Campus Location

Dallas Campus (Online)

Date of Award

5-2021

Document Type

Dissertation

Department

Educational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

John Kellmayer

Second Committee Member or Secondary Advisor

Simone Elias

Third Committee Member or Committee Reader

Emiel Owens

Abstract

There has been notable growth in the number of dual language programs across the United States in recent years. Like traditional bilingual programs, dual language programs rely heavily on the adequate staffing of bilingual teachers—a subgroup of educators who are in short supply. Despite notable findings from research regarding bilingual teacher retention, the topic of dual language teacher retention remains relatively unexplored. The purpose of this quantitative study was to investigate to what extent a statistically significant association exists between factors related to organizational climate and dual language teacher retention. Using the Organizational Climate Index, the researcher explored four key domains of organizational climate: Collegial Leadership, Professional Teacher Behavior, Achievement Press, and Institutional Vulnerability. Survey results from 86 dual language teachers in the District of Columbia Public Schools were analyzed using a correlational design. The results of this study were calculated using a logistic regression model, which indicated a statistically significant association between Collegial Leadership, Professional Teacher Behavior, and Institutional Vulnerability and dual language teacher retention intentions. Inversely, no statistically significant association was found between Achievement Press and dual language teacher retention intentions

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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