ERIC Number: EJ1174456
Record Type: Journal
Publication Date: 2018
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2374-1473
EISSN: N/A
Available Date: N/A
Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover
Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie
Journal of Online Learning Research, v4 n1 p53-85 2018
The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. Using a quantitative survey design, the study included responses from 108 participants. The results revealed that K-12 online teachers intend to remain teaching in the online setting in the immediate, intermediate, and long-term future. A logistic regression model indicated schedule flexibility, mentoring, number of students, number of years teaching experience, and affective commitment are predictors of online teacher's likelihood of turnover. These results inform K-12 online school leaders who seek to retain new hires of statistically significant variables that influence online teacher retention.
Descriptors: Elementary School Teachers, Secondary School Teachers, Online Courses, Teacher Persistence, Labor Turnover, Job Satisfaction, Teacher Surveys, Teacher Attitudes, Intention, Scheduling, Mentors, Teacher Student Ratio, Teaching Conditions, Teaching Experience, Predictor Variables, Regression (Statistics), Statistical Analysis
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A