Factors That Relate to Teacher Satisfaction and Retention in Looped Versus Nonlooped Classrooms

• In Event: Organizational Effects Influencing Teachers and Student Outcomes

Abstract

The purpose of this study was to examine the factors impacting teacher satisfaction and intent to remain in teaching, comparing teachers in looped and non-looped classrooms. This quantitative study used the 2015-2016 National Teacher and Principal Survey. Statistical analysis included t-tests, multiple regression analysis, and multinomial logistic regression to evaluate various school factors on teachers’ job satisfaction and intent to remain in the field. Comparatively, looped teachers tended to be more satisfied in their career and experience less dissatisfaction than non-looped teachers. Black teachers in looped classrooms did not experience feelings of satisfaction, and were almost twice as likely to discontinue in their profession. Regardless of structure, more positive school factors increased all teachers’ level of satisfaction at their school.

Authors

• Karen McIntush, Texas A&M University - College Station

• Mario I Suarez, Utah

• Hersh C. Waxman, Texas A&M University - College Station