High turnover of public school teachers costs taxpayers as much as eight billion dollars annually. Student achievement suffers from inadequate instruction given by novas, inexperienced teachers. Organizational Commitment (OC) is a significant indicator of organizational turnover behavior and employees' intent to turnover (ITT). The purpose of this study was to identify commitment profiles (OCP's) of Georgia Network for Educational and Therapeutic Support (GNETS) program teachers and the relationships between those profiles, ITT, and the demographic factors of age, years of experience, income, marital status, education level, gender, and ethnicity.
The TCM Employee Commitment Survey (TCM Survey ) was selected to measure affective commitment (AC), continuance commitment (CC), and normative commitment (NC), using a 7-point Likert scale for each domain. The Staying or Leaving Index (SLI ) was selected to measure ITT using a 7-point Likert scale to rate eight questions. A demographic questionnaire was self-constructed in order to obtain information regarding the demographic variables listed above. All study instruments were distributed to teachers employed by the twelve GNETS centers that agreed to participate in this study. Study data were compiled from a final sample of 150 respondents.
Scores representing the domains of AC, CC, and NC on the TCM Survey, along with SLI scores, were positioned as dependent variables and the demographic factors were positioned as independent variables in the initial analysis using a MANOVA. Results indicated possible significant main effects for years of experience on CC scores and for salary on SLI scores. A Pearson r was conducted to examine possible relationships between AC scores, CC scores, NC scores, and SLI scores. This resulted in significant relationships between AC scores and CC scores, AC scores and NC scores, AC scores and SLI scores, as well as NC scores and SLI scores. OCP's were created for each domain of the TCM Survey as follows: affective commitment profile (ACP), continuance commitment profile (CCP), and normative commitment profile (NCP). These profiles were used as independent variables, with SLI scores serving as the dependent variable in an ANOVA. The ANOVA yielded significant between-subjects effects for ACP, NCP, and the interaction of ACP and NCP across SLP scores.
Conclusions of the study are that OCP's weighted positively for AC or NC are predictive of GNETS teachers' likelihood of staying attached to the program. OCP's weighted positively for CC may be predictive of GNETS teachers' likelihood of leaving the program. Recommendations for future studies include obtaining larger samples representative of a broader category of teachers and the simultaneous examination of OC variables and workplace variables.
|School Location:||United States -- Florida|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Occupational psychology, Organizational behavior|
|Keywords:||Commitment profiles, Georgia Network for Educational and Therapeutic Support, Organizational commitment, Techer turnover, Turnover|
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