A Latent Growth Curve Model (LGCM) Analysis of the Relationship Between Five School Climate Dimensions and Retention of Core Subject Secondary Teachers in Georgia
This study examines the relationship between school climate and core subject secondary teacher retention in Georgia public schools serving traditional grade bands (grades 6-8 and grades 9-12) from 2016 to 2019. Descriptive statistics cover 6 years (2015 – 2020), and a univariate quadratic latent growth curve model was used to estimate school-level teacher retention trajectories and assess the predictive value of school climate over 4 years (2016 – 2019). Grounded in Wang and Degol’s (2016) conceptual framework, five school-level dimensions (connectedness, quality of relationships, order and discipline, physical safety, and environmental adequacy) were assessed using retrospective data collected annually by the Georgia Department of Education from both school personnel and students. Time-invariant covariates included school type (middle vs. high school), school location (city-suburb vs. town-rural), and the percentage of directly certified students as a proxy for school poverty. By utilizing a theoretical framework for school climate and advanced longitudinal modeling to study a 2015 cohort of teachers over time, this study contributes to the literature on school climate and teacher retention. It offers insights for schools, districts, and state agencies seeking to leverage large-scale school climate data to address concerns early on and mitigate the risk of teacher attrition. Findings highlight specific school climate dimensions and contextual factors that can inform strategic planning to improve teacher retention.
Latent growth curve modeling, longitudinal, multi-informant, school climate, teacher attrition, teacher persistence, teacher retention, teacher turnover, secondary, Education, Secondary Education
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