The Development of a Theoretical Model to Predict Retention, Turnover, and Attrition of K-12 Music Teachers in the United States: An Analysis of the Schools and Staffing Survey and Teacher Followup Survey (1999-2001)

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University of Rochester, 2006 - Employee retention - 370 pages
The purpose of this study was to develop a model to predict the retention, turnover, and attrition of K-12 music teachers in the United States. Responses to the 1999-2000 Schools and Staffing Survey and 2000-2001 Teacher Followup Survey provided information regarding teacher attributes, job attributes, school attributes, and teacher opinions and perceptions of the workplace. The sample of 47,857 K-12 public and private school teachers included a nationally and professionally representative sub-sample of 1,903 music teachers. Descriptive and comparative statistics were calculated to profile U.S. music teachers and to compare them to teachers of other disciplines on various personal and professional attributes. Factor analysis, logistic regression, and structural equation modeling were utilized to develop an analytical model to predict music teacher retention, turnover, and attrition. Compared to their non-music counterparts, music teachers were far more likely to hold itinerant or part-time positions, to teach students in secondary grades, and, although they taught fewer students with IEPs, were less likely to receive support for working with them. Music teachers were less likely to teach in urban schools, or in schools with higher percentages of non-White students. Music teachers felt that they had little influence over school-wide policies, but believed that they had substantial autonomy over their instructional practices. Music teachers left for other teaching positions due to dissatisfaction with their previous workplace conditions and because they felt the new teaching assignments were better. Music teachers left the teaching profession to retire, for better salary or benefits, or because of pregnancy or child rearing. Music teachers who took jobs outside of teaching were generally more satisfied in their new field. Music teacher job and career satisfaction were significantly related to gender, grade level taught, base salary, concerns about student attendance, and concerns about students' parental support. Perceived administrative support and recognition had the most prominent influence on both music teacher satisfaction and retention, along with age, years of experience, level of education, and control over classroom instruction. Certain attributes were significant predictors of retention for all music teachers, but opinions and perceptions of the workplace were significant only for male music teacher retention.

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