Carrie Livengood. Submitted to

Transcription

1 1 Running Head: Survey A SURVEY CONDUCTED TO DETERMINE THE FACTORS AFFECTING JOB SATISFACTION AND TEACHER RETENTION OF ELEMENTARY AND SECONDARY TEACHERS IN RURAL NORTHWEST MISSOURI By Carrie Livengood Submitted to The Faculty of the Educational Specialist Program Northwest Missouri State University Department of Educational Leadership College of Education and Human Services Maryville, MO Field Study Committee Members Dr. Phil Messner Submitted in Fulfillment for the Requirements for Field Study Spring 2012

2 Table of Contents 2 Abstract List of Tables and Charts Chapter 1: Introduction To the Study o Introduction o Background, Issues, and Concerns o Practice Under Investigation o Conceptual Underpinnings o Statement of the Problem o Purpose of the Study o Research Questions o Null Hypothesis o Anticipated Benefits of the Study o Limitations and Delimitations o Definition of Terms o Summary Chapter 2: Review of Literature Chapter 3: Research Design and Methodology o Problem and Purposes Overview o Field Study Methods o Suvey o Research Questions and Null Hypothesis o Study Group Description

3 o Data Collection Methods o Data Analysis Strategies 3 Chapter 4: Data Analysis, Findings, and Interpretations o Presentation of Data Analysis and Findings Chapter 5: Conclusions and Implications o Discussion of Findings o Conclusions o Recommendations References

4 ABSTRACT This study analyzes the factors affecting job satisfaction and teacher retention of 4 elementary and secondary teacher in rural Northwest Missouri. The purpose of this study was to determine what factors most affect job satisfaction and a teacher s decision to stay within the district or the profession. A survey was developed that contained ten questions using a Likert Scale response system. The survey was given at the beginning of the school year (September) and again at the end of the school year (April) to make a pre and post comparison of teacher responses. The data were collected and analyzed using the survey and the Chi Square test of significance was used to determine the significance of the Alpha Level. A circle graph was created for each question on the pre and post survey results to display participant responses.

5 List of Tables and Figures 5 Questions from Pre-Survey Q1. I get stressed almost every day on my job. Q2. I feel burned out by the end of 1st quarter. Q3. I have anxiety attacks when I think of going to work. Q4. When my attitude is positive, my day goes better. Q5. My job has very few stressful days. Q6. The stress on my job reduces my confidence level as a teacher. Q7. My students poor behavior causes me to be stressed. Q8. My administrators cause stress in my life. Q9. My stress level is reduced by the support of my colleagues. Q10. Teachers are often burned out too early in the Pre-Survey Results Table 1: Responses to Question 1 Table 2: Responses to Question 2 Table 3: Responses to Question 3 Table 4: Responses to Question 4 Table 5: Responses to Question 5 Table 6: Responses to Question 6 Table 7: Responses to Question 7 Table 8: Responses to Question 8 Table 9: Responses to Question 9 Table 10: Reponses to Question 10 Questions from the Post-Survey Q1. I get stressed almost every day on my job. Q2. I feel burned out by the end of 1st quarter. Q3. I have anxiety attacks when I think of going to work. Q4. When my attitude is positive, my day goes better. Q5. My job has very few stressful days. Q6. The stress on my job reduces my confidence level as a teacher.

6 Q7. My students poor behavior causes me to be stressed. Q8. My administrators cause stress in my life. Q9. My stress level is reduced by the support of my colleagues. Q10. Teachers are often burned out too early in the 6 Post-Survey Results Table 11: Responses to Question 1 Table 12: Responses to Question 2 Table 13: Responses to Question 3 Table 14: Responses to Question 4 Table 15: Responses to Question 5 Table 16: Responses to Question 6 Table 17: Responses to Question 7 Table 18: Responses to Question 8 Table 19: Responses to Question 9 Table 20: Reponses to Question 10 Chi-Square Ratio Table

7 INTRODUCTION Background, Issues and Concerns 7 The focus of educators is to ensure students reach their maximum academic potential in the classroom but also to reach their maximum potential as a successful citizen. Consistency and continuity are crucial in fostering a student s academic achievements. As teachers leave districts year after year, students are exposed to different personalities, teaching styles, and instructional methods that can hinder a student s performance in the classroom. Teacher turnover not only impacts students directly in the classroom, but also indirectly as a result of the financial obstacles districts face when teachers choose to leave a district. School districts invest not only time, but also funds into new teachers. As new teachers enter a district, money is spent training and preparing new teachers for the classroom. As an educator, it is very difficult to see teachers leave his/her district or leave the profession all together after just a few years of teaching. On average, 40-50% of new teachers leave the profession within their first few years of being in the profession (McCrieight, 2000). Ouyang and Paprock state that job satisfaction has a huge impact on whether or not an individual stays with his/her current job (2006). There are many factors that contribute to job satisfaction, which in turn, has a direct relationship on teacher retention. In this study, I will be conducting a survey of elementary secondary teachers in northwest Missouri to determine if factors such as

8 external forces, school culture, motivation to teach, and emotional factors have an impact on one s decision to stay with his/her job in education. 8 Practice under Investigation The participants in this survey were elementary and secondary teachers in the Northwest Missouri region. The results of the survey were used to determine teacher retention. Conceptual Underpinning There are many reasons teachers leave the profession or never enter it to begin with. One of the main areas of concern with educators in job satisfaction. Herzberg s Hygiene Theory states that there five factors that determine job satisfaction. 1) Achievement 2) Recognition 3) The work itself 4) Responsibility 5) Advancement All of these factors, or satisfiers, contribute to ones job satisfaction. Individuals who feel as though their satisfiers are being met, tend to demonstrate long-term positive effects of job performance and retention (Gawel, 1997). If an individual (teacher) does not feel as though their satisfiers are being met, they are more likely to leave the profession and seek satisfaction in another area.

9 Statement of the Problem Factors that affect job satisfaction (external forces, school culture, motivation to teach, 9 emotional factors) and teacher retention of elementary and secondary teachers in rural northwest Missouri. Purpose of the Study A pre and post survey will be used to determine the factors that affect job satisfaction and retention among elementary and secondary teachers in rural northwest Missouri and the impact on teacher retention. Research Questions 1. Is this a good instrument (pre and post survey)? 2. What did we find out? What are the results? 3. Make comparisons between the pre (beginning of the school year) and post (end of the school year) survey. Null hypotheses There is no significant difference between job satisfaction and teacher retention in relationship to external forces, school culture, motivation to teach and emotional factors.

10 Anticipated Benefits of the Study Identify the factors that affect job satisfaction and teacher retention. In identifying the 10 factors, administrations can more easily work towards recruiting quality teachers, retaining quality teachers and maximizing the teacher s overall job satisfaction. Limitations and Delimitations Limitations-Truthfulness of participants, lack of participants Delimitations-elementary and secondary teachers in northwest Missouri, data collected in Definition of Terms Job satisfaction- as defined by Thorndike and Barnhart (1979), is the fulfillment of conditions or desires (p. 904) Retention- as defined by, Molly Lasagna (2009) is the ability to keep teachers on the job and reduce teacher turnover. Compensation The monetary compensation given to teachers for performing their job duties. Pre-service preparation - a teacher education program at a college or university that provides instruction for teacher candidates to become effective facilitators of the teaching-learning process (Darling-Hammond & Sclan, 1996; Eberhard et al., 2000; Huling, 1998) External forces - things that could help or hinder a person as they attempt to perform their duties as a teacher.

11 School culture- the shared beliefs and priorities driving the thinking and actions of people within a school community ( In-service training- The on-the-job training a teacher receives to enhance the effectiveness and understanding of his or her role as a teacher. Motivation to teach- The driving force that causes a teacher to enter and remain in the profession. Emotional factors- Those things that contribute to the positive or negative feelings one has about the teaching profession. 11 Summary Job satisfaction and teacher retention continue to be a large and expensive factor that schools face on a daily basis. Many people who enter the teaching profession, leave within the first few years. Whether it be switching to a different district or leaving the profession all together, schools are faced with the financial consequence of this reality. Indirectly, districts face the affect that high teacher turnover has on the students academic experience. This study was conducted using a survey to determine the factors that affect the overall job satisfaction of teachers as well as teacher retention. Ten questions were developed and 100 participants, elementary and secondary teachers in rural Northwest Missouri, were included in the survey. My goal was to determine which factors had the

12 most impact on teachers so administrators can learn how to recruit and keep high quality teachers in his/her district. 12 CHAPTER TWO REVIEW OF LITERATURE There are many, many reasons teachers leave a district, leave the profession or never enter the profession at all. According to Ingersoll and Kralik, 40-50% of teachers leave the profession within the first five years (Ingersoll and Kralik, 2004). There are many contributing factors to this. However, one common factor is the experience of being lost at sea when teachers enter their first teaching experience. Another contributing factor is that the work of teachers in largely done in isolation from collegues, leaving new teachers with a feeling of unacceptance and lonliness (Ingersoll and Kralik, 2004). Many new teachers are left to succeed or failing within confinements of his/her own classroom. When an individual feels as though they are not part of a group, they are less likely to stay in that environment. According to the United States Department of Education, American public schools will need to hire more than two million new teachers this decade (Goldberg & Proctor). While there tends to not be an overall teacher shortage, there does seem to be serious teacher shortage in areas with high poverty rates, in particular academic areas such as math, science and special education. Even though these problems are addressed on a regular basis, teachers tend to still be leaving their positions in growing numbers

13 In an analysis of state data, Education Week reported that the brightest novice teachers, as measured by their college entrance examples, were most likely to leave the 13 profession (Goldberg & Proctor). As an educator, it s easy to see what the biggest problem is when it comes to teacher turnover; the potential of our students is not likely being met. Many teachers choose to leave schools serving poor, low-performing students. Many studies have been conducted to find reasons and solutions to this scary trend. However, many studies do not evaluate what features of the working conditions in these schools drive teachers away (Boyd, Grossman, Hamilton, & Wyckoff 2009). There are many factors that drive teachers out of a school district. But one very important factor that is often overlooked is the teacher s perception of the school administration. This study found that of all the factors that contribute to teacher retention and turnover, the teacher s perception of the administration is the greatest decisionmaking factor Other factors that contribute to high teacher turnover rates are low salaries, unprepared for the realities of teaching, lack of career advancement opportunities, rigorous certification exams, low emphasis on professional development, marital status, health related problems, and retirement. There are also specific areas of shortages that makes teacher attrition even more difficult. Rural areas often have small numbers of prospective teachers within the community, lower salaries, and substandard facilities. All of these make it more difficult to recruit and retain teachers. Urban schools are face other issues such as crime, poverty and overcrowded classrooms.

14 There are, however, strategies that can be used to overcome teacher shortages; 1)prepare new teachers for the reality of teaching, 2) recruit private school teachers, 3) 14 use online recruiting, 4) alternative certification programs, 5) on-the-job training, 6) bonuses, 7) loan forgiveness programs, 8)public awareness, 9)paraprofessionals, 10) scholarships, 11) retirement credit increases, 12) multiple offerings, 13) out-of-field teaching, 14) use of substitute teachers in full time positions, and 15) daycare for teachers children (McCreight 2001) CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY Problem and Purposes Overview One of the biggest obstacles in today s education is finding and keeping good, quality teachers. Not only do many teachers leave the profession within the first few years of teachers, but many people never enter the profession all together. As accountability and testing become more important in education, so much the ability to hire and keep good teachers. There are many reasons teachers leave the profession. These reasons can range from money to external factors, such as collegues, to emotional factors. This survey included ten factors that have been found to have an impact on whether or not teachers stay in the profession. The purpose of this study was to determine which factors do directly impact teacher satisfaction and retention.

15 Field Study Methods 15 A pre- and post- survey was developed and distributed at the beginning and end of the school year to elementary and secondary teachers in rural Northwest Missouri and was distributed using A Likert Scale design was used for participant responses and a comparison was made between the pre- and post- surveys. Data was analyzed and displayed using the Chi-Square to determine the significance of the Alpha level. Survey Ten questions were used in the survey to determine which factors affect overall job satisfaction and teacher retention. Q1. I get stressed almost every day on my job. Q2. I feel burned out by the end of 1st quarter. Q3. I have anxiety attacks when I think of going to work. Q4. When my attitude is positive, my day goes better. Q5. My job has very few stressful days. Q6. The stress on my job reduces my confidence level as a teacher. Q7. My students poor behavior causes me to be stressed. Q8. My administrators cause stress in my life. Q9. My stress level is reduced by the support of my colleagues. Q10. Teachers are often burned out too early in the Research questions and null hypotheses. 1. Is this a good instrument (pre and post survey)? 2. What did we find out? What are the results?

16 3. Make comparisons between the pre (beginning of the school year) and post (end of the school year) survey. 16 Null hypotheses There is no significant difference between job satisfaction and teacher retention in relationship to external forces, school culture, motivation to teach and emotional factors. Study group The study group was comprised of elementary and secondary teachers in rural Northwest Missouri. The survey was sent out to 17 school districts and 100 participants completed the pre-survey while 18 participants completed the post-survey. Data collection and instrumentation utilized The ten-question survey was implemented through the use of surveymonkey.com. Each participant was allowed to log on and complete the survey unanimously. The results were totaled for me on surveymonkey and put into tables and charts. Data analysis strategies To analyze my data, I broke my ten survey questions down into pre and post survey results. I complied the responses and displayed each question and responses into a circle graph. The Statistical Program, ASP, was also used to calculate the findings.

17 CHAPTER FOUR PRESENTATION OF THE DATA ANALYSIS, FINDINGS AND 17 INTERPRETATIONS Question #1: I get stressed almost every day on my job- At the beginning of the year (See Figure 1 pre and post) 83% of the participants d with this statement compared to 55% at the end of the year (April). As shown in Table 1, there is a significant (Chi Sq = 5.65; p value = 0.13) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at As the school year progresses, more teachers are feeling stressed on a daily basis. Question 1: I get stressed almost everyday on my job Question 1: I get stressed almost everyday on my job Figure 1: Question 1 pre and post Table 1 Summary chi square analysis pre v. post survey results

18 *CHI SQUARE (3): 5.65 P-VALUE: Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25 Question #2: I feel burned out by the end of 1 st quarter- The percent of teachers who also feel more burned out as the school year decreases (answered s or s) from 27% at the beginning of the school year to 22% at the end of the school year (see Figure 2). As shown in Table 2, there is not significant (Chi Sq =3.60; p value = 0.46) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at Question 2: I feel burned out by the end of 1st quarter. Question 2: I feel burned out by the end of 1st quarter don't know don't know

19 Figure 2: Question 2 pre and post. 19 Table 2 Summary chi square analysis pre v. post survey results CHI SQUARE(4): P-VALUE: Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25 Question #3: I have anxiety attacks when I think of going to work- The percent of teachers who answered s or s was 8% at the beginning of the year compared to 11% at the end of the year (see Figure 3). As shown in Table 3, there is a Significant (Chi-square = 6.50 p value = 0.16) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at 0.25

20 Question 3: I have anxiety attacks when I think of going to work Question 3: I have anxiety attacks when I think of going to work don't know don't know Figure : Question 3 pre and post. Table 3 Summary chi square analysis pre v. post survey results CHI SQUARE(4): P-VALUE: Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25

21 Question #4: When my attitude is positive, my day goes better- This question had an increase of 92% to 94%, which means that more teachers felt their positive attitude 21 helped them to have a better day later on in the school year (see Figure 4). As shown in Table 4, there is not a Significant (Chi-square =0.78 p value =0.94 ) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at 0.25 Question 4. When my attitude is positive, my day goes better Question 4. When my attitude is positive, my day goes better don't know don't know Figure 4: Question 4 pre and post. Table 4 Summary chi square analysis pre v. post survey results CHI SQUARE(4): P-VALUE:

22 22 Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25 Question #5: My job has very few stressful days- 25% of the teachers felt their job had very few stressful days early in the school year. However, that number dropped to 17% at the end of the school year (see Figure 5) As shown in Table 5, there is not a Significant (Chi-square =2.60 p value =0.62 ) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at 0.25 Question 5: My job has very few stressful days. Question 5: My job has very few stressful days don't know 44 don't know

23 Figure 5: Question 5 pre and post. Table 5 Summary chi square analysis pre v. post survey results 23 CHI SQUARE(4): P-VALUE: Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25 Question #6: The stress on my job reduces my confidence level as a teacher- Early in the school year, only 25% of the participants felt that the stress of their job reduced their confidence level as a teacher. But as the year progressed, 78% teacher felt this way (see Figure 6). As shown in Table 6, there is a Significant (Chi-square = 7.20 p value =0.12 ) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at This again shows how the stress builds as the school year progresses.

24 Question 6: The stress on my job reduces my confidence level as a teacher. Question 6: The stress on my job reduces my confidence level as a teacher Figure 6: Question 6 pre and post. Table 6 Summary chi square analysis pre v. post survey results CHI SQUARE(4): P-VALUE: Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25

25 Question #7: My students poor behavior causes me to be stressed- NOTE: THIS ITEM HAS BEEN DELETED BECAUSE IT DUPLICATES ITEM?? 25 Question #8: My administrators causes stress in my life- 40% of the teachers ing with this statement early in the year compared to 33% at the end of the year (see Figure 8). As shown in Table 8, there is not a Significant (Chi-square = 4.00 p value =0.40 ) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at 0.25 Question 8: My administrators cause stress in my life. Question 8: My administrators cause stress in my life don't know don't know Figure 8: Question 8 pre and post. Table 8 Summary chi square analysis pre v. post survey results CHI SQUARE(4): P-VALUE:

26 26 Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25 Question #9: My stress level is reduced by the support of my collegues-this question also had a slight change from the beginning of the year to the end of the year; 84% to 94% (see Figure 9). As shown in Table 9, there is not a Significant (Chi-square = 1.67 p value =0.64 ) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at 0.25 Question 9: My stress level is reduced by the support of my collegues Question 9: My stress level is reduced by the support of my collegues. 6 44

27 Figure 9: Question 9 pre and post. Table 9 27 Summary chi square analysis pre v. post survey results CHI SQUARE(3): P-VALUE: Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25 Question #10: Teachers are often burned out too early in the year- As 71% of the participants felt that teachers are burned out too early at the beginning of the year, only 55% felt the same way at the end of the year (see Figure 10). As shown in Table 9, there is a Significant (Chi-square = 8.49 p value =0.07 ) difference in the percent of teachers responding s and between the test administrations when the Alpha level was set at 0.25

28 Question 10: Teachers are often burned out too early in the year. Question 10: Teachers are often burned out too early in the year Figure 10: Question 10 pre and post. Table 10 Summary chi square analysis pre v. post survey results CHI SQUARE(4): P-VALUE: Group 1 = Pre; Group 2 = Post; *Alpha level = 0.25 CHAPTER FIVE CONCLUSIONS AND IMPLICATIONS AND NEW LEARNING

29 Discussion of Findings 29 After all the data for the pre and post survey was collected, it was analyzed and compared. Below are the comparisons made on each question. Question #1: I get stressed almost every day on my job- At the beginning of the year (September), 35% of the participants d with this statement compared to 44% at the end of the year (April). As the school year progresses, more teachers are feeling stressed on a daily basis. Question #2: I feel burned out by the end of 1 st quarter- The percent of teachers who also feel more burned out as the school year decreases from 27% to 22%. Question #3: I have anxiety attacks when I think of going to work- This question has an increase of 7% to 11%. Question #4: When my attitude is positive, my day goes better- This question had an increase of 27% to 33%, which means that more teachers felt their positive attitude helped them to have a better day later on in the school year. Question #5: My job has very few stressful days- 27% of the teachers felt their job had very few stressful days early in the school year. However, that number dropped to 17% at the end of the school year. Again, this means more teachers are feeling stress as the school year progresses. Question #6: The stress on my job reduces my confidence level as a teacher- Early in the school year, only 20% of the participants felt that the stress of their job reduced their

30 confidence level as a teacher. But as the year progressed, 50% teacher felt this way. This again shows how the stress builds as the school year goes on. 30 Question #7: My students poor behavior causes me to be stressed- 54% if the participants felt their students behavior caused stressed. But later in the year, only 28% felt this way. This means more teachers let their students behaviors dictate their stress level as it got later in the school year. Question #8: My administrators causes stress in my life- There was not a lot of change in these responses. At 35% of the teachers ing early in the year compared to 33% at the end of the year. Question #9: My stress level is reduced by the support of my collegues-this question also had very little change from the beginning of the year to the end of the year; 52%- 50% Question #10: Teachers are often burned out too early in the year- As 45% of the participants felt that teachers ate burned out too early at the beginning o of the year, only 22% felt the same way at the end of the year. Conclusions In conclusion, this study shows that there are many, many factors that contribute to teachers leaving the district or the profession early on in one s career. However, there is not one single factor that tends to stand out when job satisfaction and teacher retention are studied. It is a combination of emotional factors, environmental factors, salary, administrators, feelings of belongingness and many others that lead up to ones satisfaction in his/her career choice. School administrations must be able to recognize

31 that each teacher will define job satisfaction differently and the factors that affect his/her satisfaction will vary. Having the ability to know and learn how to meet the needs of 31 each teacher is essential for administrators and school leaders in order to retain high quality teachers. The one constant factor in education as a teacher is the stress level one must learn to manage. Teaching in any school is a very stressful job and there are many duties and responsibilities that accompany it. However, there are ways to manage or decrease the amount of stress teachers must endure in the hopes of increasing teacher retention. This study found that support from collegues was very important in decreasing teachers stress level at work as well as having a positive attitude. Recommendations This study recommends further studies should be conducted on this topic. This study only included teachers in the Northwest Missouri region and combined Elementary and Secondary teachers together. The recommendation would be made to include teachers from other parts of the state and to break elementary and secondary teachers into separate groups. Elementary and secondary teachers often times have separate administrators and the teacher make-up is different. As a result, the factors that affect job satisfaction in elementary teachers compared to secondary teachers will be different. Another recommendation would be made to separate new teachers from experienced teachers. New teachers and experienced teachers have different perspectives on many things including stress, student behavior, college support and administrator support. Breaking them into separate group would give a better pictures of how these two groups differ and how retaining these types of teachers may differ.

32 32 References Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. Journal of Educational Research, 92 (5), Allen, M. (2003). Eight questions on teacher preparation: What does the research say? A summary of the findings. Denver, CO: Education Commission of the States. Armstrong, T. (May 2007). The curriculum superhighway. Educational Leadership. Vol. 64 No Change to match above Ballou, D., & Podgursky, M. (1997). Teacher pay and teacher quality. Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. Berry, B. (1995). Keeping talented teachers. Raleigh, NC: North Carolina Teaching Fellows Commission. Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in teaching: A study of

33 Occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11 (1), Boyd, D., Grossman, P., Hamilton, M., Susanna, L. & Wyckoff, J. (2009) The influence of school administrators on teacher retention decisions. National Center for Analysis of Longitudinal Data in Education Research, (no issue number), no page number. Obtained from Google Database February 13, Burres-Youngs, B. (1978). Comparative assessment of critical goals and competencies related to teacher preparation. Drake University. Obtained from Google Database Feb. 16, Chapman, D. (1984). Teacher retention: The test of a model. American Educational Research Journal, 21, Coates, T. J., & Thoresen, C. E. (1976). Teacher anxiety: A review with recommendations. Review of Educational Research, 46 (2), Cohen, B. (2005). Enhancing the learning profession : Improving new teacher retention with teacher induction. Dissertation submitted to the faculty of the Graduate School of the University of Maryland at College Park. Obtained from Google Database Feb 25, Evans, V., & Johnson, D. J. (1990). Teachers job-related stress. Journal of Instructional Psychology, 17 (1), Gaede, O. F. (1978). Reality shock: A problem among first year teachers. The Clearinghouse, 51, Gawel, Joseph E. (1997). Herzberg's theory of motivation and Maslow s hierarchy of Needs. Practical Assessment, Research & Evaluation, 5(11). Retrieved February

34 28, 2011 from Giaacometti, K. (November 2005). Factors affecting job satisfaction and 34 retention of beginning teachers. Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University. Obtained from Google Database March 2, 2011 Note change that I made. Goldberg, P & Proctor, K. (no year given). A survey on teacher recruitment and retention. Teacher Voices, (no issue number), no page number. Obtained from Google Database February 13, Ingersoll, R & Kralik, J. (2004). The impact of mentoring on teacher retention: What the research says. University of Pennsylvania Scholarly Commons, (no issue number), no page number. Obtained from Google Database February 13, Kirby, S. N., & Grissmer, D. W. (1993) Teacher attrition: Theory, evidence, and suggestedpolicy options. Santa Monica, CA: Rand Corporation, Center for the Study of the Teaching Profession. Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28 (1), MacDonald, D. (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15 (8), McCreight, C. (2000). Teacher attrition, shortage, and strategies for teacher retention. U.S. Department of Education, (no issue number), no page number. Obtained from Google Database February 19, Nirmala, R. (no date). Determinants of individual s motivation to work.

35 IndianMBA.com. Retrieved from Google database March 1, Ouyang, M. & Paprock, K. (no date). Teacher job satisfaction and retention: A 35 comparison studybetween the U.S. and China. Texas A & M University. Obtained from Google Database March 3, Note change I made. Reeves, P. and Burt, W. Challenges in data-based decision-making: voices from principles. Educational Horizons Vol. 85 No. 1 Fall Stiggins, R. (May 2007). Assessment through the student s eyes. Educational Leadership. Vol. 64 No Please change