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8/20/2019 Dr. William Allan Kritsonis, PhD - Dissertation Committee - Iwundu.
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Impact of Human Resources’ Practices on
Teacher Retention
A Dissertation by: La’Shonte Williams-Iwundu
Submitted to the Graduate School of
Prairie View A&M ni!ersit"
in partial fulfillment of the re#uirements for the de$ree of
%'TR ( PHI)SPH*
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Table of Contents
+ Introduction+ Statement of
the Problem+ Purpose of the
Stud"+ Si$nificance of
the Stud"+ (ramewor, + Research
-uestions+ .ull
H"potheses
+ Role of Human
Resource
%irectors+ 'hallen$es
+ Research %esi$n+ Instrumentation+ %ata 'ollection
& Recordin$+ Sub/ects of Stud"
+ Anal"sis of %ata+ R- 0+ R- 1+ R- 2+ R- 3+ Ho0+ Ho1+ -ualitati!e %ata
+ 'onclusion+ Recommend4
ations for
(urther
Research
'hapter II'hapter I 'hapter III 'hapter IV 'hapter V
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Introduction
+ The 5ducation 'ommission 617789 states there are costs associated with
hi$h rates of teacher turno!er both financiall" and in terms of creatin$ a
producti!e learnin$ en!ironment: Superintendents; administrators; and
human resource personnel must be aware of the reasons that teachers are
lea!in$ the profession; if the" want to alle!iate the problem of teacher
shorta$es and teacher attrition 6Pellerin; 177<9:
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Statement of the Problem
+ The Te=as 'enter for 5ducational Research 617779 states the cost for hi$hteacher turno!er represents a loss of resources to the education s"stem:Schools; e=periencin$ hi$h turno!er rates re$ularl"; ha!e less time andmone" to spend on instructional impro!ement and curriculum de!elopment6.'TA(; 17719: (urthermore; student performance is ne$ati!el" impacted
b" hi$h teacher turno!er rates 6The Te=as 'enter for 5ducational Research;17779:
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Purpose of the Stud"
+ Identif" the h"$iene factors which contribute to an increase in teacherturno!er; as percei!ed b" human resource directors:
+ 5=plore the most effecti!e retention practices:
+ 5=plore the challen$es human resource directors face in an effort toretain teachers:
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Si$nificance of this stud"
+ The si$nificance of this stud" was centered on the importance of effecti!e
and ineffecti!e practices used b" human resource directors to retain
teachers: The ,nowled$e $ained from this stud" ma" help educators to
formulate effecti!e retention practices; as well as add to the bod" of
research to better define the role of the Human Resource %irector:
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'onceptual (ramewor,
+ Her>ber$’s 60?8?9 Moti!ational H"$iene Theor" was used as the theor"
and lens that $uided this stud":
+ Ser$io!anni 60?@@9 conducted a replication of Her>ber$s stud" in an
educational settin$:
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'onceptual (ramewor, (Wright, 2008)
Teacher
Retention
HR
Challenes
HR !racticesHyiene
"actors
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%escripti!e Research -uestions
+ Bhich h"$iene factors do human resource directors percei!e ascontributors to hi$h teacher turno!erC
+Bhich practices do human resource directors rel" on in an effort to retainteachersC
+ Bhat challen$es do human resource directors face in an effort toimplement effecti!e teacher retention practicesC
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-uantitati!e Research -uestions
+ Is there a correlation between the indi!idual h"$iene factors 6super!ision;salar"; status; securit"; relationships; wor, conditions; compan" polic" and
personal life9 and socioeconomic status of the school districtC
+ Is there a correlation between the total h"$iene factors and the
socioeconomic status of the school districtC
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.ull H"potheses
+ Ho0DThere is no statisticall" si$nificant relationship between theindi!idual h"$iene factors 6super!ision; salar"; status; securit";relationships; wor, conditions; compan" polic" and personal life9 andthe socioeconomic status of the school district
+ Ho1DThere is no statisticall" si$nificant relationship between the totalh"$iene factors and socioeconomic status of the school district:
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)iterature Re!iew
HR 'ompetenc" Model
Pro!ided b" .APA
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HR% Role in 5ducation Sector
+ Accordin$ to Rebore 6177<9; people must be recruited; selected; placed;
e!aluated; and compensated whether b" personnel in the central human
resources office or administrators within the school district:
+ (urther; Rebore 6177<9 writes that a human resource director 6HR%9 has a
!ariet" of roles; focusin$ on ris, mana$ement; labor ne$otiations; compensation;
benefit administration; emplo"er4emplo"ee relations; staff trainin$ andmaintainin$ central personnel records:
+ The four basic $oals of human resource directors wor,in$ in school districts
consist of hirin$; retainin$; de!elopin$ and moti!atin$ emplo"ees 6.orton;
177E9: Accomplishin$ these $oals addresses the ob/ecti!es of the school district
while assistin$ staff members to culti!ate s,ills useful in their content areaF thusresultin$ in increasin$ student achie!ement 6Rebore; 177<9:
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Bor, 'hallen$es
+ Accordin$ to .orton 6177E9; one of the most important issues facin$
human resource administrators is teacher and administrator suppl" and
demand and increasin$ di!ersit" within the wor,force: Teacher shorta$es
consistentl" ran, hi$h in sur!e"s amon$ serious challen$es facin$ HR
administrators 6.orton; 177E; p: 0@9:
+ The number one challen$e for human resources for 1707 is talent retention
and de!elopment 6Top 8 HR; 177?9:
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Instrument
+ The content !alidit"; $rammar; clarit"; and understandin$ of the sur!e"instrument were established in a pre!ious stud": The sur!e" instrument wastested with superintendents to assess understandabilit": The sur!e" wastested with a total of 8?< superintendents from rural school districts: Theresponses of these 8?< superintendents reflect the retention practices of
rural areas not located near an urban area:
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'ontinued
+ Retention items were assessed usin$ a @4point scale ran$in$ from 0 .ot atall to @ A $reat deal and measured the e=tent to which specificchallen$es to retainin$ teachers are found and about the district’sdependence on retention strate$ies 6e:$:; institutin$ formal induction
pro$rams for new teachers; offerin$ formal mentorin$ pro$rams; pro!idin$
best possible wor,in$ conditions9 6Hammer; Hu$hes; Mc'lure; Ree!es &Sal$ado; 17789:
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'ontinued
+ A number of open4ended #uestions as,ed respondents to pro!ide reasonswh" teachers who are newl" hired tend to lea!e their positions within 041"ears or sta" in the district: School district information was assessed: Thisincludes the t"pe of locale; the number of schools in the district; thenumber of children ser!ed b" the district; and the percenta$es of studentswho #ualif" for free or reduced4price lunch:
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Sub/ects of Stud"
+ A sample of current HR%6s9 was tar$eted from school districts in the Te=as
Gulf 'oast re$ion: A total of 072 human resource directors were included
in the sample: Participatin$ districts were selected from the Re$ion IV
ser!ice area: The selection of the tar$eted population deri!ed from the
Te=as 5ducation A$enc" website: The data came from the 177< to 177E
economicall" disad!anta$ed status reports:
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%ata 'ollection & Recordin$
+ The participants selected for the stud" were sent a personali>ed emailintroducin$ the pro/ect; describin$ the purpose of the stud"; pro!idin$instructions for completin$ the sur!e" online 6sur!e"mon,e":com9; assuredconfidentialit"; and directin$ them to the site where the instrument could becompleted: The researcher attempted to increase the response rate b" a
personali>ed telephone call: A follow4up email was sent e=actl" one wee,
after the initial contact and additional follow4ups were sent after the secondemail:
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%ata Anal"sis
+ %ata anal"sis was conducted usin$ 5=cel and Statistical Pac,a$e for theSocial Sciences 6SPSS9 computer software: The anal"sis of data usedPearson’s correlation and descripti!e statistics; which included measures ofcentral tendenc" and standard de!iations 6(raen,el & Ballen; 17729:
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Response Rate
+ 072 tar$eted HR directors
+ fort"4three 6or 33:1? percent9 participants responded
+ thirt"4si= 6or E2:< percent9 respondents completed the sur!e"
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(IGR5 3:0D 'ode %escribin$ Respondents’ %istricts’
)ocale
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TA)5 3:0D S5S 'AT5GRI5S
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A 'ronbach’s Alpha statistical anal"sis
+ A 'ronbach’s Alpha statistical anal"sis was conducted to establishreliabilit" of the 5%VA.TIAD School %istricts Recruitment and RetentionPractices sur!e": The 'ronbach’s Alpha of the factors 6super!ision; salar";status; securit"; relationships; wor, conditions; compan" polic" and
personal life9 contributin$ to teacher turno!er was :?30:
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R-J0
+ To answer the first research #uestion; respondents were instructed to rateeach h"$iene factor; on a scale from 0 to @; he or she percei!ed ascontributors to hi$h teacher turno!er: The researcher assessed thefollowin$ factors; super!ision; salar"; status; securit"; relationships; wor,conditions; compan" polic" and personal life b" ratin$ them based on their
!alues as ran,ed b" the respondents: Values are listed from hi$hest tolowest:
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TA)5 3:1 %5S'RIPTIV5 STATISTI'S ( H*GI5.5
(A'TRS
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RS- J1
+ To answer the second research #uestion; respondents were instructed torate; on a scale from 0 to @; the e=tent to which the district relies on the
pro!ided practice or strate$" to retain teachers: The pro!ided retention practices included the followin$D induction pro$rams; mentorin$ pro$rams;teacher support; incenti!es; positi!e school culture; $ood wor, conditions;technolo$"; communit" in!ol!ement; leadership de!elopment; increased
salaries; impro!ed benefits; tuition assistance; professional de!elopmentopportunities and e!aluation process re$ardin$ teacher retention:
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TA)5 3:2 R5T5.TI. PRA'TI'5S S5% * %ISTRI'TS T R5TAI.
T5A'H5RS
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R-J2
+ To calculate the score for each challen$in$ factor to teacher retention; the
researcher found the sum of each factor based on the !alue assi$ned b" the
HR directors:
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TA)5 3:3 'HA))5.G5S A%%R5SS5% * %ISTRI'TS T R5TAI.
T5A'H5RS
•
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RS- J3 & Ho1
+ To test the first .ull H"pothesis; a Pearson 'orrelation was
conducted to identif" whether a relationship e=ists between the
indi!idual h"$iene factors and the socio economic status of the
school district:
+ ased on these test results; no relationship e=isted between the
indi!idual h"$iene factors and the socio economic status
6S5S9 of the school districts: The null h"pothesis was
therefore not re/ected; since the stud" found no si$nificant
correlation between h"$iene factors and S5S:
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RS- J3 & Ho0(indin$s
+ The findin$s from the data show that no si$nificant relationship e=isted between theindi!idual h"$iene factors and the socioeconomic status of the school districts: asedon p K :78; the results of the relationship of each h"$iene factor with the S5S of theschool district are as followsD
+ personal life is r L :22E 6p L :0<19
+ low salar" is r L :207 6p L :0E19+ relationship with super!isor is r L :830 6p L :00@9
+ relationship with peers is r L :@2< 6p L :7EE9
+ compan" polic" is r L :1?0 6p L :0?79
+ wor,in$ conditions is r L :03E 6p L :18E9
+ securit" is r L :81? 6p L :0029
+ super!isor is r L :0E? 6p L :1289+ status is r L :087 6p L :18@9
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pen4ended -uestion J0
+ An open4ended #uestion which as,ed respondents to list three reasonsteachers; who are newl" hired; remain in their positions for the first two"ears:
+ The findin$s indicate the most cited reason for teachers remainin$ in their positions as percei!ed b" human resource directors was 6a9 was personal
life at 23:3; while the second most cited reason under option 6a9 was dueto wor, conditions at 20: (or option 6b9 the most fre#uentl" cited reasonwas personal life at 30:2 followed b" wor, conditions at 2<:? : )astl";HR%’s indicated that personal life at 20 was the most cited reason underoption 6c9 followed b" wor, conditions at 0<:1 : The o!erall most citedreason for newl" hired teachers to sta" in their positions within 041 "ears
of bein$ hired was personal life:
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pen4ended -uestion J1
+ An open4ended #uestion which as,ed respondents to list three reasons wh"teachers; who are newl" hired; tend to lea!e their positions within 041"ears:
+ The results of this #uestion found that the most cited reason for hi$h
teacher turno!er as percei!ed b" human resource directors for option 6a9was personal life at @<:@ ; while the second most cited reason was lowsalar" at 17:8 : (or option 6b9 the most cited reason was personal life at<7:8 and the second most cited was salar" and wor, conditions both atE:E : (inall"; HR%s indicated that personal life was the most citedreason under option 6c9 at 88:E followed b" wor, conditions at 03:< :
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'omparison of %ata
+ After doin$ a comparison of the #uantitati!e and #ualitati!e data; the data
re!ealed that factors related to personal reasons account for a $reater
percenta$e for teacher turno!er in this stud": Alliance for 5=cellent
5ducation 6177E9 supports these findin$s which states the most4cited
reason for teachers lea!in$ the profession was famil"4related; rather than
wor, conditions:
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Summar"
+ HR%’s were as,ed throu$h an open ended #uestions format; to list reasonsas to wh" newl" hired teachers remained in their positions initiall": Themost cited reasons indicated b" respondents were personal; and satisfactionwith wor,in$ conditions: HR%’s were also as,ed to report reasons thatnew teachers lea!e their positions within 041 "ears: The most cited reasonsin this cate$or" of teachers were personal; low salar"; and dissatisfaction
with wor, conditions:+ The results of this stud" also re!ealed that no si$nificant relationship
e=isted between the h"$iene factors and the socio economic status 6S5S9 ofthe school district:
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Recommendations for
(urther Research
0: A stud" could be conducted that e=plores empirical research on the effects ofmentor pro$rams:
1: A stud" could be conducted to $ain pertinent information to better or$ani>einduction pro$rams or trainin$s for new teachers:
2: A stud" could be conducted identif"in$ and addressin$ retention factors that arewithin the administrators’ control:
3: A stud" could be conducted in a different $eo$raphical re$ion:
8: A stud" could be conducted durin$ the middle of the academic "ear; rather thanthe be$innin$ of the academic "ear:
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Than, "ouN
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References
Education Commission of the tates, (200!, e"tember)# EC Teaching $ualit% &esearch &e"orts# &etrie'ed arch *, 200+, from Eight $uestionson Teacher &ecruitment and &etention What does the &esearch a%- Web site
htt"..///#ecs#org.html.educationIssues.Teaching$ualit%.T&&re"ort.cha"ters.0.uic1ans/er#as"-n
3raen1el, 4# 5 Wallen, 6# (200*)# How to Design and Evaluate Research in Education (!th ed#)# 7oston, c9ra/:;ill ;igher Education
;er<berg, 3#, ausner, 7#, and n%derman, 7# (+!+)# The Motivation to Work
(2nd ed#)# 6e/ =or1 4ohn Wile% and
ons#
(200+, >ecember *)# Top 5 hr challenges for 2010 # &etrie'ed from htt"..///#hrmasia#com.ne/.features.to":!:hr:challenges:for:200.*+?2 @ebert, # (200+)# Teacher turno'er in alcon count% higher than stateAs# The
ranklin !ress, &etrie'ed from htt"..///#thefran1lin"ress#com.articles.200+.0+.0+.ne/s.02ne/s#tBt
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htt"..main#o"m#go'.studies.transa""#"df
6CT3 tate artners, (2002)#Dnra'eling the teacher shortageF "roblem teacher retention is the 1e%# %m"osium of the 6ational Commission on
Teaching and mericaAs 3uture and# *:!#
6orton, # # (2008)# Hu#an Resources ad#inistration for educational leaders# Thousand Ga1s, California age ublication, Inc##
ellerin, eter hili" (200H)# case stud% of a former s"ecial education teacher The teaching eB"eriences that influenced the decision to
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5 Theses 3ull TeBt database# (ublication 6o# T *2H82+0)#
&ebore, &# W# (200H)# Hu#an resources
ad#inistration in education% & Manage#ent &pproach (8th ed#)# 7oston, ll%n and 7acon# "# *, #
ergio'anni, T# 4# (+)# In'estigation of factors /hich affect Job satisfaction and Job dissatisfaction of teachers# Dissertation &'stracts, 28, 2+
TeBas Center for Educational &esearch# (2000)# The cost of teacher turnover , :H# ustin, TK#
TeBas Education genc%, 200H:2008 students economicall% disad'antaged regional
totals b% district name# &etrie'ed 4anuar% 2*, 200+, from TeBas Education
genc% Web site htt"..///#tea#state#tB#us.
Wright, # (2008, Gctober)# Hu#an resource strateg$( &etrie'ed 6o'ember 2?, 2008, from
htt"..///#ilr#cornell#edu.cahrs.ne/s.02008WrightL;&trateg%E9#html