University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 8-2007 A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars. Joseph W. Mattingly 1953- University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation Mattingly, Joseph W. 1953-, "A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars." (2007). Electronic Theses and Dissertations. Paper 923. https://doi.org/10.18297/etd/923 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. A STUDY OF RELATIONSHIPS OF SCHOOL CLIMATE, SCHOOL CULTURE, TEACHER EFFICACY, COLLECTIVE EFFICACY, TEACHER JOB SATISFACTION AND INTENT TO TURNOVER IN THE CONTEXT OF YEAR-ROUND EDUCATION CALENDARS By Joseph W. Mattingly M. Ed., University of Louisville, 1979 A Dissertation Submitted to the Faculty of the Graduate School of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Educational Leadership, Foundations and Human Resource Development University of Louisville Louisville, Kentucky August 2007 Copyright 2007 by Joseph W. Mattingly All rights reserved A STUDY OF RELATIONSHIPS OF SCHOOL CLIMATE, SCHOOL CULTURE, TEACHER EFFICACY, COLLECTIVE EFFICACY, TEACHER JOB SATISFACTION AND INTENT TO TURNOVER IN THE CONTEXT OF YEAR ROUND EDUCATION CALENDARS By Joseph W. Mattingly M.Ed., University of Louisville, 1978 A Dissertation Approved on July 27, 2007 By the following Dissertation Committee: Dr. Thomas G. Reio, Jr. Dissertation Director Dr. Mark W. F. Condon Dr. Ann E. Larson Dr. Patricia K. Leitsch Dr. Randall L. Wells ii DEDICATION This dissertation is dedicated to my wife and children and many special people who have provided me with focus and support throughout my life. Most importantly, I would like to express my sincere gratitude, appreciation, and love to my wife and best friend, Barbara Mattingly, for her constant understanding, patience, unconditional love, and valuable support throughout this process when there did not seem to be a light at the end of the tunnel and the world would seem to close in. Her strong belief in me and her constant encouragement have been invaluable. My second level of strength came from my children: Megan E. Mattingly, Barrett A. Mattingly, and Elliot R. Mattingly. A Dad could not ask for three better children. You have made many sacrifices, and always had your own words of encouragement and inspiration to offer. You gave me motivation and kept me going and never wavered in your support of my educational pursuits. Thank you for your love, encouragement and always believing in me. To all of you: Two small, yet heartfelt and very genuine words, "Thank you!" I feel truly blessed to have each of you in my life and I am pleased to share this accomplishment with you. 11l ACKNOWLEDGEMENTS My long journey to the completion of my Doctoral degree began with years of stimulating coursework. It will end after years of collaborative work on this dissertation. Along the way, I have learned valuable lessons from my classmates and professors alike. In particular, I would like to thank the members of my committee, Dr. Thomas G. Reio, Jr., Dr. Mark F. Condon, Dr. Anne E. Larson, Dr. Pat Leitsch, and Dr. Randy L. Wells for their encouragement and honest feedback. I am deeply appreciative of your taking ownership of me and my study although none of you ever had me in a class. You have combed through each chapter and offered invaluable input. You used a gentle, yet firm approach to make me see areas of my study that could be strengthened. I am grateful for the many hours you have spent helping me complete my work. I would especially like to thank Dr. Reio for your undaunted patience over the past two years as you guided me through this project and, professionally but firmly, telling me that it might be time now to finish! Not only have you been an excellent guide as my committee chair, but you have kept me calm and focused on the goal. You had a knack for transforming my anxieties into the confidence that I could finish this goal. I express additional thanks to one of my subject matter experts, Ms. Cinda Sterns, who gave me valuable feedback and played a key role in the initial phase of this study, to other researchers who permitted me to use their ideas and finally, to all the participating school districts and teachers, especially the principals and teachers in my school district, who voluntarily agreed to be part of this study and made this study come true. IV ABSTRACT A STUDY OF RELATIONSHIPS OF SCHOOL CLIMATE, SCHOOL CULTURE, TEACHER EFFICACY, COLLECTIVE EFFICACY, TEACHER JOB SATISFACTION AND INTENT TO TURNOVER IN THE CONTEXT OF YEAR-ROUND EDUCATION CALENDARS Joseph W. Mattingly Committee Chairperson: Dr. Thomas G. Reio, Jr. Educational Leadership, Foundations and Human Resource Development August 2007 The goal of this study was to investigate the relationships between school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education (YRE) calendars. The research design of this study utilized an e-mail invitation to participate with a uniform resource locator (URL) embedded in the message to link participants to an internet-based questionnaire. The questionnaire was delivered to 1,254 teachers employed in nine participating school districts in Kentucky that operated on YRE school calendars. The response rate was 60%. Teachers (N = 748) responded to an internet-based questionnaire consisting of six scales on the variables of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover. An open-ended question from the internet- based questionnaire was examined as qualitative support for the findings from the quantitative data. Quantitative analysis involved examining descriptive statistics and v correlations among research variables at the teacher level. Data were analyzed using Pearson's r correlations, ANOYA and hierarchical regression analysis. The findings demonstrated overall statistically significant positive correlations with study variables. High to moderate statistically significant positive correlations were found between school climate, school culture; teacher efficacy, collective efficacy, teacher job satisfaction and teacher intent to turnover. After statistically controlling for demographic variables (ethnicity, gender, age, and years of YRE teaching experience, the addition of school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability), school culture subscale scores (inquiry practice, teaching learning community and collective problem solving) into the second block of the regression equation resulted in an additional 16% of the variance; After statistically controlling for school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability) , school culture subscale scores (inquiry practice, teaching learning community and collective problem solving), the addition of teacher efficacy subscale scores (student engagement, teacher instructional practices and classroom management) into the third block of the regression equation resulted in an additional 18% (p < .05) of the variance; After statistically controlling for teacher efficacy subscale scores (student engagement, instructional practices and classroom management, the addition of collective competency subscale scores (group competence and task analysis) into the fOUlth block of the regression equation resulted in an additional 19% (p < .05) of the variance; and finally, after statistically controlling for collective efficacy subscale scores (group competence and task analysis), the addition of VI teacher job satisfaction subscale score (teacher job satisfaction global) into the fifth block of the regression equation resulted in 38% variance being predicted in the regression equation, a large size effect. Overall, the Conceptual Framework Model for Teacher Intent to Turnover in a YRE Context explained 38% of the variance in the dependent variable teacher intent to turnover. The potential implications for theory and practice for school calendar designers and instructors are provided. Vll TABLE OF CONTENTS PAGE DEDICATION ....................................................................................... iii ACKNOWLEDGEMENTS ........................................................................ iv ABSTRACT .......................................................................................... v LIST OF TABLES ............. "..................................................................... xi LIST OF FIGURES ................................................................................