Principal Self-Efficacy, School Climate, and Teacher Retention: A Multi-Level Analysis

Authors

  • Sundie Dahlkamp Pearland Independent School District
  • Michelle Peters University of Houston-Clear Lake
  • Gary Schumacher University of Houston-Clear Lake

DOI:

https://doi.org/10.11575/ajer.v63i4.56351

Keywords:

principal self-efficacy, school climate, teacher retention, multi-level analysis, Mots clés, efficacité personnelle, climat scolaire, rétention des enseignants, analyse à plusieurs niveaux

Abstract

This article presents the findings of a correlational study that examines the relationship among the variables of principal self-efficacy, school climate, and teacher retention. A purposeful sample of 11 principals from a southeastern Texas school district were given the Principal Sense of Efficacy Scale to determine each individual’s level of self-efficacy. Simultaneously, a sample of 233 current and former teachers completed the Organizational Climate Index to measure the school climate of each participating school. The results of the multi-level analysis indicate that overall a relationship does not exist between either principal self-efficacy and teacher retention or principal self-efficacy and school climate. However, findings do suggest a relationship between teacher retention and school climate. More specifically, teachers are more likely to remain employed at campuses that are less influenced by vocal parent and citizen groups.

Cet article présente les résultats d’une étude corrélationnelle portant sur le rapport entre trois variables : l’efficacité personnelle des directeurs d’école, le climat scolaire et la rétention des enseignants. Suivant un échantillonnage dirigé, 11 directeurs d’un district scolaire dans le sud-est du Texas ont répondu à un questionnaire portant sur leur sentiment d’efficacité personnelle. Pendant la même période, 233 enseignants (anciens et actuels) ont complété un questionnaire sur le climat organisationnel de sorte à mesurer le climat scolaire dans chaque école participante. Les résultats d’une analyse à plusieurs niveaux indiquent que, globalement, il n’y a pas de lien entre l’efficacité personnelle des directeurs et la rétention des enseignants, ni entre l’efficacité personnelle des directeurs et le climat scolaire. Toutefois, les résultats suggèrent un rapport entre la rétention des enseignants et le climat scolaire. Plus précisément, les enseignants sont plus portés à maintenir leur poste dans des écoles qui sont moins influencées par des groupes protestataires de parents et de citoyens.

 

Author Biographies

Sundie Dahlkamp, Pearland Independent School District

Sundie Dahlkamp is an 18-year educator, who currently serves as the Director of Human Resource Services at the Pearland Independent School District. Her responsibilities include professional staffing, employee discipline, professional development, recruiting, and overseeing teacher certification. Sundie also administers the district online application software and creates and revises all district job descriptions. Prior to this, Sundie was a Human Resource Services Specialist with the Pearland Independent School District. She received her master’s degree in Educational Management and her doctorate degree in Educational Leadership from the University of Houston-Clear Lake. Please direct all correspondence concerning this article to: Sundie Dahlkamp, sdahlkamp@sbcglobal.net

Michelle Peters, University of Houston-Clear Lake

Michelle L. Peters is currently a tenured Associate Professor of Research and Applied Statistics at the University of Houston-Clear Lake’s College of Education. Since 1999, Michelle has instructed various statistics, mathematics, and quantitative analysis courses at both the masters and doctoral level. Prior to her tenure at UHCL Michelle was the Research Lab Coordinator for The George Washington University’s Graduate School of Education and Human Development. She holds a M.S. degree in Nuclear Engineering from The Missouri University of Science and Technology, and a doctoral degree from The George Washington University.

Gary Schumacher, University of Houston-Clear Lake

Gary Schumacher is a tenured Associate Professor at the University of Houston-Clear Lake where he teaches in the Educational Leadership Department for the College of Education. His research interests include teacher appraisal systems, human resources practices, and school planning models. Gary previously was the superintendent for the Monona Grove School District (Madison, Wisconsin) and prior to that served as a director of human resources for two suburban Milwaukee school districts for nearly twenty years. He has a Ph.D. from the University of Wisconsin-Madison.

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Published

2018-02-13

How to Cite

Dahlkamp, S., Peters, M., & Schumacher, G. (2018). Principal Self-Efficacy, School Climate, and Teacher Retention: A Multi-Level Analysis. Alberta Journal of Educational Research, 63(4), 357–376. https://doi.org/10.11575/ajer.v63i4.56351

Issue

Vol. 63 No. 4 (2017): Winter 2017

Section

ARTICLES

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