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

Larkin, Ingle M.; Brantley‐Dias, Laurie; Lokey-Vega, Anissa

doi:10.24059/olj.v20i3.986

Cited by 63 publications

(60 citation statements)

References 107 publications

(208 reference statements)

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“…6,8,30 Our findings are in line with studies showing that when employees are satisfied, they are less likely to seek other jobs. 21,23,24,31 In our study, dissatisfied managers were four times more likely to report turnover intentions.…”

Section: Discussionmentioning

confidence: 44%

“…2,13,29 The underlying causes for short tenure and high turnover intentions among medical residency managers are not well defined, but may be related to the combined effects of the expanded job role and responsibilities, 1-3 increased job stress without adequate support, 2 and job dissatisfaction. 21,23,24 Work engagement is positively associated with job satisfaction and negatively associated with turnover intentions. 6,8 These findings support and enhance work engagement studies of other employees in diverse industries.…”

Section: Discussionmentioning

confidence: 99%

“…20,21 Studies have also consistently shown a strong and inverse association between job satisfaction and employee turnover intentions. [21][22][23][24][25] Given the increased volume and significance of job responsibilities and duties expected of FMR managers after the adaptation of NAS, they could be vulnerable to experiencing increased job-related stress and the negative outcomes of decreased work engagement, job satisfaction and increased turnover. We studied job satisfaction and turnover intentions among FMR managers and examined the associations between work engagement, job satisfaction, turnover intentions, and self-reported demographic characteristics.…”

Section: Introductionmentioning

confidence: 99%

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Work engagement, job satisfaction, and turnover intentions among family medicine residency program managers

et al. 2020

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Objective:The authors examined the associations between work engagement, job satisfaction, and turnover intentions among family medicine residency (FMR) managers. Methods: We conducted a cross-sectional online survey of 511 FMR manager members of the Association of Family Medicine Administration using purposive sampling. The Utrecht Work Engagement Scale, Job Satisfaction Survey, and Boshoff and Allen's 3-item scale were used to assess work engagement, job satisfaction, and turnover intentions respectively. Descriptive statistics, Chi-Square tests, Pearson's correlations, 2-way contingency table analysis, and hierarchical regression analyses were used to analyze the data. Results: The response rate was 70.6% (389/551). Work engagement was positively correlated with job satisfaction (r[387]=.513, p<.001) and negatively correlated with turnover intentions (r[368]=.580, p<.001). Turnover intention was negatively correlated with job satisfaction (r[387]=-.690, p<.001). Positive assessment of nature of work (t[364]=15.06, p<.001), fringe benefits (t[364]=6.89, p<.001), communication (t[364]=2.27, p<.05), and promotion (t[364]=2.48, p<.05) predicted work engagement. Work engagement (t[364]=-4.31, p<.001), pay (t[364]=-3.71, p<.001), supervision (t[364]=-3.51, P<.01), contingent rewards (t[364]=-2.39, p<.05), nature of work (t[364]=-2.16, p<.05), and communication (t[364]=-2.15, p<.05) predicted turnover intentions. Conclusions:Our findings demonstrate associations between work engagement, job satisfaction, and turnover intentions. When medical residency managers are emotionally and cognitively engaged at work, they tend to remain in the organization, validating and rewarding organizations that foster employee engagement. Further studies are needed to establish a causal relationship between work engagement, job satisfaction, and turnover intentions and to investigate other potential factors that could contribute to enriching the job satisfaction of this crucial group of professionals.

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Section: Discussionmentioning

confidence: 44%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Work engagement, job satisfaction, and turnover intentions among family medicine residency program managers

et al. 2020

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“…42) especially in light of their high student loads. Larkin, Brantley-Dias, and Lokey-Vega (2015) conducted a survey to measure 108 online teachers' satisfaction on five aspects of their job. Teachers ranked their interactions with students the lowest while also having the highest standard deviation, indicating that teachers are more divided on their satisfaction with their student communication than they are with other aspects of their job.…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

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In an attempt to better support their students and reduce online course attrition rates, some brickand-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, 70 students completed a survey and 51 students participated in one of eight focus groups to share their perceptions and experiences regarding online teacher and on-site facilitator support. Findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students' on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

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“…Online teachers commonly highlight that they enjoy no longer having to deal with misbehavior in the classroom (Larkin, Brantley-Dias, & Lokey-Vega, 2015). However, cyber school programs should recognize that student misbehavior is still occurring at home and being addressed by a parent who may not be prepared to do so.…”

Section: Ivanmentioning

confidence: 99%

Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach

Borup

Walters

Call-Cummings

2019

IRRODL

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With the rapid growth of K-12 online learning opportunities, calls have come for more and better parental engagement to improve student engagement and reduce student attrition. In this article, we drew from a larger study to share rich narratives from three parents of students who required high levels of parental support for their online learning while enrolled at a charter cyber school. In the first narrative, a mother describes her experiences attempting to work with her son Ivan, who rejected her efforts and disobeyed rules while enrolled in the cyber school. The move from a brick-and-mortar school to the cyber school further strained their relationship and the mother was unprepared to manage Ivan’s learning. The second narrative focuses on how a mother attempted to support Matthew, who lacked self-regulation abilities. The mother who previously homeschooled Matthew, turned to the cyber school because she wanted “less on [her] shoulders” but underestimated the amount of support Matthew required and became frustrated at her lack of control over the pace and content of courses. The final narrative focuses on a mother who had two students enrolled in the cyber school. Each student exhibited different needs that required her to adapt the support strategies she used with Hannah, who procrastinated, and Karl, who lacked confidence. These narratives highlight some of the complexities parents navigate when engaging with their children’s online learning.

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

Abstract: DEDICATION

Cited by 63 publications

References 107 publications

Work engagement, job satisfaction, and turnover intentions among family medicine residency program managers

Work engagement, job satisfaction, and turnover intentions among family medicine residency program managers

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach

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