Literaturnachweis - Detailanzeige
| Autor/in | Farber, Misty Dawn |
|---|---|
| Titel | A Quasi-Experimental Study Comparing Work-Life Balance and Turnover Intentions among Rural Oklahoma Classroom Teachers Working Four-Day and Five-Day School Weeks |
| Quelle | (2023), (140 Seiten)
PDF als Volltext Ed.D. Dissertation, Southern Nazarene University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-2046-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Family Work Relationship; Faculty Mobility; State Legislation; Measures (Individuals); Comparative Analysis; Rural Schools; School Districts; State Standards; School Schedules; Correlation; Teacher Attitudes; Preschool Education; Kindergarten; Elementary Secondary Education; Intention; Oklahoma |
| Abstract | The purpose of this quantitative comparative quasi-experimental study was to compare the perceptions of work-life balance and turnover intentions of four-day and five-day rural Oklahoma classroom teachers. Four-day school districts have become increasingly popular across the United States as a way to reduce operational expenses, with 92 four-day school districts in Oklahoma in 2019. However, Oklahoma's Senate Bill 441 (2019) required four-day school districts to return to a five-day schedule unless they showed cost-savings and students met or exceeded academic performance standards on state assessments. Hobfoll's (1989) Model of Conservations of Resources (COR) theory guided the study, which sought to explore the perceptions of work-interference with personal life (WIPL), personal life interference with work (PLIW), or work/personal life enhancement (WPLE), and turnover intentions of Oklahoma rural classroom teachers. A 15-item work-life balance survey adopted by Hayman (2005) and a single-item Turnover Intentions Scale developed by Spector et al. (1988) survey was administered through the online platform Qualtrics to 144 participants consisting of pre-K through 12th grade Oklahoma classroom teachers who worked in four-day and five-day rural school districts. The participants represented ten Oklahoma rural school districts of four-day and five-day schedules with 700 students or less. The study's findings found no statistically significant differences between four-day and five-day rural classroom teachers' work-life balance, particularly in work interference with personal life (WIPL), personal life interference with work (PLIW), work/personal life enhancement (WPLE), or turnover intentions. The research findings had implications for educational leaders, policymakers, and stakeholders providing the educational perspective of work-life balance and turnover intentions and its impact on teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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