Collective Teacher Efficacy: Is it the Key to Teacher Retention?

Link: https://www.proquest.com/docview/3108242067/5E3D0529EBE54DBBPQ/2?fromunauthdoc=true&sourcetype=Dissertations%20&%20Theses

Research - Collective Teacher Efficacy: Is it the Key to Teacher Retention?

By Nicholas A. Ciochina

A dissertation submitted in partial fulfillment 

Of the requirements for the degree of 

Doctor of Education

School of Educational Leadership 

At Indiana Wesleyan University July 2024 

Analyzed and presented by: Miss Charinya Katherine Demaine 244511002

Abstract: The dissertation titled "Collective Teacher Efficacy: Is it the Key to Teacher Retention?" by Nicholas A. Ciochina explores the relationship between teachers’ perceptions of collective teacher efficacy (CTE) in their schools and their likelihood of remaining in their positions. The study responds to the pressing issue of teacher shortages in Indiana, largely driven by stress, burnout, and job dissatisfaction. The study underscores the critical role of principals in cultivating a strong sense of CTE to create supportive environments that enhance teacher satisfaction and stability, ultimately benefiting both educators and students.

Research Objective: The research objective of the dissertation is to determine whether a teacher's perception of their school’s collective teacher efficacy (CTE) influences their likelihood of remaining at the school. Additionally, the study seeks to identify whether specific aspects of CTE, such as instructional strategies or student discipline, are stronger predictors of teacher retention. By addressing these questions, the research aims to provide actionable insights for school leaders, particularly principals, on fostering environments that support teacher retention while enhancing student achievement. The study was based on 2 main questions:

1. What is the relationship between teachers’ perception of their school’s collective teacher efficacy and their likelihood to remain at their school?

2. Which factors from the Collective Teacher Beliefs Scale emerged as significant to predict high levels of teacher retention? 

Independent variables: Collective Teacher Efficacy (CTE) - specifically instructional strategies and student discipline

Dependent variables: Teacher retention

The following hypotheses are assumed:

H10: Teachers’ perception of their school’s collective teacher efficacy is not related to their likelihood to remain at their school.
H1A: Teachers’ perception of their school’s collective teacher efficacy is positively related to their likelihood to remain at their school.
H20: No factors from the Collective Teacher Beliefs Scale predict teacher retention.
H2A: Factors based on the instructional strategies domain more significantly predict high levels of teacher retention.
H2B: Factors based on the student discipline domain more significantly predict high levels of teacher retention. 

Theory or Related Literature Reviews - The study is rooted in Bandura’s Social Cognitive Theory, particularly the concept of self-efficacy, which refers to an individual’s belief in their ability to succeed. This concept is extended to collective efficacy, defined as a group’s shared belief in its ability to achieve goals. The research applies this theory to the school context, examining how teachers’ collective belief in their ability to positively influence student outcomes impacts teacher retention.

The literature review covers several key areas:

• Teacher Retention: Teacher shortages and high attrition rates pose challenges in high-stress environments, impacting financial, cultural, and academic aspects, negatively affecting student achievement and school culture.

• Collective Teacher Efficacy (CTE): CTE, derived from Bandura's Social Cognitive Theory, is a robust predictor of student achievement and school success, with research highlighting its enabling conditions.

• Connections Between CTE and Teacher Retention: This study aims to address the gap in literature regarding the direct relationship between CTE and teacher retention, focusing on existing studies on teacher commitment, burnout, and job satisfaction.

The review demonstrates the importance of collective teacher efficacy as a lever for improving both student outcomes and teacher retention, emphasizing the role of school leaders in fostering strong perceptions of CTE.

Research Methodology - The research methodology of the dissertation employs a quantitative, correlational design to examine the relationship between collective teacher efficacy (CTE) and teacher retention. A cross-sectional survey design was used, allowing data to be collected from participants at a single point in time. The study focuses on the correlation between the independent variable (CTE) and the dependent variable (teacher retention).

Participants and Setting - The study targeted K-12 public school teachers in Indiana. Invitations were sent to approximately 65,000 teachers, resulting in 1,035 participants. Teachers from various experience levels, grade levels, and community types (urban, suburban, rural) were included to ensure a representative sample.

Data Collection Methods - Surveys were distributed electronically during a three-week period in January and February of the 2023-2024 school year. Ethical considerations ensured participants' anonymity and confidentiality.

1. Collective Teacher Beliefs Scale (CTBS):

• Measures teachers' perceptions of their school’s collective teacher efficacy.

• Includes 12 items split into two domains: instructional strategies and student discipline.

2. Teaching and Learning International Survey (TALIS):

• Measures teacher job satisfaction and intent to return.

• Includes questions related to teacher well-being and job satisfaction to assess retention likelihood.

Data Analysis - The following data analysis where used to analyse the data:

Descriptive Statistics - Used to summarize demographic data and participant responses.

Pearson Correlation Analysis - Examined the relationship between CTE and teacher retention.

Multiple Regression Analysis - Assessed the predictive power of the two CTE domains (instructional strategies and student discipline) on teacher retention.

Findings: - The dissertation reveals several key findings related to the relationship between collective teacher efficacy (CTE) and teacher retention:

1. Relationship Between CTE and Teacher Retention: There is a significant positive correlation between teachers' perceptions of their school’s collective teacher efficacy and their likelihood of remaining at the school. Teachers who view their schools as having high levels of CTE are more inclined to stay.

2. Predictive Power of CTE Domains - Both domains of CTE—instructional strategies and student discipline—emerged as significant predictors of teacher retention. Among these, the student discipline domain had a stronger predictive relationship with teacher retention. Teachers with positive perceptions of their school’s collective ability to manage and support student behavior were more likely to stay.

3. Importance of Behavioral Support - Schools with stronger collective efficacy in handling student behavior demonstrated higher retention rates. This highlights the critical role of a supportive environment for managing behavioral challenges in fostering teacher satisfaction and retention.

4. Broader Implications - The study underscores the importance of principals and school leaders in fostering collective teacher efficacy. By building environments with strong collaboration and shared efficacy, schools can improve teacher retention while also enhancing student achievement and school culture.

These findings suggest that collective teacher efficacy is a vital factor in addressing teacher shortages and that efforts to strengthen CTE, particularly in areas related to student behavior, can have a meaningful impact on retaining teachers.

The Pearson correlation coefficient in Table 10 of .624 shows a moderate correlation between the two variables. Cronk (2020) explains that correlation values between .3 and .7 are moderate  

Teacher Efficacy Instructional Mean and Collective Teacher Efficacy Discipline Mean can predict 40.2% of the variance in Teacher Retention Total Mean. The significance level (p < .001) shows a strong significance of prediction (Cronk, 2020). 

Limitations: 

Geographical Focus: The study is limited to public school teachers in Indiana, which may reduce the generalizability of findings to other states or countries with different educational systems and challenges.

Voluntary Participation Bias: Teachers who chose to participate may have stronger opinions about CTE or retention, potentially skewing the results.

Cross-Sectional Design: Data was collected at a single point in time, making it difficult to establish causation. The findings only show correlations and predictive relationships, not direct cause-and-effect.

Self-Reported Data: The study relies on self-reported perceptions, which are subject to biases such as social desirability or inaccuracies in self-assessment.

Narrow Instrument Focus: While the CTBS and TALIS are validated tools, they may not capture all dimensions of collective teacher efficacy or teacher retention, potentially omitting other relevant factors.

Limited External Factors Consideration: The study focuses on school-related factors and does not account for broader external factors influencing teacher retention, such as state policies, personal circumstances, or economic conditions.

Strengths

Comprehensive Scope: The study surveyed 1,035 public school teachers, providing a large and diverse sample that enhances the generalizability of findings within Indiana.

Use of Established Instruments: The study utilized validated tools like the Collective Teacher Beliefs Scale (CTBS) and the Teaching and Learning International Survey (TALIS) to measure key variables, ensuring reliability and validity.

Focus on a Pressing Issue: Teacher retention is a critical concern in education, and the study addresses this issue by examining the predictive role of collective teacher efficacy, offering actionable insights for school leaders.

Two-Domain Analysis: By examining instructional strategies and student discipline separately, the study provides nuanced insights into which aspects of CTE are more influential in predicting teacher retention.

Practical Implications: The findings provide clear strategies for principals and school leaders to foster collective teacher efficacy, especially in managing student behavior, to improve teacher retention.