Competing Values Framework and its Impact on Teacher Satisfaction: Evidence from Tennessee Schools

Identifier

6002

Author

Laquetta Rena Jones-Taylor

Date

2017

Document Type

Dissertation (Access Restricted)

Degree Name

Doctor of Education

Major

Leadership and Policy Studies

Concentration

Educational Leadership

Committee Chair

Dr. Charisse A. Gulosino

Committee Member

Dr. Frances Fabian

Committee Member

Dr. Reginald L Green

Committee Member

Dr. Louis Franceschini

Abstract

The purpose of this study is to explore the relationship between the level at which educators' express satisfaction with their schools as "a good place to work and learn" and the manner in which their schools resolve tensions and tradeoffs illuminated by the Competing Values Framework (CVF). To answer the study's five research questions, a secondary analysis that applied hierarchical multiple regression to an existing dataset was undertaken. The dataset in question combined information from the 2013 administration of the Teaching, Empowering Leading, and Learning (TELL) survey in 1,425 Tenessee schools with concurrent school demographics and student achievement data archived on the Tennessee Department of Education (TDOE) website. As the CVF would predict, the "balance" profile is very strongly linked to the level of respondent satisfaction at the school but without that outcome's ambiguous association with the percent of students on free and reduced lunch. Controlling for seven other confounding variables in a hierarchical multiple regression. CVF "balance " is the one most stronlgy associaed with the outcome and by itself explains roughly 12% of the variability in the outcome. Although the level of respondent satisfaction is also associated with CVF profiles that privilege the flexible over the stable, the internal over the external, and the confluence of the two in the "human relations" quadrant, the connection between an emphasis on these CVF orientations and student achievement--particularly student achievement at "high poverty" schools--is less than straightforward.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

Recommended Citation

Jones-Taylor, Laquetta Rena, "Competing Values Framework and its Impact on Teacher Satisfaction: Evidence from Tennessee Schools" (2017). Electronic Theses and Dissertations. 2230.
https://digitalcommons.memphis.edu/etd/2230