Transcript Looking At LCMS Teacher Satisfaction, Retention

Teacher Satisfaction and
Retention: Data From the
Lutheran Teacher Survey
Northern Illinois District Administrators
January 15, 2002
Commission on Ministerial Growth and Support
(314) 996-1378
Lutheran Education Association
(708) 209-3343
1
Research Objectives
Purpose
 Maintain faithful, joyful and competent teachers and
administrators in Lutheran schools
Phase I - Qualitative
 Gain an understanding and insights regarding teachers’ roles,
attitudes, satisfaction and educational needs
Phase I I - Quantitative
 Measure teachers’ attitudes, satisfaction and educational needs
 Increase ability to predict satisfaction and likelihood to leave
2
Methodology & Sample
•
Quantitative Measurement using Mail Survey
– Rated satisfaction or agreement with over 120 variables
• teaching environment, compensation issues, personal
development, balance between career and personal life,
relationships
– Ranked skills and resources needs
– Explored emotional well-being
– Gathered a wide range of behavioral data
•
Sample
– Conducted in June 2000
– Survey mailed to 1,232 randomly selected current teachers of
pre-school and K - 12
– 464 returned (27%)
• 60% of commissioned teachers responded
• only 14% of non-commissioned teachers responded
3
Information Gap
Findings
apply mostly to...
We lack data
for...
Commissioned
Teachers
Non-Commissioned
Teachers
Teachers who have
left
Aspiring Teachers
4
Analysis Revolves Around...
The First Two Key
Questions
Overall, how satisfied
are you with your
current teaching
situation?
How likely are you to
leave your teaching
ministry in the Lutheran
school system during
the next three years?
5
Overall Satisfaction
Total Number of Teachers
(420 Responded)
Very
Satisfied
150
32%
Somewhat
Satisfied
215
46%
Not Satisfied
55
12%
6
Likelihood to Leave
Total Number of Teachers
(455 Responded)
Very Likely
62
13%
Not at all Likely
145
31%
Not Very Likely
167
36%
Somewhat
Likely
81
18%
7
Reasons Teachers Gave for Leaving
100%
80%
60%
49%
36%
40%
22%
20%
8%
0%
PERSONAL
FINANCIAL
WORK ENVIRONMENT
RELATIONSHIPS
8
Analysis Revolves Around...
The First Two Key
Questions
Overall, how satisfied
are you with your
current teaching
situation?
How likely are you to
leave your teaching
ministry in the Lutheran
school system during
the next three years?
How can we influence?
9
Using Factor Analysis to Reduce a Large Number of Variables to
a Manageable Number
v
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v
vv
v
v
v
v
v
v
121 Variables
F
F
F
F
F
F
F
F
F
F
10
Factors Impinging on Teachers
Relationship
with
Administration
Pressure /
Conflict
Relationship
with Peers /
Work
Environment
Relationship
between School
& Congregation
Opportunities
for
Continuing
Education
Pastoral
Support
Compensation
Relationship
with Parents
Effectiveness
as a Teacher
Balance or
Lack of
Distress
11
Impact Modeling
What allows us to better predict….?
Teacher
Satisfaction
10
Factors
18
Demographics
7 Factors and 1 Demographic Variable Emerge
12
In Order of Effect on Satisfaction
Relationship
with
Administration
Tenure at
Current School
Opportunities
for
Continuing
Education
Relationship
with Peers /
Work
Environment
Relationship
between School
& Congregation
Compensation
13
Impact Modeling
What allows us to better predict….?
Likelihood
to Leave
10
Factors
18
Demographics
4 Factors and 4 Demographic Variables Emerge
14
In Order of Effect on Likelihood to Leave
Relationship
with
Administration
Presence of
Children
Yes (+)
Relationship
with Peers /
Work
Environment
Relationship
between School
& Congregation
Gender
(Female)
Taught
Grade 6 - 12
Compensation
Taught
K-5 (+)
15
Compensation
#1
Teacher Retention
#3
Teacher Satisfaction
What helps us better understand this factor?
17
Salary Provides Adequate Support
for Needs
35%
• Almost 45% of our
teachers disagree!
• (Higher among nonrostered!)
30%
25%
20%
15%
10%
5%
0%
ee ree ure ree ree
r
Ag t Ag ot S isag isag
ly ha
N
g
t D ly D
n
a
w
h
ro me
t
ng
w
S
o
e
So
m Str
o
S
18
Characteristics of a salary adequate for the teacher
and the teacher’s family needs (<.01)
• Agree that my compensation is in line with my responsibilities
and workload
• Agree that I am willing to compromise on salary to teach in a
Christian environment
• Agree that I am satisfied with opportunities to develop or update
my skills
• Have children at home
19
Characteristics of a salary adequate for the teacher
and the teacher’s family needs (<.05)
• Agree that the school has a good reputation for providing quality
education
• Agree that I think the school board attempts to meet district
salary guidelines
• Agree that my needs as a teacher are being met very well
• Are satisfied with competency in counseling situations
20
Teacher-Principal/Administrator
Relationships
#1
Teacher Satisfaction
#2
Teacher Retention
So, investigating this further…
What are the central characteristics that make up
principal/administrator relationships?
21
Characteristics of a Positive Relationship
with the Principal/Administrator (<.01)
• (My Principal) treats teachers with respect
• (My Principal) is sensitive to the needs and abilities
of the teacher
• Climate (at my school) is positive
• Teachers (at my school) have someone to go to for
discussing sensitive issues such as
compensation, feelings of isolation
• (My Principal) recognizes teachers for their effort
• (My Principal) is approachable
22
Characteristics of a Positive Relationship
with the Principal/Administrator (<.05)
• (At my school) teachers are given a clear
understanding of their responsibilities/priorities
• (My principal) demonstrates sensitivity/flexibility
around work family issues
23
Relationship to Peers/Work Environment
#2 Teacher Satisfaction
#4 Teacher Likelihood to Leave
What helps us better understand this factor?
24
Satisfaction with Relationship with Other
Teachers
60%
50%
40%
Basically, our
teachers are
satisfied with their
peer relationships
30%
20%
10%
0%
ied sfie d Sure sfied
f
s
i
ati sati No t ss at
s
t
i
a
ry
td
Ve ewh
a
m
wh
e
o
S
m
So
25
Characteristics of a Satisfactory
Relationship with Other Teachers(<.01)
• Agree that I am encouraged and befriended by other
teachers/staff
• Agree that at my school there is a sense of
camaraderie and teamwork.
• Agree that at my school teachers exude the joy of
teaching
26
Characteristics of a Satisfactory
Relationship with Other Teachers(<.05)
• Agree that at my school teachers have a voice in the
decisions that affect them.
• Agree that at my school people trust one another.
NOTE: NO DEMOGRAPHIC VARIABLES
27
Relationship Between School and Congregation
#5 Teacher Satisfaction
#5 Teacher Likelihood to Leave
What helps us better understand this factor?
28
Positive School-Congregation
Relationship
6 out of 10
teachers report
a positive
schoolcongregation
relationship
40%
35%
30%
25%
20%
15%
10%
5%
0%
e ree ure
e ree
e
e
r
r
g
g
S
g
g
a
a
t
A
A
s
s
o
t
i
ly ha
N t Di
D
g
w
ly
a
on
e
g
h
r
t
n
w ro
S Som
e
t
m
S
o
S
29
Characteristics of a Positive Relationship
Between the School and the Congregation(<.01)
•
•
•
•
•
•
School-congregation relationship: enthused (opposite:
indifferent)
Agree that congregation leaders treat the teachers as
professionals
Agree that a good number of congregation members’ children
attend our school
Disagree that there is a tension between the
congregation/school: “church” v. “school”
Agree that pastor demonstrates his concern for spiritual welfare
of faculty members
School-congregation relationship: close (opposite: distant)
Note: NO DEMOGRAPHIC VARIABLES
30
Another Question of Interest
Principal has a good relationship with the pastor
St
ro
So ngly
me
Ag
wh
re
e
at
Ag
So
me
No ree
wh
tS
a
u
St
ro t Dis re
ng
ag
ly
Di ree
sa
gr
ee
• Almost 7 of 10
teachers report
a positive
pastor-principal
relationship
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
31
What helps the principal-pastor
relationship?
>.01
- Agree that pastor is supportive of teachers
- School-congregation relationship is collegial
(opposite: antagonistic)
>.05
- Agree that congregation leaders share their
appreciation for the teachers
32
Is the Pastor Supportive of the Teachers?
40%
35%
30%
25%
20%
15%
10%
5%
ed
en
tio
n
ee
tm
ly
ng
ro
St
No
Di
sa
gr
isa
tD
gr
ee
e
ur
tS
ew
ha
No
m
So
gr
tA
ew
ha
m
So
ro
ng
ly
Ag
re
ee
e
0%
St
2/3 of the teachers say
“YES”
33
Pastor is supportive of teachers >.01
• Agree: the pastor shows that he
appreciates the teachers
• Agree: the pastor promotes the school to
the congregation
• Agree: the pastor has reasonable expectations
• Agree: the pastor demonstrates his concern for
the spiritual welfare of faculty members
34
Another Key Question
Among the various difficult feelings teachers could be
experiencing, which are most prominent and what is their
makeup?
We measured being bothered by:
isolation, self-doubt, depression,
discontentment, anxiety, being
overwhelmed, anger, disillusionment,
frustration, inability to relate to others.
36
40%
35%
30%
25%
20%
15%
10%
5%
0%
Isolation
Self-Doubt
Depression
Discontentment
Anxiety
ha
C
t
om
bi
ne
d
m
ew
So
G
re
at
D
ea
l
Anger
Disillusionment
Inability to
relate to others
37
But when we measure frustration and being
overwhelmed…
Great Deal
Somewhat Combined
Frustration
11.4%
44.4%
56%
Being Overwhelmed
18%
41%
59%
We wanted to look further into these feelings.
38
60%
Isolation
50%
Self-Doubt
Depression
40%
Discontentment
30%
Anxiety
Disillusionment
0%
Inability to
relate to others
Frustration
C
om
bi
So
m
ew
tD
re
a
G
ne
d
10%
ha
t
Anger
ea
l
20%
Feeling
Overwhelmed
39
Major Sources of Feeling NOT Overwhelmed
I have been able to strike a balance between my professional and
family life
My principal/administrator understands the challenges teachers
face in the classroom
I feel comfortable asking questions about my workload or
compensation-related issues
(I am satisfied with) my effectiveness as a teacher
40
Major Sources of Feeling Overwhelmed
I find it difficult to balance my work
and personal life (1.4)
(I agree that) teachers feel pressured to
deliver a high quality education (1.3)
(I agree that) teaching at a Lutheran school
requires an unreasonable
financial sacrifice (1.1)
41
Major Sources of Feeling Frustrated
Students are more disruptive
and harder to control than in the past
School - Congregation relationship is
indifferent
Students come with needs that teachers
are not prepared to deal with
42
Major Sources of Feeling NOT Frustrated
Overall satisfaction with my present situation
My needs as a teacher are being met very well
Overall satisfaction with my relationship with
the parents of students
(In the work environment) the needs of the
teachers are met very well
43
Another Key Question
Are teachers’ spiritual needs being met?
44
Spiritual Needs Met
40%
35%
30%
70% “strongly”
or “somewhat”
agree
25%
20%
15%
10%
5%
0%
ee
gr
ee
gr
re
u
S
ee
ee
r
r
g
t
ag
A
A
o
s
t
i
y
yA
l
l
a
N
D
t
n g e wh
ng
a
o
o
h
r
r
m
w
St
St
o
e
S
m
So
45
What contributes to the spiritual needs of
the teacher being met? (<.01)
 Satisfied with the work environment at my school
 Agree that the pastor demonstrates his
concern for the spiritual welfare of faculty
members
 Agree that the environment (at the school) is
intellectually stimulating
 Agree that teachers have adequate opportunity for
group devotion or Bible study
 Congregation leaders have reasonable
expectations of the teachers
46
Clustering Teachers by
Skill Training Needs
Of 13 skills offered to teachers, there was
no one skill that everyone felt would
increase their effectiveness. But...
43% want to
improve skills in
counseling with
children and
families
20% want to improve
classroom management
skills
37% want to learn new
teaching methods and
computer applications
… three skill tracks
offer something of
interest to virtually
every teacher!
47
Conclusions
• Based on this survey of primarily Commissioned teachers, a
small number (12%) report being dissatisfied with the current
teaching situation. The majority are only ‘somewhat satisfied’
with many of the aspects measured by the survey
• We must take care to not project our findings beyond
Commissioned teachers. It is reasonable to assume that noncommissioned teachers would be less positive, less satisfied
and perhaps more likely to leave
• ‘Overall satisfaction with current teaching situation’ is not a
strong predictor of whether or not a teacher is likely to leave.
However, the research indicates that about one in ten
Commissioned teachers will leave annually over the next
several years
48
Conclusions
• Satisfaction and Likelihood to Leave are not simple “effects’
attributed to single causal factors; however, we have
identified factors and demographic variables that affect the
odds that a teacher is dissatisfied or satisfied and whether or
not they will be more or less likely to leave their teaching
ministry
• Relationships, especially the relationship between teacher
and principal and relationships with peers, have more effect
on teachers’ satisfaction than compensation
• Teacher-principal/administrator relationships have specific
characteristics that can be influenced
49
Conclusions
• Half of the teachers who plan to leave are doing so for
personal reasons usually associated with life stage or
lifestyle change. On the surface, one might assume their
decisions cannot be influenced or reversed. However,
measures might be considered to retain these teachers:
bonuses tied to tenure, reduced work schedules, etc. If
teachers enjoy teaching and have good relationships, they
might ‘defer’ leaving their teaching ministry.
50
Conclusions
• Compensation is not only a source of dissatisfaction, but a
primary reason for teachers leaving the ministry. We do not
know the gap between expected and actual compensation.
We know from Phase I that teachers enter knowing their
financial compensation. We determined that they perceive
that compensation will be below par compared to public
schools and expect this to be offset by the teaching
environment.
• Feelings of being overwhelmed and frustrated have specific
characteristics and can be influenced.
51
What Works?
Teacher/Administrator Relationships
•
•
•
•
•
•
•
•
•
•
•
Announcement sheet/school communications
Eating together
Team teaching
20 minute meetings four days a week (devo, prayer, brief
business)
Trusting relationship regarding sick days or personal time
Shared dedication to high standards
Commitment to strong church/school relationships
Progressing salaries
Involvement in extracurricular activities
Prayer partners
Work on each other’s strengths and weaknesses
52
What Works?
Teacher/Administrator Relationships
•
•
•
•
•
•
•
•
•
•
Friendship and respect for each other
Trust in good leadership
Lots of good laughs
Participation in fund raisers
Good use of facilities; decisions about priorities
Administrator watches children during lunch and “quiet
time”
Group unity common goal
Open environment – visiting or just walking in on
classrooms
Food – eating lunch together
Support for classroom activities/management
53
What Works?
Peer Relationships in Work Environment
•
•
•
•
•
•
•
•
•
•
•
•
•
Friday night dinners once a month
Lunch together
Morning talks/after school chats
Planning activities together
Secret pals
School t-shirts for Friday dress-down days
Matthew 18
Opportunities to communicate in beginning of year
Morning devotions
Food at faculty meetings
School theme
Prayer partners
Faculty lounge
54
What Works?
Peer Relationships in Work Environment
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Freedom to discuss day after school
Regular meeting times
Friday morning breakfast
Social time (lunch, golfing, basketball, etc.)
Emphasizing strengths in one another
Sensitivity to others
Sharing stories
Poking heads in the door and saying “hi” in the morning
Group bible study
No doors on rooms
Conferences
Teach teaching
Defining roles and respect
Prep time
55
What Works?
School/Congregation Relationships
•
•
•
•
•
•
•
•
•
•
•
•
Strong pastoral support for both
Financial support
School prays for people in congregation
Classroom helpers
Lunch helpers and library helpers
Pastor refers to “church and school”
Director of family ministry also teacher in school
Pen pal/prayer partners between church and school
Church youth group invites school
Bibs with “class of ____” given at baptism
Joint Thanksgiving Eve service
Congregation welcome to attend school programs
56
What Works?
School/Congregation Relationships
•
•
•
•
•
•
•
Number of church attendees larger because of school
Realization that school is mission and outreach
Cooperation with facility and Sunday School/VBS
Pastor prays for school at all services
Extensive use of facilities
Interaction between church and school boards
School “fridge magnets” given to all congregation
members
• Web site for church and school
• Congregation members come to chapel
• Market Day
57
What Works?
School/Congregation Relationships
•
•
•
•
Newsletter to all members
Joint Sunday School and school Christmas service
Family fun nights
Prayer partners between children and congregation
members
• AAL members give book to school at Christmas
• Utilize members’ gifts/talents within school
• Relationship between pastor and principal
58
Jonathan C. Laabs, EdD
Lutheran Education Association
7400 Augusta St.
River Forest, IL 60305
708-209-3343
[email protected]
60