The Impact of Achieving National Board Certification on Teacher Attrition and Job Satisfaction: A Mixed Methods Study

Autor/in	Hill, Tanya Kennedy
Titel	The Impact of Achieving National Board Certification on Teacher Attrition and Job Satisfaction: A Mixed Methods Study
Quelle	(2023), (109 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Union University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-5576-7
Schlagwörter	Hochschulschrift; Dissertation; Teacher Certification; National Standards; Teacher Persistence; Faculty Mobility; Job Satisfaction; Teacher Motivation; Compensation (Remuneration) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Abfindung; Kompensation; Lohnausgleich
Abstract	Teacher attrition has plagued U.S. schools for decades, causing more and more teachers to leave the classrooms and resulting in a significant teacher shortage. Since 1989, the percentage of teachers leaving the profession has significantly increased. The purpose of this study was to determine if achieving National Board Certification attributes positively to job satisfaction in the areas of compensation, promotion opportunities, and contingent rewards, and explore the influences of achieving National Board Certification on the likelihood of staying in the profession. This study contributes to existing research on teacher attrition and job satisfaction. The research implemented a mixed methods approach broken up into two phases. Phase 1 of this study was quantitative. A modified version of Paul Spector's (1985) Job Satisfaction Survey was distributed to 150 National Board Certified Teachers (NBCTs) and was analyzed using a one sample t test. Phase 2 of this study was qualitative and incorporated focus group interviews from a small subsection of NBCTs from Phase 1. Interviews were transcribed verbatim and analyzed using NVivo Pro 12 software. Results from this study found that NBCTs scored lower than the national mean in the subscales of pay, promotion, and contingent rewards, supporting existing research on teacher attrition and job satisfaction. Focus group interviews revealed that NBCTs were extrinsically motivated by financial incentives and leadership opportunities and intrinsically motivated by their ability to leverage their voice to enact change in education. Further implications and recommendations are discussed. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01