by school
leaders/self-study teams within the
organization to reduce attrition and
promote wellness.
Level 2 Learning:

Degree of attainment of
knowledge and
commitment to new
knowledge after training.
Data gathering via
observations/Surveys/Discussion
forums/interviews to measure the
organization's participants (school
leaders/self-study teams)degree of
commitment to a culture of
occupational wellness for teachers.
Level 1 Reaction:

Degree of engagement
into what the training
program offers during
and after the training.
Survey provided by school leaders
to obtain self-study teams’
feedback on the relevance/value of
occupational wellness as a
favorable part of the organization’s
goals for vision realization.

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Data Analysis and Reporting
Self-study teams will present findings for organizational collaboration, critique and input
during specific professional development sessions targeted to address occupational wellness and
teacher attrition. Findings will be presented by teams in presentation form. Presentations will be
followed by analysis and decision making regarding designing an appropriate organizational
model. This model will be to promote and include occupational wellness and awareness as an
essential component of the organization’s cultural setting. This cultural model for occupational
wellness will support reduction of teacher attrition in connection with the organization’s mission
and vision.
Summary
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2019) of evaluating
training programs is the framework used to assess, plan, implement and evaluate the
occupational wellness and teacher attrition culture of PMD. In this version of Kirkpatrick’s
model of training a backward design strategy is used in an investigative manner. This means, in
order to address the problem of improving occupational wellness as a means of combating
teacher attrition, within the culture of PMD, program improvement was initiated with use of the
highest level of Kirkpatrick’s model. This means taking an in-depth look at the current state of
affairs within the organization relevant to occupational wellness as a cultural model. This will
permit progressing to the other levels within the Kirkpatrick model. Particularly, data can be
gathered to examine how participants of the training program have assimilated the proposed
change through application, observe participants' level of efficacy and effectiveness with the
implementation plan, as they have determined its relevance to their job.
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To elaborate further, the recommendations made for progress with organizational change,
in table 10 above, begins with examining the current state of affairs versus the identification of
the desired results. The secondary task presented with its own set of objectives, was to consider
and implement Kirkpatrick’s level 3 model to identify critical behaviors required to bring desired
results to realization. The measure to which behaviors proposed during the training sessions are
demonstrated consistently, with success will validate program efficiency. This should be
followed by Kirkpatrick’s level 2, which is the learning stage for program change. Program
efficiency with this stage can be observed through self-efficacy expressed by trainees. Lastly, the
reaction stage where participants have assimilated the change and their application process
within the job culture is established to a degree of an observable turn in the organization’s
cultural direction, as it relates to occupational wellness and teacher attrition, would certify
implementation success.
Kirkpatrick’s New World Model is suitable for the investigative approach of this study
with its backward-design and collaborative intent. The model partner’s equitably with the Clark
and Estes (2008) framework upon which this study is built. The expectation for using this
version of Kirkpatrick’s model of training is to facilitate the engagement of the teaching staff and
educational leaders within PMD in the process of identifying the status quo which hinders
progress and to collectively come to resolution of possible remedies for greater vision
realization. This strategy with its collaborative tasks enforces the importance of each one’s voice
and consideration for all, in pursuit of a culture of occupational wellness to attenuate teacher
attrition.

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Expectancy Value Theory and School Leaders
The expectancy value theory should be consulted vis-à-vis the stakeholders’ goal of PMD
and used to motivate action based on light shed on the importance of achieving stakeholder
goals. Expectancy value theory and attribution theory are the pertinent forms of motivation-
related literature reviews of focus in this study and are appropriate theories to be considered by
school leaders to address the lack of existing effort and consideration for teacher wellness within
schools. These theories should be consulted vis-à-vis the stakeholders’ goal of PMD and used to
motivate action based on light shed on the importance of achieving stakeholder goals.
School leaders should consider Eccles (2006), who suggests based on the Expectancy
Value Theory, that choices are connected to perceivable triumphs and give importance to tasks
which support teachers’ well-being, based on how valuable they find teacher well-being to be to
the vision of the organization. It is necessary for school leaders to not only understand, recall and
can continually identify the value of tasks their present to their teachers during professional
development, based on the direct application and impact on their well-being, in the emotional,
social and educational world in which they live; and the arduous demands of their employment
as teachers. The task value can be assessed not just vis a vis the organizational goal but through
the communication of their efficient teaching staff they have had the opportunity to select.
Expectancy Value theory further asserts, to increase success, usefulness or value, a learning task
should be recognizably clear (Eccles, 2006). That school leaders need to see the value of the
KMO influences for teacher well-being cannot be over emphasized for organizational success.
To assist school leaders further a closer look at Clark and Estes’ (2008) model which suggests
individuals are more likely to be motivated when they are involved with empowerment models,
to decide how a consequential task can be brought to fruition. School leaders should have models
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not just for the teachers on their staff but as prototypes to which they should refer for the
betterment of their staff’s well-being, performance and engagement. Further suggestions in
consult with Bandura’s (1986) social cognitive theory which portrays learning involves the
person, environment, and behavior (Denler et al., 2006) would require school leaders to see the
value of a clean classroom for teachers to walk into on a daily basis with special reference to the
status quo pre-COVID 19 when this study started. This should serve to provide illumination on
the abrasive conditions that can chip at an individual teacher’s well-being with multiple tasks,
work overload, and role ambiguity. The responses obtained from school leaders regarding a lack
of resources for teachers as a sure means of stress-induction (Eccles, 2006) should connect
rationally to see value springing to action by supporting the teachers as valued partners. These
need to be blatantly exhibited by leaders with that mission-possible expectation value and with
passion expressed by Pintrich (1996). The efficacy value of teacher tasks or assignments is
directly proportional to their perception of its application in their world. This value theory would
leave the principal investigator of this study to conclude school leaders themselves should be
engaged in regular professional development sessions which promote teacher wellness, effective
communication and the importance of the physical environment and teaching resources which
are so often neglected. This could chart a course for school leaders to summon their acceptance
that teachers too need to be respected and valued by manner of communication. This could
further serve as an eye opener to administrators to view teachers as fellow human beings with
limits and lean towards an empathetic understanding and less eager to be dismissive of their
teachers’ concerns while piling expectations and tasks. Professional development for school
leaders regarding teachers need to find relevance as a required task. Then value and interest to
persist would chart a course for educational leaders to consider more intentionally when
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meetings are held for teachers, the relevance, frequency and the importance of those meetings.
School leaders need to consider adequately that productivity and efficiency efforts void of zeal in
the absence of an environment laden with utility value for adult learners are burdensome and
contribute to teacher stress as they consider the cognitive load they endure, in the midst of the
intensive socially interactive demands of their profession. As a result, in an environment where
school leaders are highly hypercritical of teachers upon entrance into the classroom, they must
consider the professional capabilities of teachers in their own rights with respect to the
professional sessions they provide. In order to increase expectations for success, as is the
determination of PMD’s vision, the utility value of duties and responsibilities must be absolute.
Further still, specific tasks need to relate to values of interest and be contextualized (Eccles,
2006; Pintrich, 1996), with consideration for the real-world of intensively high, chronic demands
and expectations in which the teacher dwells.
Attribution Theory and School Leaders
The overall results of the study for PMD was promising and revealed the areas where
school leaders were advancing well within the organization. The data tables presented in chapter
4 with the overarching questions all highlight those specific areas where PMD school leaders
self- reported to be performing with excellence towards advancing realization of their goals and
vision. Those overarching areas of PMD success call also be seen in Appendix A. According to
the study results school leaders are very well trained and working toward improving student
achievement and implementing educational theories. By the results in this study PMD school
leaders demonstrated understanding of a healthy team and what is required in the education
culture. These results of the potential which exists in PMD leaders demonstrates the
organization is equipped with leaders to address the documented experiences of teachers who
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experience attrition within PMD as presented in chapter 2 of this study. The attribution theory
explained in Weiner’s model, affirms an individual’s performance can be inhibited or enhanced
by environmental and personal factors. This model further asserts the perceived cause for the
teacher’s ability to perform in prior experiences affects their motivation significantly (Pilati et
al., 2015). The promise given by the study results of capable school leaders within PMD gives
hope to address the teacher attrition problem.
With this knowledge PMD school leaders should address improvement efforts with a
summation of theories at the forefront such as Weiner’s examination of the attribution theory
(Pilati et al., 2015), which endorse when school leaders’ do not plan and execute goals that
support teachers’ overall well-being can further trigger teachers into a sustained and unwanted
state of burnout especially when this has been the chronic state from prior encounters as well. In
thoughtful consideration of the attribution theory, it is necessary for educational leaders to
consider what is communicated to teachers and the inevitable and direct outcomes. Prior studies
have confirmed leaders’ choices, communication styles, and availability with essential job-
related support are influential in cultivating motivation with teachers (Lauzon, 2003). Some
helpful and central aspirations of leadership should be to endeavor to consider a culture of
wellness as suggested by Fullan (2004). Fullan suggests leaders should take into consideration
their moral obligation to treat others with the golden rule, as they would want to be treated, take
time to understand another’s point of view or circumstance, maintain and implement a growth
mindset, and that with decisive and coherent innovation which does not entail depletion of others
to achieve personal gain.
In further consideration of Fullan’s work (2004) this might require in more specific terms
that leaders should ponder that a work environment relentlessly void of motivation which only
141

demands and takes but never gives, is likely to cause anyone to become drained, burnout and
ultimately driven to the miserable state of attrition. This attrition of which one speaks is a case in
which the victim finds themselves in a chronic state of burnout from the high pressures, which
causes their emotional, physiological and physical strain and from which it is hard to recover
(Kirsh, 2000). This attrition does not only affect its victims but has the direct effect on its
victim’s performance and ultimately the goals of the organization. Consideration of those factors
should bring school leaders closer still to see the covert role they play in teacher attrition with
matters of their organizational culture. These effects illustrate the level of chronic stress, as seen
in the teaching profession is inversely proportional to the productivity levels desired, yet
confoundingly matches the frequency with which the school leaders purport to attenuate teacher
attrition.
According to the behavioral theory of learning, classical conditioning means fundamental
learning which promotes nurture as an integral element of learning (Bastel & Grossman, 2006).
Associative learning, a form of classical conditioning, connecting various stimuli to generate
learned responses should be the goal of PMD school leaders as a means of supporting teachers
(Bastel & Grossman, 2006). This works subconsciously with its psychological effects which can
impact well-being, motivation and therefore behavior. Decisions to provide a clean work
environment and appropriate furniture rather than expect the teachers to bring their own or the
engagement of educational leaders, in actuality implement the classical conditioning construct
even when it arises to involve a neutral stimulus. Far too often the efforts of the educational
leader emerges to support the teacher with their own responsibilities but not to give due
resources and consideration for the human who dwells in the teacher and the limitations of that
individual as human (Lauzon, 2002). School leaders should consider all stimuli positive or
142

negative, serve to impact teacher engagement, to enable surmounting challenges of the trade or
to succumb to disparaging emotions with reduced motivation (Bastel & Grossman, 2006). This
happens in spite of the treasures found within those earthen vessels called teachers. School
leaders should consider less hypercriticism but rather than provide appropriate stimuli for
support to teachers (Lauzon, 2002).
When school leaders can see supporting teachers as a fundamental means of conditioning
which promotes nurturing to maintain a state of well-being, for high performance as depicted by
the behavioral theory of learning, (Bastel & Grossman, 2006) then this disparity between their
reflections and current literature will be appropriately addressed.
Limitations and Delimitations
The limitations was the number of respondents to the surveys varied with KMO segments
as explained earlier in chapter 4. The number of questions may have incited a diminished
response as participants proceeded from Knowledge (K) to Motivation (M) and then
Organization (O). The attempt to address participants in PMD limits the implications while
working with a larger territory and including various leaders from various districts within PMD.
The implications of obtaining various and random school leaders did not interrupt or introduce
any known defect to the study. However, it is worth noting the caliber of leaders were
administrators and superintendents. These individuals are highlighted by the department of
education in PMD to be responsible for the “big picture and daily face to face interactions with
staff” and other stakeholders (CDE, 2020). As a result, superintendents and administrators were
the focus of the study. The study notes while these individuals are all school leaders, their
capacity and frequency of daily and direct interaction with teachers is decided based on their site
of operation. For instance, superintendents may not have been as cognizant of the daily on-site
143

experiences of teachers quite as thoroughly as administrators. Nonetheless, their input was
considered as part of the study for their influence, prior experiences as administrators and their
proximity to administrators, staff, parents and students even via school board representations and
school visits. The general yet strategic positioning of superintendents within the school system as
compared to school administrators may have affected study outcomes. Superintendents are
known to be individuals who generally, have had experiences as prior administrators, in addition
to a pervasive view and placement they obtain for influence and strategic learning or
implementation of necessary skills. As a result, it is possible their responses, as highly
competent and experienced individuals, may have shoved the study results to a more positive
direction. Future research to analyze any differences with a concentration primarily on
administrators, might be necessary to rule out indications of varying trends. Additionally, it
should be noted while superintendents played a role in the possible pivot of the study to show a
positive trend, the actual number of superintendents versus administrators was not recorded. This
is due to the fact the study’s goal was to focus on school leaders of the capacity of the mentioned
stakeholders. A delimitation which is also likely to have competed with the survey was
allocation of time for the survey among those highly preoccupied stakeholders. The survey
questions to this study are listed in Appendix A.
144

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154

Appendix A: Survey Items

Knowledge Section: Researcher-designed Knowledge Questions

Conceptual
Knowledge

Survey to obtain school leaders feedback on conceptual knowledge to mitigate
attrition with their teachers:

● I feel equipped with enough knowledge to implement a plan to
mitigate stress with my teaching staff.

Procedural
Knowledge-1

Survey to obtain school leaders feedback on allocating workload and course
assignment relevant to teacher attrition.

● I consider teacher burnout when allocating workload and course
assignments.

Procedural
Knowledge-2

Survey to obtain school leaders feedback on their reflections regarding
communication and its contribution to teacher wellness/burnout/attrition.

● I attempt to ensure effective communication when interacting with my
teachers.

Motivation Section: Researcher-designed Motivation Questions

Value

Survey to obtain school leaders feedback on the value given to implementing
a wellness plan within their organization.

● I have addressed sequential professional action plans to promote
wellness.

Attribution

Survey to obtain school leaders feedback on the attributes of wellness,
productivity and student achievement.

155

● Student achievement is impacted by teacher wellness; therefore, I
consider that concept when assigning workload to procure employee
safety and acquire positive student achievement.

Organization Section: Researcher-designed Organization Question

Cultural
Setting-1

Survey to obtain administrators’ feedback regarding availability of necessary
resources for teaching and learning.

● Chronic and high demands, a lack of resources contribute to duress
leading to teacher burnout/attrition.

Cultural
Setting -2

Survey to obtain administrators feedback to assess if they communicate to
staff in a supportive, socially acceptable, and non-demeaning manner.

● My manner of communication with teachers can improve motivation,
and reduce chronic stress.

Cultural
Model 1
Survey to investigate staff job satisfaction, fulfillment and balance levels with
workload.

● Factors that impact well-being negatively include strain due to work
overload, burnout from prolonged exposure to arduous work
conditions and the ambiguity of teacher roles and expectations.

Cultural
Model 2

Survey to investigate staff’s general morale regarding assignment, and socio-
professional interactions at school site.

● I believe an environment which is of poor-quality has potential to
increase psychological distress and limit productivity.

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Asset Metadata

Creator Damaze, Patricia (author)

Core Title A wellness paradigm to attenuate attrition

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/23/2021

Defense Date 12/03/2020

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

Tag attrition,Burnout,OAI-PMH Harvest,Stress,teacher attrition,teacher turnover,wellness

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Min, Emmy Jungwon (committee chair), Hyde, Corinne (committee member), Moore, Ekaterina (committee member)

Creator Email damaze@msn.com,pdamaze1@jhu.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-421946

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Legacy Identifier etd-DamazePatr-9285.pdf

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Document Type Dissertation

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

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