1.13 -0.95 0.14 0.18 Estimated result from logit regression and marginal effects.
0.14 1.13
0.22 -0.95
-0.23 EduPgCE+0.65 0.14
0.97 0.18
0.11 0.03 Years of Experience -0.10 -0.02 -0.08 -0.02 -0.14 -0.03 Incentives -0.71 -0.16 -0.48 -0.10 -1.36 -0.32 Workload -0.22 -0.05 -0.61 -0.13 0.34 -0.05 Working Conditions -0.34 -0.09 -0.41 -0.09 -0.22 0.36 Attitude 0.06 0.01 0.30 0.07 -0.56 -0.13 Constant 4.57 0.30 7.47 Pseudo R2 0.21 0.20 0.34 Count R2 0.76 0.75 0.79 + is Binary dummy variable , , indicates significance level at 99, 95 and 90 confidence level respectively The values in the parenthesis are the Marginal effects at mean The table describes the estimated results of the teacher’s retention in Bhutanese educational system. Gender is negatively significantly related to the teachers’ decision to leave the job. This means, the probability of female teachers leaving the teaching job is 20 percent less than the male teacher in Bhutan. EduPgDE and EduPgCE both have the positive and significant relationship with the teachers’ decision to leave the job. It indicates that the teachers with an additional qualification are more likely to leave the profession. Both PgDE and PgCE teachers with one year of additional qualification are more likely to leave the teaching job by 14 percent compared to base teachers with Bachelor in education. The effect of years of experience to teachers’ decision to leave the job is negative and significant. This means that, with an increase in year of teaching experience will reduce the probability of leaving the profession by 2 percent. The empirical analysis on teachers monetary incentives are negatively significantly related to teachers’ decision to leave the job. This implies that the monetary incentives structure for teachers in Bhutan is not satisfactory. If the overall monetary incentives for teachers in Bhutan are increased, the likelihood of teachers leaving the job will be decrease by 16 percent. The relationship between working conditions and intended leavers are significantly negatively related. It implies that the working conditions in Bhutan are a clear predictor of teachers leaving the job. If working conditions in the school is improved, the likelihood of teachers leaving their job decreases by 8 percent. Workload does not predict the likelihood of teachers’ turnover as the result is insignificant. However, the negative coefficient indicates that teachers’ with more workload are more likely to leave their profession. In boarding schools, teachers with PgDE and PgCE are more likely to leave the job comparing to others type of teachers. Apart from years of experience and monetary incentives, workload is significantly negative in boarding school. Teachers in boarding schools are 13 percent more likely to leave the job, if workload is not reduced. In non-boarding schools, gender is negatively significant. It indicates that male teachers are 40 percent more likely to leave the current job than female teachers. Teachers with master degree are positively significant. They are more likely to leave the job in non-boarding school compared to others type of teachers in Bhutan. The logit model correctly predicts 76 percent of the values and the rest are misclassified. The McFadden’s pseudo R2 is 0.21. R2 indicates how well the regression line fits the data and how well the future outcomes can be predicted by the model. The result shows that the explanatory variables are explaining 21 percent of the variations in the dependent variable. The overall significance test Probchi2 is significant 0.000.4. Conclusion
Parts
» international conference elgic 2014
» Introduction international conference elgic 2014
» Structure and process of the KMUTT-WIL model for undergraduates
» Student evaluation Data analysis and discussion Conclusion
» Research Objective Methodologies international conference elgic 2014
» Research Instruments international conference elgic 2014
» Suggestions for future research
» Literature Review international conference elgic 2014
» 1.13 -0.95 0.14 0.18 Estimated result from logit regression and marginal effects.
» Conclusion international conference elgic 2014
» Objective Results international conference elgic 2014
» Discussion Conclusion international conference elgic 2014
» Research Methodology Research Results
» Introduction knowledge and strategy. Boston: Butterworth-
» Introduction Purposes of the research
» Phase 1: Documentary Study Phase 2: Field Study
» Findings Reviewing the Sources: The Finding out Knowledge: The
» Making a Difference: They Planning a Procedure: A Respond to Development: The
» Set up the Balance: The local Support Sufficiently: Local Apply for Living: Living within
» Share and Extend Results: Check out and Screen: The
» Close to Sources of Knowledge and Wisdom: The pursuit of self-learning, Both Academic and Wisdom:
» Discussion of findings international conference elgic 2014
» Summary of the findings References Vicharn Phanit. 2006. Knowledge
» Reform: by canceling the previous system
» Implementation Smart student: providing 30 students studies in
» The objectives of this study Conclusion
» Validity and Reliability Tests Skweness Analysis
» Facility of Training Skweness Analysis
» Discussion Research Finding 1. Statistical description of respondent
» Preparation 1 The study was carried out through a review of Data Analysis
» Demographic data international conference elgic 2014
» The method Actor-Network Theory
» Searching for the topic Makin
» The Media-making network international conference elgic 2014
» Research Objective Methodologies Data Analysis 1.
» Problem statement Research Objective
» Traditional Classroom Literature Review
» Methodology international conference elgic 2014
» Results international conference elgic 2014
» Objective Methodology Results international conference elgic 2014
» Delivering of WiL concept and workplace literacy
» Introduction Evalua international conference elgic 2014
» Conclu international conference elgic 2014
» Cognitive Engagement Literature Review and Action Research Hypothesis
» Experiential Learning Literature Review and Action Research Hypothesis
» Research Method international conference elgic 2014
» Discussions Research Results and Discussions 1 The First Cycle of Action Research
» Conclusions international conference elgic 2014
» Goal-oriented, multi-stepped approach to reading
» Introduction Assessment for Learning
» Community development: theory, practice, and
» Baan Sai-mor, Bangkhao Distrct
» Introduction Research Methodology international conference elgic 2014
» Result and Discussion international conference elgic 2014
» A model of behavior including weight
» Empirical Result international conference elgic 2014
» Issues of Teacher Training for Media Information
» Interviews Disparity of Training
» Differences between School Teachers and Leaders To Promote MIL
» Advantages of pair programming
» Discussion international conference elgic 2014
» Summary international conference elgic 2014
» Participants and procedure Instrument
» Result international conference elgic 2014
» Work experiences School sizes
» Learning Processes Reform Teachers in Southern Thailand totally agreed that
» The purpose of the study Scope of the study
» Research Methodology Results and Discussion
» Conclusion Suggestions international conference elgic 2014
» Out-of-class English Language Learning Activities OCELLAs
» Language learning strategies. The results showed that the participants reported 0.55 Moderate
» 1 Depromotion of Equity and Pluralism
» Perspective on Social Justice
» Background of communities and museum
» Research Objective Scope of research The research results
» Suggestion international conference elgic 2014
» Research findings international conference elgic 2014
» Suggestion to use the result of research Suggestion to do the research
» Objectives Research Methodology international conference elgic 2014
» Research Instruments Data collection
» Data Analysis Results international conference elgic 2014
» Analysis international conference elgic 2014
» Suggestions international conference elgic 2014
» Case Study Best Practices TQA winner 2002
» Educational Quality Development of Princess Chulabhorn’s College, Trang: According
» In Songkhla, education management first model early childhood centers have presented
» Objectives Methods Results international conference elgic 2014
» According to the research, it found that special
» Abstract Background international conference elgic 2014
» Framework Methodology international conference elgic 2014
» The problems outside the schools: For the
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