NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1131522
Record Type: Journal
Publication Date: 2016-Sep
Pages: 32
Abstractor: ERIC
ISSN: EISSN-2380-0860
The Influence of Balance within the Competing Values Framework and School Academic Success on Teacher Retention
Gulosino, Charisse; Franceschini, Louis, III; Hardman, Portia
Journal of Organizational and Educational Leadership, v2 n1 Article 3 Sep 2016
The primary aim of this study is to use the survey items from the TELL Tennessee Survey (2013) using the Competing Values Framework (CVF) (Quinn and Rohrbaugh's model of organizational effectiveness) 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. Specifically, the study sets out to answer three research questions: (1) Does teacher retention differ for schools with balanced and unbalanced CVF profiles? (2) Does teacher retention differ for schools in different achievement groups (priority, norm and performance)? and (3) Does teacher retention a function of achievement groups and CVF profiles after controlling for school poverty? Knowing the perspectives of teachers with regards to teaching and learning condition and the support and environment within their school can help policymakers and practitioners understand what it will take to improve. While federal and state accountability mandates are clear about student performance results that schools are expected to achieve, they often do not provide the schools with much guidance in terms of how to accomplish these objectives. In this paper, the authors describe the competing values framework (CVF) in more detail, followed by the data and methodological approach. They then present the results and conclude with a discussion of the implications and findings.
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A