Dissertation/Thesis Abstract

The effect of class size on a teacher's job satisfaction in a southeastern urban LEA
by Nelson, Jenna-Marie Caron, M.A., The University of North Carolina at Chapel Hill, 2008, 72; 1457665
Abstract (Summary)

In North Carolina, the annual teacher turnover rate for school districts averages more than 12%, with some districts as high as 24%. Research suggests that lowering class sizes improves educational indicators such as student achievement, student behavior, and teacher workload. This study used data from the 2006 North Carolina Governor's Working Condition Survey and from one Southeastern school district to investigate the relationship between class size and teacher turnover for the district's Kindergarten teachers during the school year 2005-2006. This study examined the effects of teachers' class size on job retention. It also compared the effects of student achievement, minority and poverty enrollment, and English Language Learners on teacher retention. No significant relationships were found for teacher class size and retention. However, as students achieve higher scores on state tests, teachers are more likely to stay in their current positions. Implications for future research and educational policy are discussed.

Indexing (document details)
Advisor: O'Sullivan, Rita
Commitee: Boone, Harriet, Gallagher, Kate
School: The University of North Carolina at Chapel Hill
Department: Education: Doctorate/Master's in Education
School Location: United States -- North Carolina
Source: MAI 47/03M, Masters Abstracts International
Source Type: DISSERTATION
Subjects: Early childhood education
Keywords: Class size, Kindergarten, Teacher attrition, Teacher retention
Publication Number: 1457665
ISBN: 978-0-549-88165-0
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