Teacher Satisfaction and Retention: Data From the Lutheran Teacher Survey Northern Illinois District - PowerPoint PPT Presentation

1 / 60

About This Presentation

Title:

Teacher Satisfaction and Retention: Data From the Lutheran Teacher Survey Northern Illinois District

Description:

Joint Thanksgiving Eve service. Congregation welcome to attend school programs. 57. What Works? ... Joint Sunday School and school Christmas service. Family fun nights ... – PowerPoint PPT presentation

Number of Views:71

Avg rating:3.0/5.0

Slides: 61

Provided by: Souc

Category:

more less

Transcript and Presenter's Notes

Title: Teacher Satisfaction and Retention: Data From the Lutheran Teacher Survey Northern Illinois District

1
Teacher Satisfaction and Retention Data From
the Lutheran Teacher SurveyNorthern Illinois
District AdministratorsJanuary 15, 2002

Commission on Ministerial Growth and Support
(314) 996-1378
Lutheran Education Association
(708) 209-3343

2
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

3
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

4
Information Gap
5
Analysis Revolves Around...
The First Two Key Questions
6
Overall Satisfaction
Total Number of Teachers (420 Responded)
7
Likelihood to Leave
Total Number of Teachers (455 Responded)
31
8
Reasons Teachers Gave for Leaving
9
Analysis Revolves Around...
The First Two Key Questions
How can we influence?
10
Using Factor Analysis to Reduce a Large Number of
Variables to a Manageable Number
v
v
v
v
v
v
v
v
v
v
v
v
121 Variables
10 Factors
11
Factors Impinging on Teachers
12
Impact Modeling
13
In Order of Effect on Satisfaction
14
Impact Modeling
15
In Order of Effect on Likelihood to Leave
At Risk!
16
Reactions??
17
Compensation
1 Teacher Retention 3 Teacher
Satisfaction

What helps us better understand this factor?

18
Salary Provides Adequate Support for Needs

Almost 45 of our teachers disagree!
(Higher among non-rostered!)

19
Characteristics of a salary adequate for the
teacher and the teachers family needs (lt.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

20
Characteristics of a salary adequate for the
teacher and the teachers family needs (lt.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

21
Teacher-Principal/Administrator Relationships
1 Teacher Satisfaction 2 Teacher
Retention

So, investigating this further
What are the central characteristics that
make up
principal/administrator
relationships?

22
Characteristics of a Positive Relationship with
the Principal/Administrator (lt.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

23
Characteristics of a Positive Relationship with
the Principal/Administrator (lt.05)

(At my school) teachers are given a clear
understanding of their responsibilities/priorities
(My principal) demonstrates sensitivity/flexibilit
y around work family issues

24
Relationship to Peers/Work Environment
2 Teacher Satisfaction 4 Teacher Likelihood
to Leave
What helps us better understand this factor?
25
Satisfaction with Relationship with Other
Teachers
Basically, our teachers are satisfied with their
peer relationships
26
Characteristics of a Satisfactory Relationship
with Other Teachers(lt.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

27
Characteristics of a Satisfactory Relationship
with Other Teachers(lt.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

28
Relationship Between School and Congregation
5 Teacher Satisfaction 5 Teacher Likelihood
to Leave
What helps us better understand this factor?
29
Positive School-Congregation Relationship
6 out of 10 teachers report a positive
school-congregation relationship
30
Characteristics of a Positive Relationship
Between the School and the Congregation(lt.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

31
Another Question of Interest
Principal has a good relationship with the pastor

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

32
What helps the principal-pastor relationship?
gt.01 - Agree that pastor is supportive of
teachers
- School-congregation relationship is collegial
(opposite antagonistic)
gt.05 - Agree that
congregation leaders share their appreciation
for the teachers
33
Is the Pastor Supportive of the Teachers?
2/3 of the teachers say YES
34
Pastor is supportive of teachers gt.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
35
Reactions??
36
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.

37
(No Transcript)
38
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.

39

40
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

41
Major Sources of Feeling Overwhelmed
(I agree that) teachers feel pressured to
deliver a high quality education (1.3)
I find it difficult to balance my work and
personal life (1.4)
(I agree that) teaching at a Lutheran school
requires an unreasonable financial sacrifice
(1.1)
42
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

43
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

44
Another Key Question
Are teachers spiritual needs being met?
45
Spiritual Needs Met
70 strongly or somewhat agree
46
What contributes to the spiritual needs of the
teacher being met? (lt.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
47
Clustering Teachers by Skill Training Needs
three skill tracks offer something of interest
to virtually every teacher!
48
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

49
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

50
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.

51
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.

52
What Works? Teacher/Administrator Relationships