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Relationship marketing in educationa...

Westfall, John Edward.

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Relationship marketing in educational administration: An empirical study (Accountability, Loyalty, Retention).

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Relationship marketing in educational administration: An empirical study (Accountability, Loyalty, Retention)./
作者:	Westfall, John Edward.
面頁冊數:	179 p.
附註:	Adviser: Peter M. Jonas.
Contained By:	Dissertation Abstracts International64-01A.
標題:	Business Administration, Marketing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3078590
ISBN:	0493990763

Relationship marketing in educational administration: An empirical study (Accountability, Loyalty, Retention).
Westfall, John Edward.

Relationship marketing in educational administration: An empirical study (Accountability, Loyalty, Retention). - 179 p.

Adviser: Peter M. Jonas.

Thesis (Ed.D.)--Cardinal Stritch University, 2003.

High rates of teacher attrition and teacher shortages have educational administrators looking for ways to cultivate the satisfaction and loyalty of quality teachers (Darling-Hammond, 2001; Hardy, 1999; Ingersoll, 1997). Research has shown that incremental gains in student achievement scores based on quality teacher-based practices ranged from 22 to 45 percentile points (Marzano, 2000, p. 63). For this reason, it is vital that teachers remain motivated and committed to their jobs for the success of students (Bransford, Brown, and Cocking, 2000; Ormrod, 1999).

ISBN: 0493990763Subjects--Topical Terms:

1017573
Business Administration, Marketing.

Relationship marketing in educational administration: An empirical study (Accountability, Loyalty, Retention).
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245 1 0 $a Relationship marketing in educational administration: An empirical study (Accountability, Loyalty, Retention).
300 $a 179 p.
500 $a Adviser: Peter M. Jonas.
500 $a Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0223.
502 $a Thesis (Ed.D.)--Cardinal Stritch University, 2003.
520 $a High rates of teacher attrition and teacher shortages have educational administrators looking for ways to cultivate the satisfaction and loyalty of quality teachers (Darling-Hammond, 2001; Hardy, 1999; Ingersoll, 1997). Research has shown that incremental gains in student achievement scores based on quality teacher-based practices ranged from 22 to 45 percentile points (Marzano, 2000, p. 63). For this reason, it is vital that teachers remain motivated and committed to their jobs for the success of students (Bransford, Brown, and Cocking, 2000; Ormrod, 1999).
520 $a One approach for enhancing the satisfaction and loyalty of teachers is to treat them as a vital “internal customer” group (Peltier and Westfall, 2001; Hartley, 1999; Woods, Bagley, and Glatter 1998; Stokes, 1996). This study considered how educational administrators could apply the paradigm of relationship marketing for measuring important relationship antecedents and then developing strategies that improve staff satisfaction, loyalty, and potentially retention.
520 $a Approximately 855 elementary teachers and support staff in a Midwestern school district were surveyed about their working relationship with their school administrator, along with ratings of satisfaction and indicators of loyalty. Confirmatory factor and regression analyses showed five antecedents significantly (p < .001) contributing to satisfaction (R<super>2</super> of .87), and subsequent loyalty (R<super>2</super> of .92). These enabling factors included communication, trust, commitment, cooperation, and shared values, which had reliability scores ranging from .79 to .93, and effect sizes ranging from .31 to .50. With a response rate of 65%, a margin of error of .041, and a power of .91, these effect sizes can be considered moderate to large (Black and Wiliam, 1998; Cohen, 1988).
520 $a A systematic program by educational administrators for measuring and then implement strategies for enhancing these enabling factors with staff would most likely result in increasing teacher satisfaction and loyalty toward administrators, which in-turn should result in contributing to employee retention. During and immediately following this study, there was a substantial decrease between forecast and actual teacher attrition.
590 $a School code: 1065.
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650 4 $a Education, Administration. $3 626645
650 4 $a Sociology, Industrial and Labor Relations. $3 1017858
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710 2 0 $a Cardinal Stritch University. $3 1261162
773 0 $t Dissertation Abstracts International $g 64-01A.
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790 1 0 $a Jonas, Peter M., $e advisor
791 $a Ed.D.
792 $a 2003
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