This study examined Early Childhood Education (ECE) teacher job retention in the context of educational level, compensation, and work environment ratings. The study surveyed ECE teachers online in the Southern California, especially in Los Angeles County.
Statistical analysis was conducted on survey responses from 76 ECE teachers and 55 ECE administrators. The majority of the ECE teachers (51%) possessed bachelor's degrees. Data findings revealed statistically non-significant relationships between anticipated job retention and teachers' level of education as well as for compensation earned. Study participants reported a mean monthly salary of $3,268. The data for ECE administrators, however, did reveal a significant relationship between level of education and projected job retention. ECE administrators with associate's degrees had statistically significantly higher anticipated job retention than those administrators with bachelor's or master's degrees.
The work environment ratings were based on items from the Early Childhood Education Work Environment Survey. The analysis between work environment ratings and anticipated job retention revealed that there was not a significant relationship between the two variables. Ratings, however, did show that the highest rated factor as being evident in the work environment for both ECE teachers and administrators was daily communication between teachers and parents. The second rated work environment factor for ECE teachers was helpful feedback from supervisors. The least present factors in the work setting as perceived by ECE teachers were work promotions and shared decision making.
The study's inconclusive findings between the anticipated job retention and ECE teachers' educational level, compensation and perceived work environment factors calls for more research to examine the complexity of retaining ECE teachers. The study also outlined several recommendations that address greater direct access to ECE teachers for future research, more competitive compensation for ECE teachers based on skills and work experience, and administrator training for working with ECE programs. Finally, the last recommendation is to provide more teacher training and resources to assist ECE programs in engaging families as noted from the work environment factor on family partnerships.
|Commitee:||Barner, Robert, Harding, Nancy|
|School Location:||United States -- California|
|Source:||DAI-A 73/03, Dissertation Abstracts International|
|Subjects:||Educational leadership, Early childhood education, Teacher education|
|Keywords:||Compensation, Job retention, Qualifications, Teacher turnover, Work environment|
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