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Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting

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Title: Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting
Language: English
Authors: Larkin, Ingle M., Brantley-Dias, Laurie, Lokey-Vega, Anissa
Source: Online Learning. Sep 2016 20(3):26-51.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Job Satisfaction, Online Courses, Intention, Faculty Mobility, Mixed Methods Research, Likert Scales, Teacher Surveys, Questionnaires, Online Surveys, Focus Groups, Barriers, Student Motivation, At Risk Students, Parent Participation, Access to Computers, Interpersonal Relationship, Institutional Characteristics, Student Characteristics, Compensation (Remuneration), Teacher Evaluation
Assessment and Survey Identifiers: Minnesota Satisfaction Questionnaire
ISSN: 1939-5256
Abstract: The purpose of this study was to measure and explore factors influencing K-12 online teachers' job satisfaction, organizational commitment, and turnover intentions. Using Maslow's Hierarchy of Needs (1954), Herzberg's Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen's measure of Organizational Commitment (1997), and Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this mixed-methods study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. The researchers used a sequential explanatory design by collecting and analyzing quantitative data and then qualitative data in two consecutive phases. Phase I included a 74-item survey with responses from 108 participants. Results revealed that K-12 online teachers have a moderate to high level of job satisfaction, which corresponds to their affective commitment to their organization and their intent to remain teaching in the online setting in the immediate, intermediate, and long-term future. Participants identified flexibility, meeting student needs, technical support, and their professional community as the most satisfying aspects of their jobs. Compensation, workload, missing face-to-face interaction with students, and unmotivated students were identified as least satisfying aspects of their work. In Phase II, eight qualitative focus group interviews were conducted and analyzed using constant comparative methods; these findings confirmed and illuminated quantitative results from Phase I. This study informs K-12 online school leaders, policymakers, and researchers of statistically significant variables that influence K-12 online teacher satisfaction, commitment, and retention.
Abstractor: As Provided
Number of References: 72
Entry Date: 2016
Accession Number: EJ1113339
Database: ERIC
FullText Links:
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  Data: Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting
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  Data: <searchLink fieldCode="AR" term="%22Larkin%2C+Ingle+M%2E%22">Larkin, Ingle M.</searchLink><br /><searchLink fieldCode="AR" term="%22Brantley-Dias%2C+Laurie%22">Brantley-Dias, Laurie</searchLink><br /><searchLink fieldCode="AR" term="%22Lokey-Vega%2C+Anissa%22">Lokey-Vega, Anissa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. Sep 2016 20(3):26-51.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
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  Data: The purpose of this study was to measure and explore factors influencing K-12 online teachers' job satisfaction, organizational commitment, and turnover intentions. Using Maslow's Hierarchy of Needs (1954), Herzberg's Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen's measure of Organizational Commitment (1997), and Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this mixed-methods study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. The researchers used a sequential explanatory design by collecting and analyzing quantitative data and then qualitative data in two consecutive phases. Phase I included a 74-item survey with responses from 108 participants. Results revealed that K-12 online teachers have a moderate to high level of job satisfaction, which corresponds to their affective commitment to their organization and their intent to remain teaching in the online setting in the immediate, intermediate, and long-term future. Participants identified flexibility, meeting student needs, technical support, and their professional community as the most satisfying aspects of their jobs. Compensation, workload, missing face-to-face interaction with students, and unmotivated students were identified as least satisfying aspects of their work. In Phase II, eight qualitative focus group interviews were conducted and analyzed using constant comparative methods; these findings confirmed and illuminated quantitative results from Phase I. This study informs K-12 online school leaders, policymakers, and researchers of statistically significant variables that influence K-12 online teacher satisfaction, commitment, and retention.
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  Data: As Provided
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  Data: 2016
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  Data: EJ1113339
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 26
    Subjects:
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Online Surveys
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Access to Computers
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Compensation (Remuneration)
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Minnesota Satisfaction Questionnaire
        Type: general
    Titles:
      – TitleFull: Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting
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              Type: published
              Y: 2016
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