Teacher Retention and Its Relationship to Principal Self-Efficacy and School Climate: A Multilevel Analysis

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-9 - The Dynamic Role of Principals and Staff in School Climate and Culture

Abstract

The purpose of this correlational study was to examine the relationship among principal self-efficacy, school climate, and teacher retention. A purposeful sample of 11 principals, from a southeastern Texas school district, were administered the Principal Sense of Efficacy Scale to access his/her level of self-efficacy, while 233 of their current/former teachers were administered the Organizational Climate Index to measure the school climate on each of the participating campuses. Results indicated that a relationship did not exist between principal self-efficacy and teacher retention nor principal self-efficacy and school climate. Findings did however suggest a relationship existed between teacher retention and school climate; teachers were more likely to remain employed at campuses that were less influenced by vocal parent and citizen groups.

Authors

• Sundie Dahlkamp, Pearland Independent School District

• Michelle L. Peters, University of Houston - Clear Lake