How School Leaders Inspire Hope and the Power of Teacher Hope to Predict Self-Efficacy and Turnover Intention
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2024
Abstract
Guided by Snyder’s hope theory, I investigated the relationships between teacher hope, self-efficacy, and turnover intention. Specifically, I examined whether teachers' levels of hope, which encompass pathway and agency thinking, predict their self-efficacy and intention to remain in or leave the teaching profession. Additionally, I sought to identify specific leadership behaviors that teachers believe contribute to their hopeful mindset and ability to pursue goals despite challenges. While previous researchers explored motivation as a factor in teacher recruitment, retention, and job performance, researchers have yet to examine comprehensively the potential of hope as a catalyst for enhancing teacher self-efficacy and reducing turnover intention within the education sector. This study aimed to address the growing challenge of teacher attrition by exploring the predictive power of hope and identifying leadership practices that foster hopeful attitudes and behaviors among teachers. For this exploratory study, I examined the correlations between teachers' levels of hope, self-efficacy, and intention to leave the profession. Study instruments included the Adult Hope Scale, the Teacher Self-Efficacy Scale, the Turnover Intention Scale, and a researcher-generated open-ended question. Qualitative data from the open-ended question provided insights into the specific leadership behaviors that teachers perceived as promoting hopeful mindsets and contributing to their pursuit of goals amidst obstacles. By exploring the interplay between hopeful leadership, teacher hope (as defined by pathway and agency thinking), self-efficacy, and turnover intention, this study aims to inform educational leadership practices and strategies for cultivating resilient, motivated, and committed teaching professionals. The findings indicate that both teacher hope and self-efficacy significantly predicted turnover intentions, with higher levels of hope and self-efficacy associated with lower turnover intentions. Additionally, hope was a strong predictor of teacher self-efficacy, indicating an interrelationship between these variables. Leadership behaviors that foster autonomy, support, and professional development were identified by teachers as contributors to their sense of hope. These results underscore the importance of cultivating hope and self-efficacy to improve teacher retention and effectiveness.
Advisor
Peter Williams
Subject Categories
Education
Recommended Citation
Bowen-Julio, Mary Katherine, "How School Leaders Inspire Hope and the Power of Teacher Hope to Predict Self-Efficacy and Turnover Intention" (2024). Electronic Theses & Dissertations. 1249.
https://digitalcommons.tamuc.edu/etd/1249