FRAMEWORK OUTLINE 2
Framework Outline
Research Framework
Figure 1- Relationship between Concepts
Concepts
Staffing teachers is critical to school funding and enrollment.
oHarbatkin (2022) acknowledged the importance of staffing qualified teachers to
support enrollments and to gain available performance-based funding to support
staffing challenges.
oThis resource justifies the importance of the ability of principals to staff
classrooms to serve enrollment and maintain funding levels for school support.
Leadership influence on staffing teachers.
oGuthery and Bailes (2022) determined the principal’s tenure and leadership
practices have a direct, positive impact on teacher performance, retention, and
acquisition.
FRAMEWORK OUTLINE 3
oThis concept ties in both theories for this case study, Maslow’s Needs Hierarchy
and Motivator-Hygiene Theory since the principal is the major culture creator in
the workplace.
Teacher consistency is critical to teacher and student outcomes.
oLinet and Bradley (2023) found that teacher retention is directly proportional to
student and teacher success outcomes.
oThis research is valid to this study by connecting teacher retention to student
outcomes and job satisfaction.
Theories
Maslow’s Motivational Theory
oNoltemeyer et al. (2020) described Maslow’s Motivational Theory as a give and
take between employer’s ability to meet employee’s deficiency needs to foster the
employee’s growth needs.
oThis theory directly ties into the challenges principals face hiring and retaining
qualified teachers through job design and compensation falling short of teacher’s
needs or expectations.
Motivator-Hygiene Theory
oChen (2023) determined that the Motivator-Hygiene Theory should be applied to
determine teacher satisfaction in education; outlining the theories ability to
determine extrinsic (hygiene) factors that prevent job dissatisfaction and intrinsic
(motivator) factors that increase job satisfaction.
FRAMEWORK OUTLINE 4
oThis theory will be applied to determine the motivator and hygiene factors that are
important to teachers in Craven County Public Schools (CCPS) that influence
retention and acquisition ability.
Actors
School Board Administration and Principals
oAccording to Birou and Houck (2021) senior leadership, in this case the school
board administration, plays a pivotal role in acquisition and retention of
employees, citing senior leadership engagement as a main contributing factor.
oSenior leaders have direct influence over job structure and design and wield the
ability to adapt to evolving external and internal factors to aide in recruitment and
retention.
Teachers
oJentsch et al. (2022) analyzed the impact of job satisfaction and work
environment on teacher retention and acquisition, noting that work environment
plays a significant role in job satisfaction.
oThe work environment is structured and controlled by senior leadership and
principals and represents a determinant factor in job satisfaction and retention.
Student
oLinet and Bradley (2023) determined that teacher retention was a major factor in
student success and the higher success rates lead to higher teacher retention.
oThe symbiotic relationship between teacher and student success influences both
teacher retention and student enrollment.
Constructs
FRAMEWORK OUTLINE 5
Job Satisfaction
oJentsch et al. (2022) discovered that teachers job satisfaction is increased when
senior leaders minimize work-related stress through transparency while upholding
morals and values.
oUsing job satisfaction data as a construct will illuminate factors that can be used
to coordinate a strategy to answer remedy the specific problem.
Turnover
oVan Eycken et al. (2022) completed a study noting teacher efficacy, emotional
exhaustion, and teachability as factors that contribute to teacher turnover.
oTurnover is used as a construct for this study to determine the areas that have the
highest amount and to focus on the factors that cause the turnover detailed in the
literature.
Student and Teacher Outcomes
oLinet and Bradley (2023) found that teacher tenure in role and overall experience
play a significant role in student outcomes and positive student outcomes lead to
further teacher retention from increased job satisfaction.
oThis construct ties in job satisfaction and student outcomes to teacher retention
analyzing the cause-and-effect relationship between the actors and constructs.
References
FRAMEWORK OUTLINE 6
Arthur, L., & Bradley, S. (2023). Teacher retention in challenging schools: Please don’t say
goodbye! Teachers and Teaching, 29(7–8), 753–771.
https://doi.org/10.1080/13540602.2023.2201423
Birou, L., & Hoek, R. V. (2021). Supply Chain Management Talent: The role of executives in
engagement, recruitment, development and Retention. Supply Chain Management: An
International Journal, 27(6), 712–727. https://doi.org/10.1108/scm-08-2020-0418
Chen, C. Y. (2023). Are professors satisfied with their jobs? the factors that influence professors’
job satisfaction. SAGE Open, 13(3), 1–16. https://doi.org/10.1177/21582440231181515
Guthery, S., & Bailes, L. P. (2022). Building experience and retention: The influence of principal
tenure on teacher retention rates. Journal of Educational Administration, 60(4), 439–455.
https://doi.org/10.1108/jea-09-2021-0172
Harbatkin, E. (2022). Staffing for school turnaround in rural settings. Leadership and Policy in
Schools, 22(4), 1013–1035. https://doi.org/10.1080/15700763.2022.2058963
Jentsch, A., Hoferichter, F., Blömeke, S., König, J., & Kaiser, G. (2022). Investigating teachers’
job satisfaction, stressKand working environment: The roles of self‐efficacy and school
leadership. Psychology in the Schools, 60(3), 679–690. https://doi.org/10.1002/pits.22788
Noltemeyer, A., James, A. G., Bush, K., Bergen, D., Barrios, V., & Patton, J. (2020). The
relationship between deficiency needs and growth needs: The continuing investigation of
Maslow’s theory. Child & Youth Services, 42(1), 24–42.
https://doi.org/10.1080/0145935x.2020.1818558
Van Eycken, L., Amitai, A., & Van Houtte, M. (2022). Be true to your school? teachers’
turnover intentions: The role of socioeconomic composition, teachability perceptions,
