Campus Location
Dallas Campus (Online)
Date of Award
8-2019
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
John Kellmayer
Second Committee Member or Secondary Advisor
Wade Fish
Third Committee Member or Committee Reader
Karan Duwe
Abstract
Since 2014, new teacher retention rates have been declining in Volusia County School District. Prior to 2015, the district experienced relatively stable retention rates for all teachers and increasing retention rates for new teachers. However, between 2015-2016 and 2016-2017, new teacher retention decreased by 21%, indicating a continued trend of teacher turnover. Volusia County School District focused a large amount of resources on recruitment to fill the vacancies; however, leadership recognized the need to look within the organization to improve teacher retention rates. The purpose of this quantitative study was to determine to what extent significant mean differences exist between new teachers who complete (a) the one-day new teacher classroom management training, (b) the two-day new teacher classroom management training, and (c) the online new teacher classroom management training and their classroom management self-efficacy as measured by the Classroom Management Self-Efficacy Beliefs Scale (CMSBS); and to determine if the new teacher Classroom Management Self Efficacy (CMSE) from each of the various trainings is correlated with new teacher retention intentions. Survey results from 141 new teachers were analyzed using both a causal-comparative and a correlational design to answer the research questions. The Kruskal Wallis test showed there was a statistically significant difference classroom management self-efficacy among the three training modes. The Pearson’s r results indicated a statistically significant correlation between the CMSE from the new teachers who attended the two-day classroom management training and their retention intentions. No statistically significant correlation was found between the CMSE from the new teachers who attended the other classroom management trainings and their retention intentions.
Creative Commons License
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Recommended Citation
McDonough, Jenny, "Classroom Management Self-Efficacy and New Teacher Retention" (2019). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 163.
https://digitalcommons.acu.edu/etd/163