The Relationship between Vocational Education Teacher Job Satisfaction and Teacher Retention Using Discriminant Analysis

A study explored the relationship between job satisfaction and teacher turnover of practicing and former vocational education teachers in Northwest Ohio. Factor analysis, discriminant analysis, and an instrument with 38 job satisfaction indicator statements were used to determine these relationships...

Full description

Saved in:
Bibliographic Details
Main Author Berns, Robert G
Format Report
LanguageEnglish
Published 01.12.1990
Subjects
Administrator Role
Career Change
Career Planning
Classification
Discriminant Analysis
Employment Level
Employment Patterns
Job Performance
Job Satisfaction
Ohio (Northwest)
Role Perception
Secondary Education
Self Evaluation (Individuals)
Teacher Administrator Relationship
Teacher Effectiveness
Teacher Expectations of Students
Teacher Persistence
Teacher Retirement
Vocational Education Teachers
Ohio
Online AccessGet full text

Cover

More Information
Summary:A study explored the relationship between job satisfaction and teacher turnover of practicing and former vocational education teachers in Northwest Ohio. Factor analysis, discriminant analysis, and an instrument with 38 job satisfaction indicator statements were used to determine these relationships. A total of 745 of 1,025 practicing teachers and 116 of 381 former teachers responded. The practicing teachers, retired teachers, and former teachers who left for reasons other than retirement generally expressed job satisfaction. Each group disagreed with certain job satisfaction indicator statements. The factor analysis resulted in nine factors being identified: public perceptions, school support, self-perception, expectations, job satisfaction, job challenge, job effectiveness, effort, and status. Differences were found between former teachers who retired and former teachers who left their teaching positions for reasons other than retirement. Administrators may have an important effect on whether a teacher continues in that teaching position. The discriminant analysis classified practicing teachers according to whether or not they remain in teaching until retirement and resulted in a misclassification probability of 12.5%. Comparing self-report data in career plans of practicing teachers with the data from the classification procedure, differences emerged. The job satisfaction instrument should determine whether a teacher continues in that position rather than relying on self-report. Six references and nine detailed statistical tables (21 pages) are provided. (NLA)