Influence of Perceived Organizational Justice, Peer Feedback, and Perceived Supervisor Support on Teacher Retention

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Hiring Practices, Recruitment Strategies, and Retention Efforts and Their Impact on Teachers

Abstract

The purpose of this quantitative study was to understand the impact of perceived organizational justice, feedback from colleagues, and perceived supervisor support (PSS) influence teacher’s motivation to stay in a school. The study utilized a quantitative research design. A total of 132 elementary school teachers participated in the study. Confirmatory factor analysis, correlation and regression was used to analyze the data. Results indicated that the hypothesized model was a good fit to the data. Justice perceptions, feedback and PSS significantly predicted teacher’s intention to stay in school.

Author

• Parul Acharya, Columbus State University