The relationship among the variables of classroom teaching performance, school and teacher demographics, principal instructional leadership in teacher evaluation and teacher turnover in elementary schools
The purpose of the study was to determine if teacher turnover in elementary grades could be predicted by classroom teaching performance scores, teacher perceptions of principal instructional leadership in the evaluation process, and selected school and teacher demographic variables.
Methods and Procedures
The sample for this study consisted of 256 teachers, 128 departing teachers and 128 remaining teachers in 20 elementary schools with the highest turnover ratios in the DeKalb County School System.Data on the teachers' classroom teaching performance were collected from Georgia's annual teacher evaluation process on the Teacher Performance Assessment Instruments (TPAI) and Georgia Teacher Observation Instrument (GTOI). In addition, the teachers provided selected demographic data on their perceptions of principals instructional leadership in teacher evaluation by completing a 54-item questionnaire that was designed by the researcher. Correlation analysis, factor analysis, and regression analysis were used to analyze the data. Null hypotheses were rejected at the p s .05 level of confidence.
An analysis of the data indicated that classroom teaching performance scores and teacher race were factors which were significantly related to teacher turnover. Teacher age, experience, education, travel distance, and place of residence were significantly related to teacher turnover in the Pearson productmoment correlational analysis. However, when these variables were interacting simultaneously, with teacher race and classroom teaching performance scores on teacher turnover, their separate effects were small and insignificant as compared to the more dominant effects of race and classroom teaching performance scores.