Doctor of Education (Ed.D.)
Teacher turnover has become a concern in the field of education. The purpose of this study was to determine if there was a statistically significant relationship between faculty trust in principals, colleagues, and clients and voluntary teacher turnover intentions. The secondary purpose of this study was to investigate possible reasons for teacher turnover and potential job alternatives for teachers in order to compare the differences between teachers who intend to leave the profession (attrition) and teachers who intend to stay in the profession (retention), as well as teachers who intend to leave their current school (migration) and teachers who intend to stay in their current school (non-migration). A teacher survey provided the data source for this study. The survey was distributed to 880 elementary, middle, and high school teachers in a selected Virginia school district. Teachers were asked to complete a modified version of Hoy and Tschannen-Moran's (2003) Omnibus Trust Scale. Also, teachers were asked to complete a Teacher Turnover Survey that provided information concerning their turnover intention.;The results from the study indicated that there was a moderate statistically significant relationship between trust in the principal and teachers' intention to leave their current school, and a moderate statistically significant relationship between faculty trust and teachers' intention to leave their current school. Administrative support, retirement, and parent respect yielded a significant difference between "leavers" and "stayers". Administrative support and retirement yielded a significant difference between "migrators" and "non-migrators".
© The Author
Reid, Loree Cobb, "Faculty trust and its impact on voluntary teacher turnover intentions" (2008). Dissertations, Theses, and Masters Projects. Paper 1539618568.