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Hayes FINAL 6 11 24 with cert.pdf (7.37 MB)

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Exploring the Impact of Teacher Self-Efficacy and Principal Support Factors on the Retention of Ohio Public & Community School Teachers Amid the Great Resignation

Hayes, Ariel A.
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1718188480262597

Abstract Details

, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
This quantitative study assessed teacher self-efficacy, principal supports, and feelings about working in education for n = 146 teachers in the state of Ohio. The respondents rated their feelings about self-efficacy and principal supports on a scale of 1 (none at all) to 9 (a great deal). The survey sought to determine if teachers’ feelings changed about staying in the profession, if role changes were considered, and if incentives or salary increases play a role in their decisions. The results of this study align with the alternative hypothesis that teacher’s feelings about working in education changed since the Great Resignation, which occurred simultaneously with COVID-19. There was greater significance among those who had a change of feelings since COVID-19 and considered changing career paths. When analyzing the teacher efficacy factors against feelings about staying in the profession, there was a negative correlation; thus, it can be assumed that as teachers’ feelings about staying in the profession changed, their self-efficacy was impacted. Principal support factors were analyzed against the feelings about staying in the profession. There was a negative correlation between principal support factors and feelings about the profession, as the grade level of the respondents increased. The strongest power was found with the moral leadership factor. Based on these findings, it can be assumed that principals, in all grade levels, must display support factors that ensure they demonstrate the importance of a positive school culture. Lastly, respondents who consider incentives in their decision to change their role in education and have considered leaving education express the desire to have more than an increase in their salaries.
Karen Larwin, Ph.D. (Committee Chair)
Sherri Harper Woods, D.Min. (Committee Member)
Linda Lorei, Ed.D. (Committee Member)
171 p.
Education; School Administration; Teacher Education
teacher attrition; teacher retention; teacher shortages; Great Resignation

Recommended Citations

Citations

  • Hayes, A. A. (2024). Exploring the Impact of Teacher Self-Efficacy and Principal Support Factors on the Retention of Ohio Public & Community School Teachers Amid the Great Resignation [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1718188480262597

    APA Style (7th edition)

  • Hayes, Ariel. Exploring the Impact of Teacher Self-Efficacy and Principal Support Factors on the Retention of Ohio Public & Community School Teachers Amid the Great Resignation. 2024. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1718188480262597.

    MLA Style (8th edition)

  • Hayes, Ariel. "Exploring the Impact of Teacher Self-Efficacy and Principal Support Factors on the Retention of Ohio Public & Community School Teachers Amid the Great Resignation." Doctoral dissertation, Youngstown State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1718188480262597

    Chicago Manual of Style (17th edition)

ysu1718188480262597
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© 2024, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.