40 generational cohort, years of teaching experience, and certification route were compared to plans to remain in teaching over the next 3 years to determine if these independent variables might be useful in predicting teacher turnover. The current study was quantitative, non-experimental, causal-comparative, and cross-sectional. Participants in the current study were secondary teachers in a large North Texas district (District) grouped by generational cohort, including Baby Boomers born 1946-1964, Generation X born 1965-1980, and Millennials born 19081-1996 (Dimock, 2019). The STVPQ was electronically delivered through District email to the District population of secondary teachers for a total of 1,732 potential participants. A usable convenience sample of 305 secondary teachers was recruited by a research support team to achieve 96.2% of the target sample of 317. The current study collected data to address the following research questions: Research Question 1 (RQ1) Is there a difference in the value rating of the 5 workplace factors by secondary teachers between generational cohorts in the educational workplace? Research Question 2 (RQ2) Is there a difference between the value rating and the perceived presence rating on each of the 5 workplace factors by Millennial secondary teachers? Research Question 3 (RQ3) Does certification route, years in teaching, and generational cohort predict plans of secondary teachers to remain in teaching in the next 3 years? Summary of Findings and Interpretation of Results RQ1 The mean scores of secondary teachers’ values of each of the five factors were compared by generational cohort using a one-way between-subjects ANOVA. There was not a significant difference found between generations on any Kimberly Sue Kossel Coppens, EdD Table 1 Overview of the STVPQ Workplace factor # of Items to define the factor Average CVR* Cronbach’s alpha** Sample item in each factor Purpose/ Recognition 9 92.20% .758 I am respected as a Secondary Teacher by the community where my school resides. Development 8 93.75% .812 I have the opportunity to develop my teaching skills through districtprovided professional development. Leadership 8 81.13% .753 The leaders at my campus include me in decision-making that affects me and the people I serve. Relationships 8 98.50% .671 I have the opportunity to develop meaningful relationships with other teachers and staff at my campus. Work-Life Balance 8 88.88% .750 The workload on my job is reasonable. Note: *All individual items had a CVR > 50%. **“Alpha if deleted” results showed a very small range of positive impact on Cronbach’s Alpha within a factor if an item was deleted. Along with assessing workplace values, the questionnaire also examined perceived presence of these values to identify improvement goals for the District to aid in secondary teacher retention. The demographic factors of generational cohort, years of teaching experience, and certification route were compared to plans to remain in teaching over the next 3 years to determine if th se i dependent variables might be useful in predicting teacher turnover. The current study was quantitative, non-experimental, causal-comparative, and crosssectional. Participants in the current study were secondary teachers in a large North Texas district (District) grouped by generational cohort, including Baby Boomers born 1946-1964,
RkJQdWJsaXNoZXIy ODc4ODgx