Commission on Ministerial Growth and Support (314) 996-1378 Lutheran Education Association

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Teacher Satisfaction and Retention: Data From the Lutheran Teacher Survey

Northern Illinois District AdministratorsJanuary 15, 2002

Commission on Ministerial Growth and SupportCommission on Ministerial Growth and Support(314) 996-1378

Lutheran Education Association(708) 209-3343

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Research Objectives

Purpose Maintain faithful, joyful and competent teachers and

administrators in Lutheran schools

Phase I - Qualitative Gain an understanding and insights regarding teachers’ roles,

attitudes, satisfaction and educational needs

Phase I I - Quantitative Measure teachers’ attitudes, satisfaction and educational needs Increase ability to predict satisfaction and likelihood to leave

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Methodology & Sample

• Quantitative Measurement using Mail Survey– Rated satisfaction or agreement with over 120 variables

• teaching environment, compensation issues, personal development, balance between career and personal life, relationships

– Ranked skills and resources needs

– Explored emotional well-being

– Gathered a wide range of behavioral data

• Sample– Conducted in June 2000

– Survey mailed to 1,232 randomly selected current teachers of pre-school and K - 12

– 464 returned (27%)

• 60% of commissioned teachers responded

• only 14% of non-commissioned teachers responded

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Information Gap

Non-Commissioned Teachers

Teachers who have left

Aspiring Teachers

We lack datafor...

Commissioned Teachers

Findingsapply mostly to...

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Analysis Revolves Around...

The First Two Key Questions

How likely are you to leave your teaching

ministry in the Lutheran school system during the next three years?

Overall, how satisfied are you with your current teaching

situation?

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Overall Satisfaction

SomewhatSatisfied

21546%

VerySatisfied

15032%

Not Satisfied55

12%

Total Number of Teachers(420 Responded)

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Likelihood to Leave

Not Very Likely16736%

Not at all Likely14531%

Total Number of Teachers(455 Responded)

Very Likely62

13%

31%

Somewhat Likely

8118%

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Reasons Teachers Gave for Leaving

49%

36%

22%

8%

0%

20%

40%

60%

80%

100%

PERSONAL FINANCIAL WORK ENVIRONMENT RELATIONSHIPS

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Analysis Revolves Around...

The First Two Key Questions

How likely are you to leave your teaching

ministry in the Lutheran school system during the next three years?

Overall, how satisfied are you with your current teaching

situation?

How can we influence?

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Using Factor Analysis to Reduce a Large Number of Variables to a Manageable Number

v

v

v

vv

vv v vv

vv

121 Variables

F

FFFFF

F

FF

F

10 Factors

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Factors Impinging on Teachers

Opportunities for

ContinuingEducation

Pressure / Conflict

Relationship with

Administration

Relationshipwith Peers /

Work Environment

Relationship between School & Congregation

Pastoral Support

Relationshipwith Parents

Balance or Lack of Distress

Effectiveness as a Teacher

Compensation

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Impact Modeling

What allows us to better predict….?

TeacherSatisfaction

10Factors

18 Demographics

7 Factors and 1 Demographic Variable Emerge

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In Order of Effect on Satisfaction

Opportunities for

ContinuingEducation

Relationship with

Administration


Effectiveness as a Teacher

Compensation

Tenure atCurrent School

Balance or Lack of Distress


Work Environment

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Impact Modeling

What allows us to better predict….?

Likelihood to Leave

10Factors

18 Demographics

4 Factors and 4 Demographic Variables Emerge

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In Order of Effect on Likelihood to Leave

Relationship with

Administration


Work Environment


CompensationTaught

Grade 6 - 12

Presence ofChildrenYes (+)

TaughtK-5 (+)

Gender(Female)

At Risk!

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Compensation

What helps us better understand this factor?

#1 Teacher Retention

#3 Teacher Satisfaction

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Salary Provides Adequate Support for Needs

• Almost 45% of our teachers disagree!

• (Higher among non-rostered!)

0%

5%

10%

15%

20%

25%

30%

35%

Strongly A

gree

Somewhat Agre

e

Not Sure

Somewhat Disagre

e

Strongly D

isagree

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Characteristics of a salary adequate for the teacher and the teacher’s family needs (<.01)

• Agree that my compensation is in line with my responsibilities and workload

• Agree that I am willing to compromise on salary to teach in a Christian environment

• Agree that I am satisfied with opportunities to develop or update my skills

• Have children at home

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Characteristics of a salary adequate for the teacher and the teacher’s family needs (<.05)

• Agree that the school has a good reputation for providing quality education

• Agree that I think the school board attempts to meet district salary guidelines

• Agree that my needs as a teacher are being met very well

• Are satisfied with competency in counseling situations

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Teacher-Principal/Administrator Relationships

So, investigating this further…

What are the central characteristics that make up

principal/administrator relationships?


#2 Teacher Retention

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Characteristics of a Positive Relationship with the Principal/Administrator (<.01)

• (My Principal) treats teachers with respect• (My Principal) is sensitive to the needs and abilities

of the teacher• Climate (at my school) is positive• Teachers (at my school) have someone to go to for

discussing sensitive issues such as compensation, feelings of isolation

• (My Principal) recognizes teachers for their effort• (My Principal) is approachable

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Characteristics of a Positive Relationship with the Principal/Administrator (<.05)

• (At my school) teachers are given a clear understanding of their responsibilities/priorities

• (My principal) demonstrates sensitivity/flexibility around work family issues

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Relationship to Peers/Work Environment



#4 Teacher Likelihood to Leave

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Satisfaction with Relationship with Other Teachers

0%

10%

20%

30%

40%

50%

60%

Very satisfie

d

Somewhat satis

fied

Not Sure

Somewhat dissatis

fied

Basically, our teachers are

satisfied with their peer relationships

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Characteristics of a Satisfactory Relationship with Other Teachers(<.01)

• Agree that I am encouraged and befriended by other teachers/staff

• Agree that at my school there is a sense of camaraderie and teamwork.

• Agree that at my school teachers exude the joy of teaching

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Characteristics of a Satisfactory Relationship with Other Teachers(<.05)

• Agree that at my school teachers have a voice in the decisions that affect them.• Agree that at my school people trust one another.

NOTE: NO DEMOGRAPHIC VARIABLES

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Relationship Between School and Congregation



#5 Teacher Likelihood to Leave

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Positive School-Congregation Relationship

0%5%

10%15%20%25%30%35%40%

Strongly Agree

Somewhat Agree

Not Sure

Somewhat Disagree

Strongly Disagree

6 out of 10 teachers report

a positive school-

congregation relationship

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Characteristics of a Positive Relationship Between the School and the Congregation(<.01)

• School-congregation relationship: enthused (opposite: indifferent)

• Agree that congregation leaders treat the teachers as professionals• Agree that a good number of congregation members’ children

attend our school• Disagree that there is a tension between the congregation/school:

“church” v. “school” • Agree that pastor demonstrates his concern for spiritual welfare of

faculty members• School-congregation relationship: close (opposite: distant)

Note: NO DEMOGRAPHIC VARIABLES

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Another Question of Interest

• Almost 7 of 10 teachers report a positive pastor-principal relationship 0%

5%10%15%20%25%30%35%40%45%

Stro

ngly

Agr

ee

Som

ewha

t Agr

eeN

ot S

ure

Som

ewha

t Dis

agre

e

Stro

ngly

Dis

agre

e

Principal has a good relationship with the pastor

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What helps the principal-pastor relationship?

>.05

- Agree that congregation leaders share their appreciation for the teachers

>.01- Agree that pastor is supportive of teachers

- School-congregation relationship is collegial (opposite: antagonistic)

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Is the Pastor Supportive of the Teachers?

0%

5%

10%

15%

20%

25%

30%

35%

40%

Stro

ngly

Agr

eeSo

mew

hat A

gree

Not

Sur

e

Som

ewha

t Dis

agre

eSt

rong

ly D

isag

ree

Not

men

tione

d

2/3 of the teachers say “YES”

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Pastor is supportive of teachers >.01

• Agree: the pastor shows that he appreciates the teachers

• Agree: the pastor promotes the school to the congregation

• Agree: the pastor has reasonable expectations

• Agree: the pastor demonstrates his concern for the spiritual welfare of faculty members

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Another Key Question

Among the various difficult feelings teachers could be experiencing, which are most prominent and what is their makeup?

We measured being bothered by:

isolation, self-doubt, depression,

discontentment, anxiety, being

overwhelmed, anger, disillusionment, frustration, inability to relate to others.

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0%

5%

10%

15%

20%

25%

30%

35%

40%

Gre

at D

eal

Somew

hat

Combin

ed

Isolation

Self-Doubt

Depression

Discontentment

Anxiety

Anger

Disillusionment

Inability torelate to others

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But when we measure frustration and being overwhelmed…

Great Deal Somewhat Combined

Frustration 11.4% 44.4% 56%

Being Overwhelmed 18% 41% 59%

We wanted to look further into these feelings.

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0%

10%

20%

30%

40%

50%

60%

Great

Dea

l

Somew

hat

Combin

ed

Isolation

Self-Doubt

Depression

Discontentment

Anxiety

Anger

Disillusionment

Inability torelate to othersFrustration

FeelingOverwhelmed

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Major Sources of Feeling NOT Overwhelmed

I have been able to strike a balance between my professional and family life

My principal/administrator understands the challenges teachers face in the classroom

I feel comfortable asking questions about my workload or compensation-related issues

(I am satisfied with) my effectiveness as a teacher

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Major Sources of Feeling Overwhelmed

I find it difficult to balance my workand personal life (1.4)

(I agree that) teachers feel pressured to deliver a high quality education (1.3)

(I agree that) teaching at a Lutheran school requires an unreasonable financial sacrifice (1.1)

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Major Sources of Feeling Frustrated

Students are more disruptive and harder to control than in the past

School - Congregation relationship is indifferent

Students come with needs that teachers are not prepared to deal with

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Major Sources of Feeling NOT Frustrated

Overall satisfaction with my present situation

My needs as a teacher are being met very well

Overall satisfaction with my relationship with the parents of students

(In the work environment) the needs of the teachers are met very well

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Another Key Question

Are teachers’ spiritual needs being met?

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Spiritual Needs Met

0%

5%

10%

15%

20%

25%

30%

35%

40%

Strongly

Agree

Somewhat A

gree

Not Sure

Somewhat D

isagre

e

Strongly

Agree

70% “strongly” or “somewhat” agree

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What contributes to the spiritual needs of the teacher being met? (<.01)

Satisfied with the work environment at my school

Agree that the pastor demonstrates his concern for the spiritual welfare of faculty members

Agree that the environment (at the school) is intellectually stimulating

Agree that teachers have adequate opportunity for group devotion or Bible study

Congregation leaders have reasonable expectations of the teachers

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Clustering Teachers by Skill Training Needs

Of 13 skills offered to teachers, there was no one skill that everyone felt would increase their effectiveness. But...

43% want to improve skills in counseling with

children and families

37% want to learn new teaching methods and computer applications

20% want to improve classroom management

skills

… three skill tracks offer something of interest to virtually

every teacher!

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Conclusions

• Based on this survey of primarily Commissioned teachers, a small number (12%) report being dissatisfied with the current teaching situation. The majority are only ‘somewhat satisfied’ with many of the aspects measured by the survey

• We must take care to not project our findings beyond Commissioned teachers. It is reasonable to assume that non-commissioned teachers would be less positive, less satisfied and perhaps more likely to leave

• ‘Overall satisfaction with current teaching situation’ is not a strong predictor of whether or not a teacher is likely to leave. However, the research indicates that about one in ten Commissioned teachers will leave annually over the next several years

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Conclusions

• Satisfaction and Likelihood to Leave are not simple “effects’ attributed to single causal factors; however, we have identified factors and demographic variables that affect the odds that a teacher is dissatisfied or satisfied and whether or not they will be more or less likely to leave their teaching ministry

• Relationships, especially the relationship between teacher and principal and relationships with peers, have more effect on teachers’ satisfaction than compensation

• Teacher-principal/administrator relationships have specific characteristics that can be influenced

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Conclusions

• Half of the teachers who plan to leave are doing so for personal reasons usually associated with life stage or lifestyle change. On the surface, one might assume their decisions cannot be influenced or reversed. However, measures might be considered to retain these teachers: bonuses tied to tenure, reduced work schedules, etc. If teachers enjoy teaching and have good relationships, they might ‘defer’ leaving their teaching ministry.

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Conclusions

• Compensation is not only a source of dissatisfaction, but a primary reason for teachers leaving the ministry. We do not know the gap between expected and actual compensation. We know from Phase I that teachers enter knowing their financial compensation. We determined that they perceive that compensation will be below par compared to public schools and expect this to be offset by the teaching environment.

• Feelings of being overwhelmed and frustrated have specific characteristics and can be influenced.

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What Works? Teacher/Administrator Relationships

• Announcement sheet/school communications• Eating together• Team teaching• 20 minute meetings four days a week (devo, prayer, brief

business)• Trusting relationship regarding sick days or personal time• Shared dedication to high standards• Commitment to strong church/school relationships• Progressing salaries• Involvement in extracurricular activities• Prayer partners• Work on each other’s strengths and weaknesses

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What Works?Teacher/Administrator Relationships

• Friendship and respect for each other• Trust in good leadership• Lots of good laughs• Participation in fund raisers• Good use of facilities; decisions about priorities• Administrator watches children during lunch and “quiet

time”• Group unity common goal• Open environment – visiting or just walking in on

classrooms• Food – eating lunch together• Support for classroom activities/management

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What Works?Peer Relationships in Work Environment

• Friday night dinners once a month• Lunch together• Morning talks/after school chats• Planning activities together• Secret pals• School t-shirts for Friday dress-down days• Matthew 18• Opportunities to communicate in beginning of year• Morning devotions• Food at faculty meetings• School theme• Prayer partners• Faculty lounge

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What Works?Peer Relationships in Work Environment

• Freedom to discuss day after school• Regular meeting times• Friday morning breakfast• Social time (lunch, golfing, basketball, etc.)• Emphasizing strengths in one another• Sensitivity to others• Sharing stories• Poking heads in the door and saying “hi” in the morning• Group bible study• No doors on rooms• Conferences• Teach teaching• Defining roles and respect• Prep time

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What Works?School/Congregation Relationships

• Strong pastoral support for both• Financial support• School prays for people in congregation• Classroom helpers• Lunch helpers and library helpers• Pastor refers to “church and school”• Director of family ministry also teacher in school• Pen pal/prayer partners between church and school• Church youth group invites school• Bibs with “class of ____” given at baptism• Joint Thanksgiving Eve service• Congregation welcome to attend school programs

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• Number of church attendees larger because of school• Realization that school is mission and outreach• Cooperation with facility and Sunday School/VBS• Pastor prays for school at all services• Extensive use of facilities• Interaction between church and school boards• School “fridge magnets” given to all congregation

members• Web site for church and school• Congregation members come to chapel• Market Day

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• Newsletter to all members• Joint Sunday School and school Christmas service• Family fun nights• Prayer partners between children and congregation

members• AAL members give book to school at Christmas• Utilize members’ gifts/talents within school• Relationship between pastor and principal

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Jonathan C. Laabs, EdD

Lutheran Education Association7400 Augusta St.

River Forest, IL 60305

[email protected]

Commission on Ministerial Growth and Support (314) 996-1378 Lutheran Education Association

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Transcript of Commission on Ministerial Growth and Support (314) 996-1378 Lutheran Education Association