An Investigation of the Factors That Motivate K-12 Christian School Teachers to Participate in Professional Development and the Relationship to Job Satisfaction and Retention

Autor/in	Bailey, Bonita Wingfield
Titel	An Investigation of the Factors That Motivate K-12 Christian School Teachers to Participate in Professional Development and the Relationship to Job Satisfaction and Retention
Quelle	(2013), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-4045-2
Schlagwörter	Hochschulschrift; Dissertation; Job Satisfaction; Correlation; Statistical Analysis; Christianity; Faculty Development; Teacher Motivation; Teacher Attitudes; Teacher Persistence; Scores; Reflection; Elementary School Teachers; Secondary School Teachers; Prediction; Teacher Improvement; Teacher Characteristics; Surveys; Teacher Surveys; Collegiality + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation; Statistische Analyse; Christentum; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vorhersage; Survey; Umfrage; Befragung; Kollegialität
Abstract	This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field because of very limited research on Christian-based schools, especially with regards to professional development, job satisfaction and retention. The study was a quantitative, non-experimental, correlational research design using two instruments, i.e., the Participation Reasons Scale (PRS) and the Job Satisfaction/Retention/Demographic Survey. The PRS scores indicated that the motivating factors for teachers to participate in professional development in rank order were: (a) professional commitment and reflection; (b) professional improvement; (c) personal benefits; (d) professional service; and (e) collegial learning. However, the PRS results did not reveal a significant correlation to job satisfaction or retention. In addition, the data related to on-line versus face-to-face delivery format, gender, marital status, age, level of education, years in education, and years in K-12 do not predict teacher participation in professional development opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01