Perceptions of new teachers for improving teacher retention in a Georgia suburban school district
Gordy, Stephanie Lyn
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The purpose of this study was to determine which employee retention initiatives or incentives are preferred by employees in a Georgia suburban school system. If there was a preferred retention initiative/incentive, the study also sought to determine if the teachers’ race, age, gender or school level taught affected the type of retention initiative/incentive preferred. The study also aimed to gather and analyze data to be useful in creating a comprehensive retention plan in order to attract and retain teachers. Data used in this study were collected from a randomly selected sample of teachers who had five years or less experience in a the Cobb County School District, a Georgia suburban school system. The retention questionnaires, listing major retention initiatives and incentives identified in the research, were mailed in packets to each of the 350 randomly selected teachers with five years or less experience in the Cobb County School District (CCSD). There were 245 questionnaires returned by sampled participants. The results obtained from data analysis indicated the following: (1) There is a statistically significant difference between the means scores for each retention initiative/incentive; (2) There is a statistically significant difference among the mean scores of teachers working in elementary, middle or high school; (3) There is a statistically significant difference among the mean scores of teachers in different age categories; (4) There is a statistically significant difference among the mean scores of teachers in different race categories; and (5) There is a statistically significant difference among the mean scores of teachers in different gender categories. Conclusions from this study indicate teachers’ specific preferred retention initiatives/incentives are salary, a retention bonus, a tuition reimbursement program, involvement in the decision-making and increased benefits options. Furthermore, the study revealed teachers preferred the compensation category first, the benefits category second, the workplace enhancement category third, the scheduling category fourth, and the employee relations category fifth.
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