Dr. William Allan Kritsonis, PhD - Dissertation Committee - Iwundu.

8/20/2019 Dr. William Allan Kritsonis, PhD - Dissertation Committee - Iwundu.

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Impact of Human Resources’ Practices on

Teacher Retention

A Dissertation by: La’Shonte Williams-Iwundu

Submitted to the Graduate School of

Prairie View A&M ni!ersit"

in partial fulfillment of the re#uirements for the de$ree of

%'TR ( PHI)SPH*



Table of Contents

+ Introduction+ Statement of

the Problem+ Purpose of the

Stud"+ Si$nificance of

the Stud"+ (ramewor, + Research

-uestions+ .ull

H"potheses

+ Role of Human

Resource

%irectors+ 'hallen$es

+ Research %esi$n+ Instrumentation+ %ata 'ollection

& Recordin$+ Sub/ects of Stud"

+ Anal"sis of %ata+ R- 0+ R- 1+ R- 2+ R- 3+ Ho0+ Ho1+ -ualitati!e %ata

+ 'onclusion+ Recommend4

ations for

(urther

Research

'hapter II'hapter I 'hapter III 'hapter IV 'hapter V



Introduction

+ The 5ducation 'ommission 617789 states there are costs associated with

hi$h rates of teacher turno!er both financiall" and in terms of creatin$ a

producti!e learnin$ en!ironment: Superintendents; administrators; and

human resource personnel must be aware of the reasons that teachers are

lea!in$ the profession; if the" want to alle!iate the problem of teacher

shorta$es and teacher attrition 6Pellerin; 177<9:



Statement of the Problem

+ The Te=as 'enter for 5ducational Research 617779 states the cost for hi$hteacher turno!er represents a loss of resources to the education s"stem:Schools; e=periencin$ hi$h turno!er rates re$ularl"; ha!e less time andmone" to spend on instructional impro!ement and curriculum de!elopment6.'TA(; 17719: (urthermore; student performance is ne$ati!el" impacted

b" hi$h teacher turno!er rates 6The Te=as 'enter for 5ducational Research;17779:



Purpose of the Stud"

+ Identif" the h"$iene factors which contribute to an increase in teacherturno!er; as percei!ed b" human resource directors:

+ 5=plore the most effecti!e retention practices:

+ 5=plore the challen$es human resource directors face in an effort toretain teachers:



Si$nificance of this stud"

+ The si$nificance of this stud" was centered on the importance of effecti!e

and ineffecti!e practices used b" human resource directors to retain

teachers: The ,nowled$e $ained from this stud" ma" help educators to

formulate effecti!e retention practices; as well as add to the bod" of

research to better define the role of the Human Resource %irector:



'onceptual (ramewor,

+ Her>ber$’s 60?8?9 Moti!ational H"$iene Theor" was used as the theor"

and lens that $uided this stud":

+ Ser$io!anni 60?@@9 conducted a replication of Her>ber$s stud" in an

educational settin$:



'onceptual (ramewor, (Wright, 2008)

Teacher

Retention

HR

Challenes

HR !racticesHyiene

"actors



%escripti!e Research -uestions

+ Bhich h"$iene factors do human resource directors percei!e ascontributors to hi$h teacher turno!erC

+Bhich practices do human resource directors rel" on in an effort to retainteachersC

+ Bhat challen$es do human resource directors face in an effort toimplement effecti!e teacher retention practicesC



-uantitati!e Research -uestions

+ Is there a correlation between the indi!idual h"$iene factors 6super!ision;salar"; status; securit"; relationships; wor, conditions; compan" polic" and

personal life9 and socioeconomic status of the school districtC

+ Is there a correlation between the total h"$iene factors and the

socioeconomic status of the school districtC



.ull H"potheses

+ Ho0DThere is no statisticall" si$nificant relationship between theindi!idual h"$iene factors 6super!ision; salar"; status; securit";relationships; wor, conditions; compan" polic" and personal life9 andthe socioeconomic status of the school district

+ Ho1DThere is no statisticall" si$nificant relationship between the totalh"$iene factors and socioeconomic status of the school district:



)iterature Re!iew

HR 'ompetenc" Model

Pro!ided b" .APA



HR% Role in 5ducation Sector

+ Accordin$ to Rebore 6177<9; people must be recruited; selected; placed;

e!aluated; and compensated whether b" personnel in the central human

resources office or administrators within the school district:

+ (urther; Rebore 6177<9 writes that a human resource director 6HR%9 has a

!ariet" of roles; focusin$ on ris, mana$ement; labor ne$otiations; compensation;

benefit administration; emplo"er4emplo"ee relations; staff trainin$ andmaintainin$ central personnel records:

+ The four basic $oals of human resource directors wor,in$ in school districts

consist of hirin$; retainin$; de!elopin$ and moti!atin$ emplo"ees 6.orton;

177E9: Accomplishin$ these $oals addresses the ob/ecti!es of the school district

while assistin$ staff members to culti!ate s,ills useful in their content areaF thusresultin$ in increasin$ student achie!ement 6Rebore; 177<9:



Bor, 'hallen$es

+ Accordin$ to .orton 6177E9; one of the most important issues facin$

human resource administrators is teacher and administrator suppl" and

demand and increasin$ di!ersit" within the wor,force: Teacher shorta$es

consistentl" ran, hi$h in sur!e"s amon$ serious challen$es facin$ HR

administrators 6.orton; 177E; p: 0@9:

+ The number one challen$e for human resources for 1707 is talent retention

and de!elopment 6Top 8 HR; 177?9:



Instrument

+ The content !alidit"; $rammar; clarit"; and understandin$ of the sur!e"instrument were established in a pre!ious stud": The sur!e" instrument wastested with superintendents to assess understandabilit": The sur!e" wastested with a total of 8?< superintendents from rural school districts: Theresponses of these 8?< superintendents reflect the retention practices of

rural areas not located near an urban area:



'ontinued

+ Retention items were assessed usin$ a @4point scale ran$in$ from 0 .ot atall to @ A $reat deal and measured the e=tent to which specificchallen$es to retainin$ teachers are found and about the district’sdependence on retention strate$ies 6e:$:; institutin$ formal induction

pro$rams for new teachers; offerin$ formal mentorin$ pro$rams; pro!idin$

best possible wor,in$ conditions9 6Hammer; Hu$hes; Mc'lure; Ree!es &Sal$ado; 17789:



'ontinued

+ A number of open4ended #uestions as,ed respondents to pro!ide reasonswh" teachers who are newl" hired tend to lea!e their positions within 041"ears or sta" in the district: School district information was assessed: Thisincludes the t"pe of locale; the number of schools in the district; thenumber of children ser!ed b" the district; and the percenta$es of studentswho #ualif" for free or reduced4price lunch:



Sub/ects of Stud"

+ A sample of current HR%6s9 was tar$eted from school districts in the Te=as

Gulf 'oast re$ion: A total of 072 human resource directors were included

in the sample: Participatin$ districts were selected from the Re$ion IV

ser!ice area: The selection of the tar$eted population deri!ed from the

Te=as 5ducation A$enc" website: The data came from the 177< to 177E

economicall" disad!anta$ed status reports:



%ata 'ollection & Recordin$

+ The participants selected for the stud" were sent a personali>ed emailintroducin$ the pro/ect; describin$ the purpose of the stud"; pro!idin$instructions for completin$ the sur!e" online 6sur!e"mon,e":com9; assuredconfidentialit"; and directin$ them to the site where the instrument could becompleted: The researcher attempted to increase the response rate b" a

personali>ed telephone call: A follow4up email was sent e=actl" one wee,

after the initial contact and additional follow4ups were sent after the secondemail:



%ata Anal"sis

+ %ata anal"sis was conducted usin$ 5=cel and Statistical Pac,a$e for theSocial Sciences 6SPSS9 computer software: The anal"sis of data usedPearson’s correlation and descripti!e statistics; which included measures ofcentral tendenc" and standard de!iations 6(raen,el & Ballen; 17729:



Response Rate

+ 072 tar$eted HR directors

+ fort"4three 6or 33:1? percent9 participants responded

+ thirt"4si= 6or E2:< percent9 respondents completed the sur!e"



(IGR5 3:0D 'ode %escribin$ Respondents’ %istricts’

)ocale



TA)5 3:0D S5S 'AT5GRI5S



A 'ronbach’s Alpha statistical anal"sis

+ A 'ronbach’s Alpha statistical anal"sis was conducted to establishreliabilit" of the 5%VA.TIAD School %istricts Recruitment and RetentionPractices sur!e": The 'ronbach’s Alpha of the factors 6super!ision; salar";status; securit"; relationships; wor, conditions; compan" polic" and

personal life9 contributin$ to teacher turno!er was :?30:



R-J0

+ To answer the first research #uestion; respondents were instructed to rateeach h"$iene factor; on a scale from 0 to @; he or she percei!ed ascontributors to hi$h teacher turno!er: The researcher assessed thefollowin$ factors; super!ision; salar"; status; securit"; relationships; wor,conditions; compan" polic" and personal life b" ratin$ them based on their

!alues as ran,ed b" the respondents: Values are listed from hi$hest tolowest:



TA)5 3:1 %5S'RIPTIV5 STATISTI'S ( H*GI5.5

(A'TRS



RS- J1

+ To answer the second research #uestion; respondents were instructed torate; on a scale from 0 to @; the e=tent to which the district relies on the

pro!ided practice or strate$" to retain teachers: The pro!ided retention practices included the followin$D induction pro$rams; mentorin$ pro$rams;teacher support; incenti!es; positi!e school culture; $ood wor, conditions;technolo$"; communit" in!ol!ement; leadership de!elopment; increased

salaries; impro!ed benefits; tuition assistance; professional de!elopmentopportunities and e!aluation process re$ardin$ teacher retention:



TA)5 3:2 R5T5.TI. PRA'TI'5S S5% * %ISTRI'TS T R5TAI.

T5A'H5RS



R-J2

+ To calculate the score for each challen$in$ factor to teacher retention; the

researcher found the sum of each factor based on the !alue assi$ned b" the

HR directors:



TA)5 3:3 'HA))5.G5S A%%R5SS5% * %ISTRI'TS T R5TAI.

T5A'H5RS

•



RS- J3 & Ho1

+ To test the first .ull H"pothesis; a Pearson 'orrelation was

conducted to identif" whether a relationship e=ists between the

indi!idual h"$iene factors and the socio economic status of the

school district:

+ ased on these test results; no relationship e=isted between the

indi!idual h"$iene factors and the socio economic status

6S5S9 of the school districts: The null h"pothesis was

therefore not re/ected; since the stud" found no si$nificant

correlation between h"$iene factors and S5S:



RS- J3 & Ho0(indin$s

+ The findin$s from the data show that no si$nificant relationship e=isted between theindi!idual h"$iene factors and the socioeconomic status of the school districts: asedon p K :78; the results of the relationship of each h"$iene factor with the S5S of theschool district are as followsD

+ personal life is r L :22E 6p L :0<19

+ low salar" is r L :207 6p L :0E19+ relationship with super!isor is r L :830 6p L :00@9

+ relationship with peers is r L :@2< 6p L :7EE9

+ compan" polic" is r L :1?0 6p L :0?79

+ wor,in$ conditions is r L :03E 6p L :18E9

+ securit" is r L :81? 6p L :0029

+ super!isor is r L :0E? 6p L :1289+ status is r L :087 6p L :18@9



pen4ended -uestion J0

+ An open4ended #uestion which as,ed respondents to list three reasonsteachers; who are newl" hired; remain in their positions for the first two"ears:

+ The findin$s indicate the most cited reason for teachers remainin$ in their positions as percei!ed b" human resource directors was 6a9 was personal

life at 23:3; while the second most cited reason under option 6a9 was dueto wor, conditions at 20: (or option 6b9 the most fre#uentl" cited reasonwas personal life at 30:2 followed b" wor, conditions at 2<:? : )astl";HR%’s indicated that personal life at 20 was the most cited reason underoption 6c9 followed b" wor, conditions at 0<:1 : The o!erall most citedreason for newl" hired teachers to sta" in their positions within 041 "ears

of bein$ hired was personal life:



pen4ended -uestion J1

+ An open4ended #uestion which as,ed respondents to list three reasons wh"teachers; who are newl" hired; tend to lea!e their positions within 041"ears:

+ The results of this #uestion found that the most cited reason for hi$h

teacher turno!er as percei!ed b" human resource directors for option 6a9was personal life at @<:@ ; while the second most cited reason was lowsalar" at 17:8 : (or option 6b9 the most cited reason was personal life at<7:8 and the second most cited was salar" and wor, conditions both atE:E : (inall"; HR%s indicated that personal life was the most citedreason under option 6c9 at 88:E followed b" wor, conditions at 03:< :



'omparison of %ata

+ After doin$ a comparison of the #uantitati!e and #ualitati!e data; the data

re!ealed that factors related to personal reasons account for a $reater

percenta$e for teacher turno!er in this stud": Alliance for 5=cellent

5ducation 6177E9 supports these findin$s which states the most4cited

reason for teachers lea!in$ the profession was famil"4related; rather than

wor, conditions:



Summar"

+ HR%’s were as,ed throu$h an open ended #uestions format; to list reasonsas to wh" newl" hired teachers remained in their positions initiall": Themost cited reasons indicated b" respondents were personal; and satisfactionwith wor,in$ conditions: HR%’s were also as,ed to report reasons thatnew teachers lea!e their positions within 041 "ears: The most cited reasonsin this cate$or" of teachers were personal; low salar"; and dissatisfaction

with wor, conditions:+ The results of this stud" also re!ealed that no si$nificant relationship

e=isted between the h"$iene factors and the socio economic status 6S5S9 ofthe school district:



Recommendations for

(urther Research

0: A stud" could be conducted that e=plores empirical research on the effects ofmentor pro$rams:

1: A stud" could be conducted to $ain pertinent information to better or$ani>einduction pro$rams or trainin$s for new teachers:

2: A stud" could be conducted identif"in$ and addressin$ retention factors that arewithin the administrators’ control:

3: A stud" could be conducted in a different $eo$raphical re$ion:

8: A stud" could be conducted durin$ the middle of the academic "ear; rather thanthe be$innin$ of the academic "ear:



Than, "ouN



References

Education Commission of the tates, (200!, e"tember)# EC Teaching $ualit% &esearch &e"orts# &etrie'ed arch *, 200+, from Eight $uestionson Teacher &ecruitment and &etention What does the &esearch a%- Web site

htt"..///#ecs#org.html.educationIssues.Teaching$ualit%.T&&re"ort.cha"ters.0.uic1ans/er#as"-n

3raen1el, 4# 5 Wallen, 6# (200*)# How to Design and Evaluate Research in Education (!th ed#)# 7oston, c9ra/:;ill ;igher Education

;er<berg, 3#, ausner, 7#, and n%derman, 7# (+!+)# The Motivation to Work

(2nd ed#)# 6e/ =or1 4ohn Wile% and

ons#

(200+, >ecember *)# Top 5 hr challenges for 2010 # &etrie'ed from htt"..///#hrmasia#com.ne/.features.to":!:hr:challenges:for:200.*+?2 @ebert, # (200+)# Teacher turno'er in alcon count% higher than stateAs# The

ranklin !ress, &etrie'ed from htt"..///#thefran1lin"ress#com.articles.200+.0+.0+.ne/s.02ne/s#tBt

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htt"..main#o"m#go'.studies.transa""#"df

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Teaching and mericaAs 3uture and# *:!#

6orton, # # (2008)# Hu#an Resources ad#inistration for educational leaders# Thousand Ga1s, California age ublication, Inc##

ellerin, eter hili" (200H)# case stud% of a former s"ecial education teacher The teaching eB"eriences that influenced the decision to

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5 Theses 3ull TeBt database# (ublication 6o# T *2H82+0)#

&ebore, &# W# (200H)# Hu#an resources

ad#inistration in education% & Manage#ent &pproach (8th ed#)# 7oston, ll%n and 7acon# "# *, #

ergio'anni, T# 4# (+)# In'estigation of factors /hich affect Job satisfaction and Job dissatisfaction of teachers# Dissertation &'stracts, 28, 2+

TeBas Center for Educational &esearch# (2000)# The cost of teacher turnover , :H# ustin, TK#

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genc% Web site htt"..///#tea#state#tB#us.

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htt"..///#ilr#cornell#edu.cahrs.ne/s.02008WrightL;&trateg%E9#html

http://www.ecs.org/html/educationIssues/TeachingQuality/TRRreport/chapters/01/quickanswer.asp?qn=1

http://www.hrmasia.com/new/features/top-5-hr-challenges-

http://www.thefranklinpress.com/articles/2009/09/09/news/02news.txt

http://www.tea.state.tx.us/

http://www.tea.state.tx.us/

http://www.thefranklinpress.com/articles/2009/09/09/news/02news.txt

http://www.hrmasia.com/new/features/top-5-hr-challenges-

http://www.ecs.org/html/educationIssues/TeachingQuality/TRRreport/chapters/01/quickanswer.asp?qn=1

Dr. William Allan Kritsonis, PhD - Dissertation Committee - Iwundu.

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Transcript of Dr. William Allan Kritsonis, PhD - Dissertation Committee - Iwundu.