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ERIC Number: ED516133
Record Type: Non-Journal
Publication Date: 2010
Pages: 178
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-2110-2
ISSN: N/A
A Discriminant Analysis of Teacher Retention Factor Importance as Reported in Evangelical Christian Schools
Kauffman, Donald P.
ProQuest LLC, Ed.D. Dissertation, Columbia International University
Teacher retention is a problem in today's schools. The question addressed in this blended quantitative and qualitative study conducted in evangelical Christian schools was, what factors most significantly predict the retention of Christian school teachers on linear combinations of 40 predictor retention factor variables? A questionnaire administered to a sample of full-time teachers ( N =809) in Association of Christian Schools International schools (differentiated by groups of years of teaching experience, gender, marital status, and grade-level of teaching) provided data for prediction of the importance placed upon various retention factors. The author blended statistical results from a discriminant analysis of data ( p less than 0.05) with qualitative data in order to combine predicted levels of retention factor importance with congruent and representative explanations for fuller understanding. Although the findings revealed several important factors, when converging the quantitative and qualitative analyses results, the findings revealed only one major area of agreement predicting Christian school teacher retention--having a sense of mission and calling to teach. One additional theme emerged from the qualitative analysis as the single-most important factor unique to Christian school teacher retention: being able to teach from a Christian perspective. Based upon these findings, the author suggested several implementation strategies for Christian school administrators related to (a) initial hiring, (b) professional development, (c) teaching from a Christian perspective, (d) administrative support, (e) expressions of value and respect, (f) teacher pay and benefits, and (g) professional learning communities. Conclusions were made with recommendations for expanding the findings through further study. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A