Building the best : a quantitative evaluation of a state-level teacher retention strategy designed to increase self-efficacy, reflective capacity, and job satisfaction through effective professional development

"There are not enough teachers (Ingersoll, 2001; Ingersoll and Smith, 2003; Sutcher, et al., 2016). Focusing on retention is crucial to combatting shortages (Darling-Hammond, 2003); it is critical to specifically target retention of the very best teachers, who leave the profession at a greater rate and impact student learning the most (Jacob et al., 2012). Supporting teacher growth is a strategy to increase retention by providing career development, which improves working conditions, ultimately leading to increases in job satisfaction for teachers. Teacher self-efficacy and reflective practice are both related to teacher retention (Yost, 2006). Teacher self-efficacy is known to be a protective factor against burnout (Aloe et al., 2014; Brown, 2012; Brouwers et al., 2001; Cherniss, 1993; Schwerdtfeger, et al., 2008; Skaalvik and Skaalvik, 2007; Skaalvik and Skaalvik, 2010; Tschannen-Moran, et al., 1998) and is positively related to teacher retention (Kelley, 2004; Yost, 2006). Engaging in reflection with reflective supervision is correlated with desire for improvement and job satisfaction (Priddis and Rogers, 2018), both of which are connected to teacher retention. Missouri Teacher Academy is a state-level initiative designed to support teacher retention. The program content focuses on instructional strategies and student engagement, which are aligned to two of the dimensions measured by the TSES (Tschannen-Moran and Woolfolk Hoy, 2001). Additionally, the program emphasizes reflective practice, which has been found to be positively related to teacher self-efficacy (Babaei and Abednia, 2016). Given the relationship between teacher retention and self-efficacy (Kelley, 2004; Yost, 2006), program impacts on these two important constructs should be evaluated. The TSES (Tschannen-Moran and Woolfolk Hoy, 2001) and the RPQ (Priddis and Rogers, 2018; Rogers et al., 2019) were used to measure levels of participant self-efficacy and reflective capacity. The RPQ has not been used in an educational context, and this study may add to the body of research regarding the application of this tool across multiple disciplines. The results of this study may be used to inform future program and policy decisions regarding Missouri Teacher Academy."--from Summary

Name thesis:degree_name

Ed. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational leadership and policy analysis (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2020

Author dc:creator

• Gross, Tracy L.

Advisor dc:contributor.advisor

• MacGregor, Cynthia

Statement dc:rights

• OpenAccess.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/81522

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/81522