Abstract
The primary aim of this study is to use the survey items from the TELL Tennessee Survey (2013) using the Competing Values Framework (CVF) to determine whether teachers' observations about a set of topically organized school climate dimensions and school performance levels are associated with their immediate professional plans. Using a three-by-two-level Analysis of Covariance (ANCOVA), we find that the effect of CVF “balance” and school performance level explain much of the variation in the percent of teachers who intend to stay at their current school, independent of the school’s student demographic characteristics. Specifically, the effect of having a balanced as opposed to an unbalanced CVF school profile on the mean percentage of teachers staying at the school slightly exceeded a full standard deviation, while the effect on “staying” in a high-achieving “Performance” school environment is found to be more than one and one-half standard deviations compared to being in a school environment representing state “norms” and in excess of two full standard deviations compared to being in a low-achieving “Priority” environment. Our results suggest that a balanced CVF profile is associated with teacher retention by helping to create school environments that are conducive to learning.
Recommended Citation
Gulosino, Charisse; Franceschini III, Louis; and Hardman, Portia
(2016)
"The Influence of Balance Within the Competing Values Framework and School Academic Success on Teacher Retention,"
Journal of Organizational & Educational Leadership: Vol. 2:
Iss.
1, Article 3.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol2/iss1/3