Date of Award

Summer 8-2012

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and School Counseling

Committee Chair

Michael Ward

Committee Chair Department

Educational Leadership and School Counseling

Committee Member 2

Rose McNeese

Committee Member 2 Department

Educational Leadership and School Counseling

Committee Member 3

David E. Lee

Committee Member 3 Department

Educational Leadership and School Counseling

Committee Member 4

James T. Johnson

Abstract

This study examined factors related to teacher attrition. The purpose of this study was to determine whether the level of teacher satisfaction that could motivate a teacher to remain in the profession in a national sample could be predicted from selected factors. Furthermore, this study examined teachers’ perceptions of worry/stress based on student performance on state and/or local tests.

The participants in the study were in two groups: teachers in a national sample that responded to items on the 1999-2000 Schools and Staffing Survey and certified teachers from a southeastern school district who also responded to one of the items from this instrument. National sample participants rated satisfaction with salary as low but were moderately satisfied with administrator support. Results indicated that salary and administrator support had a positive effect in assessing teacher satisfaction, while having the opportunity to influence professional development had a negative effect.

The regional sample did not indicate a significant difference in teachers’ perceived levels of stress related to testing based on the school level taught. However, the study indicated that teachers are concerned for the security of their jobs based on student test performance. There was no significant difference in these stresses between the national and regional samples. Finally, perceptions of pressures associated with mandatory duties, routine paperwork, and student performance on tests were similar and, when combined, predicted teachers’ perceived levels of stress. The study concluded with recommendations for policy and practice, along with recommendations for future research.

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