Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover
Ingle Larkin, Anissa Lokey-Vega, Laurie Brantley-Dias, Kennesaw State University, United States
Journal of Online Learning Research Volume 4, Number 1, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study was to measure and explore factors influencing K-12 online teachers’ turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. Using a quantitative survey design, the study included responses from 108 participants. The results revealed that K-12 online teachers intend to remain teaching in the online setting in the immediate, intermediate, and long-term future. A logistic regression model indicated schedule flexibility, mentoring, number of students, number of years teaching experience, and affective commitment are predictors of online teacher’s likelihood of turnover. These results inform K-12 online school leaders who seek to retain new hires of statistically significant variables that influence online teacher retention.
Larkin, I., Lokey-Vega, A. & Brantley-Dias, L. (2018). Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover. Journal of Online Learning Research, 4(1), 53-85. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)