Electronic Theses and Dissertations



Date of Award


Document Type


Degree Name

Doctor of Education



Committee Chair

Charisse Gulosino

Committee Member

Wendy Griswold

Committee Member

Donald Hopper Sr

Committee Member

DeAnna Owens-Mosby


ABSTRACT The purpose of this study was to explore the relationships between the perceived ways in which 248 Tennessee high schools address the organizational tensions, trade-offs, and conflicts (Cameron, Quinn, DeGraff, & Thakor, 2006, p. 50) embodied in the Competing Values Framework (CVF) and the percent of educators at those schools intending to leave education entirely. To this purpose, item-, scale, and quadrant-level responses aligned with the CVF were selected from data derived from the 2013 administration of the Teaching, Empowering, Leading, and Learning survey in Tennessee (TELL Tennessee). To control for school characteristics that might confound the aforementioned relationships, TELL data were merged with concurrent information derived from Tennessee Department of Education (TDOE) website and analyzed using hierarchical multiple regression procedures.Although the TDOE data appeared to have little impact on the intentions of educators to leave or stay in the profession, organizational dynamics related to the CVF proved to have a consistently measurable effect on such decisions. As hypothesized in the CVF literature, the effect of a balanced CVF profile was to depress the percent of educational leavers, while the effect of an unbalanced one tended to increase that percentage (-0.13t = -2.03, p = .044). In terms of other model dynamics, higher scores on the Rational Goal (-0.18t = -2.70, p = .007), Internal Process (-0.17t = -2.60, p = .010), and Human Relations quadrants (-0.17t = -2.67, p = .008) of the CVF were shown to be negatively linked to the percent of professional leavers. Appearing to most inhibit educators deciding to leave education entirely, however, were scores on the CVFs Open Systems quadrant (-0.23t = -.60, p < .001), with items related to the Innovation scale the most strongly negatively related (r = -0.24, p < .001, pr = -0.25, p < .001).


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest