Teachers' perceptions of administrative support and antecedents of turnover.

Russell, Elizabeth Morgan ; Williams, Sue W. ; Gleason-Gomez, Cheryl 等

The purpose of this pilot study was to determine the degree to which teachers' age, perceptions of fair pay, receipt of employer-sponsored health insurance, and administrative support, as operationalized by the Competing Values Framework, predicted antecedents of turnover. Teachers' thoughts of leaving their current job and commitment to a center were significantly predicted by perceptions of their directors' coordinating skills (e.g., dependable, skilled at enforcing rules and standards) and the benefit of health insurance. Thoughts of leaving their current job also were predicted by fair pay. Job tenure at a specific center was significantly predicted by perceptions of the director as an effective coordinator and broker (e.g., skilled at seeking and gaining essential program resources), along with the teacher's age and perceptions of fair pay. The interpersonal skills quadrant of the competing values framework was not a significant predictor in any of the analyses. The value of the Competing Values Framework for assessing teachers' perceptions of administrative support is discussed.

Keywords: administrative support, child care, competing values framework, Early Childhood Work Environment Survey, teacher turnover

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Teacher turnover has been identified as a major factor undermining the quality of early care and education (ECE) programs (DeVita, Twombly, & Montilla, 2002; Helburn, 1995; Howes, Phillips, & Whitebook, 1992). High turnover undermines quality in a variety of ways, including disruptions in teacher-child relationships (Howes, Hamilton, & Phillipsen, 1998) and in the roles and relationships of teachers who remain at the center (Hamrick, 2000). In these ways, program quality is negatively affected by turnover (Helburn, 1995; Phillips, Mekos, Scarr, McCartney, & Abbott-Shin, 2000; Whitebook, Howes, & Phillips, 1990). Conversely, the quality of the ECE program may affect whether teachers leave their jobs, thus creating a cyclical effect to the teacher turnover process (Whitebook & Sakai, 2003). Regardless of the direction of the connections between teacher turnover and program quality, it is generally agreed that turnover represents a negative influence. And, most important, research indicates that program quality influences children's developmental outcomes (Burchinl, Peisner-Feinberg, Bryant, & Clifford, 2000; Helburn, 1995; National Institute of Child Health and Human Development, 2000).

Research has consistently identified wages and salaries as one of the most salient factors impacting teachers' job decisions related to turnover (Hale-Jinks, Knopf, & Kemple, 2006; Phillips et al., 2000; Whitebook & Bellm, 1999; Whitebook & Sakai, 2003). However, the lack of employer-paid job benefits has inconsistently been identified as contributing to turnover (Kontos & File, 1992; Whitebook & Sakai, 2003). Professional benefits include such things as paid educational opportunities; personal benefits include payment for staff/family health insurance or retirement pensions (Hale-Jinks et al., 2006). Employer payment of staff benefits is limited in ECE programs in the United States (DeVita et al., 2002). In a 4-year longitudinal study, Whitebook and Sakai (2003) reported that less than one half of teaching staff received health benefits or a pension plan through work. However, they did not find paid health insurance to be a significant factor in determining teachers' job decisions.

Teacher age has been associated with turnover in previous studies (Manlove & Guzell, 1997; Stremmel, Benson, & Powell, 1993). Older teachers are more likely to stay employed with the same center than are younger teachers (Deery-Schmitt & Todd, 1995). Additionally, mature teachers view work and leadership differently than do younger teachers (Berl, 2005).

Another factor contributing to teacher turnover has been characterized as inadequate administrative support (Carter, 2000; Hale-Jinks et al., 2006; Whitebook & Sakai, 2003). Administrative support has been loosely described in the ECE literature in a variety of ways, such as helpful supervision (Kontos & File, 1992), collaboration with administrators (Carter & Curtis, 1998), and creation of a sense of community (Bloom, 1995; Sciarra & Dorsey, 2003). However, with only a very few exceptions (Bloom, 1996a; Quinn & Rorbaugh, 1981, 1983), the term administrative support has not been operationally defined and is, therefore, open to individual interpretation.

TURNOVER PROCESS

A growing body of literature indicates that quitting a job is actually a process that occurs over a period of time and that is influenced by external and internal factors (Manlove & Guzell, 1997). Manlove and Guzell (1997) found that the availability of other jobs, years in child care, and intention to leave were significant predictors of actual turnover in a sample of child care teachers. Deery-Schmitt and Todd (1995) also identified job tenure as a predictor of turnover; those who were on the job longer were more likely to remain on the job. Todd and Deery-Schmitt (1996) identified the cumulative processes through which work environments might influence turnover. They found that negative attitudes (often associated with teacher burnout) influenced teachers' increasing cognitive withdrawal processes, which included thinking of quitting, searching for a new job, and then actually quitting. Stremmel (1991) and Karsh, Booske, and Sainfort (2005) examined the relationship of job commitment and job satisfaction to intention to leave. Although both studies found job satisfaction and job commitment negatively related to intention to leave, job commitment was the strongest predictor of turnover intentions.

In the current study, thoughts of leaving one's current job, intention to leave, job commitment, and job tenure were conceptualized as antecedents of turnover (Stremmel, 1991). The current study focused on whether teachers' perceptions of administrative support, as measured and quantified by Quinn and Rorbaugh (1981, 1983), would significantly affect these antecedents of turnover. Identifying predictors of the antecedents of turnover would provide directors with information they could use to modify the work environment and make it more conducive to child care staff remaining employed at their current center. Unlike improving wages and job benefits, which may be beyond the control of directors, changing the level of support provided to teachers should be within the capabilities of skilled administrators.

MEASURES OF ADMINISTRATIVE SUPPORT

Two instruments that measure aspects of administrative support are the Early Childhood Work Environment Survey (ECWES; Bloom, 1996a) and the competing values framework (CVF; Quinn & Rorbaugh, 1983). The ECWES assesses staff's perceptions of the organizational climate of a work environment, including administrative support. The CVF was designed to measure criteria associated with organizational effectiveness and has been used to assess staff's perceptions of and expectations for their supervisor's administrative behaviors. Additional information about each measure follows.

Early Childhood Work Environment Survey

A broad characterization of administrative support is subsumed within the ECWES (Bloom, 1996a). The ECWES delineates factors related to a program's organizational climate and subsequent staff perceptions of these factors. For example, the ECWES measures the collective perceptions of staff on 10 dimensions of organizational climate (e.g., opportunities for professional growth, supervisor support, reward system, etc.). The ECWES also compares staff's perceived and desired influence on decision-making, and their perceived and ideal work environment.

Bloom (1966a) constructed organizational climate quite broadly; therefore, virtually all aspects of the staff work environment are addressed. The l0 categories of the ECWES include the following four examples: staff collegiality, supervisor support, physical environment, and rewards system. One aspect of teacher behavior that Bloom studied relative to the ECWES was teacher turnover (Bloom, 1996b). She found turnover related to the ECWES category, to teacher commitment to the program, and to the total organizational climate score. The total alpha coefficient for internal consistency of the 10 climate dimensions reported in the literature is .95. For the current study, selected items of the ECWES were used as the dependent variables indicating a teacher's status regarding the antecedents of turnover.

Competing Values Framework

The CVF was originally developed to identify the criteria underlying organizational effectiveness within the business management field (Quinn & Rorbaugh, 1983). The CVF was subsequently used to study a wide range of organizational phenomena, including organizational culture (Howard, 1998), leadership, and decision-making (Hart & Quinn, 1993; Quinn & Anderson, 1984). The CVF was constructed around two distinct dimensions representing competing organizational values: internal/external and flexibility/control. These combinations result in four quadrants of organizational activity (each with two subcategories) representing four distinct styles of organizational leadership and subsequent effectiveness (Edwards, 1987; Quinn & Rorbaugh, 1981, 1983; Rojas, 2000). The CVF, although originally developed for use in business management, is appropriate for use with various types of organizations (Lamond, 2003).

The four quadrants of CVF administrative behaviors are as follows: boundary spanning, directing, coordinating, and human relations (Quinn, 1988). The boundary spanning quadrant encompasses the innovator and broker roles and is focused on making effective organizational changes and acquiring essential resources (Edwards, Austin, & Altpeter, 1998). The human relations quadrant encompasses two roles (mentor and facilitator) that ensure the organization has a competent workforce (e.g., effective communication patterns, staff are valued and motivated, staff receive mentoring and training) (Edwards et al., 1998). The coordinating skills quadrant is focused on maintaining the organization's structure (e.g., budgeting and fiscal controls, scheduling staff, quality control; Edwards et al., 1998). The directing skills quadrant is characterized by activities (e.g., strategic planning and goal setting) that improve organizational efficiency and effectiveness (Edwards et al., 1998). It is of interest to note that much of the applied literature targeted at improving ECE directors' administrative effectiveness is focused on competencies similar to those subsumed within the human relations quadrant of the CVE

The CVF is a 36-item, self-administered questionnaire that assesses managers' administrative behaviors. In the current study, it was used to assess teachers' perceptions of their directors' administrative support. Participants responded to each item using a 7-point Likert-type scale. Selected items were minimally modified in terminology to be more applicable to the child care setting (e.g., the term program was used in lieu of unit). The CVF has eight subscales, each assessing a possible management role (innovator, broker, producer, director, coordinator, monitor, facilitator, and mentor), that cluster into four quadrants (Edwards et al., 1998). Quinn and Spreitzer (as cited in Rojas, 2000) confirmed the validity of these four quadrants by testing

them on 796 executives, "where the analysis was performed by comparing two types of competing value scales" (Rojas, 2000, p. 100). Kalliath, Bluedorn, and Gillespie (1999) used structural equation modeling on a sample of 300 managers and supervisors to validate the CVF model. See Table 1 for the coefficient alphas for each subscale in the current study. Mean replacement was used for missing data.

The purpose of this pilot study was to determine the degree to which age, perceptions of fair pay, employer-sponsored health insurance, and administrative support, as conceptualized by the four quadrants of the CVF, helped predict the identified antecedents of turnover as delineated by the ECWES. The antecedents of turnover were thoughts of leaving their current ECE center, feelings of commitment to their current ECE center, intention to work at least 2 more years at the same ECE center, and job tenure at a particular center.

METHOD

Participants

The participants were recruited from two adjacent counties in central Texas. Seventy-eight teachers who were employed full-time at a licensed child care center were included in this pilot study. The teachers were recruited from child care centers randomly selected, using random numbers, from a list of centers in good standing with the Texas Department of Family and Protective Services (TDFPS); these centers had no findings of noncompliance from TDFPS. Only 6.9% of Texas child care centers are accredited by the National Association for the Education of Young Children (NACCRRA; 2009), therefore, it would have been very challenging to recruit a sample of teachers from accredited programs for this pilot study. Because at least seven staff members from each ECE center were required to respond to the ECWES for the measure to be scored, only programs licensed to serve 100 or more children were included in the selection pool. At the 90 centers, 24 directors, all female, agreed to allow their teachers to be recruited for the study--a 27% response rate. Most directors were contacted 3 to 5 times in an effort to increase the response rate.

Measures

The four dependent variables were selected from the ECWES and are listed here with their exact wording as well as the dependent variable name in parentheses: "I intend to work here at least two more years" (stay), "I often think of quitting" (leaving job), "I feel very committed to this center" (commit), and "Months worked for present employer" (job tenure). The first three of the aforementioned dependent variables were dichotomous (yes/no) and the fourth was continuous.

There were 11 independent variables, three of which, age, fair pay (yes/no), and health insurance (do have/don't have), were selected from the ECWES. Fair pay (i.e., "Salaries ... are fair, considering the center's income") was chosen as an independent variable, because recent research identified compensation as a significant predictor of turnover (Whitebook & Sakai, 2003). Although health benefits were not found to be consistently predictive of turnover in previous research (e.g., Whitebook & Sakai, 2003), having health insurance was included as an independent variable in this pilot study because of the salience of health care and health insurance in the broader culture at the time the study was conducted in 2007 to 2008. Age was included as an independent variable, because this sample of teachers was mature (i.e., older), and as previously stated, older teachers are more likely to stay employed with the same center than are younger teachers. The remaining independent variables were the eight continuous subscales of the CVF: Facilitator, Innovator, Producer, Coordinator, Mentor, Broker, Director, and Monitor, because they represent the different aspects of directors' total administrative support.

Procedure

The purpose of the current study was explained via phone to directors of randomly selected ECE centers, with permission obtained from 24 directors prior to approaching the teaching staff. A graduate student, or one of the study authors, traveled to each center at a prearranged time to discuss the study purpose and procedures in a group setting. The measures, which included the consent form, a demographic form, the ECWES, and the CVF, also were introduced, and instructions for completing the forms were provided. Although the director arranged the group meeting, she was not present during the discussion of the study. To further protect the anonymity of the teachers who chose to participate through completing all forms, a sealed box with an open slit on top was left at each center. All of the teachers, whether they chose to participate or not, were instructed to place the measures in an envelope provided for that purpose, seal the envelope, and place it in the box. Therefore, the director could not determine which teachers actually participated in the study. After 2 weeks, the box was collected, emptied, resealed, and returned to the center for an additional 2 weeks. The box was removed at the end of the second 2-week period. Seventy-eight teachers (excluding teacher aides) completed the ECWES and CVE

RESULTS

Participants

Participants had a mean age of 35 years (SD = 11.36) and had worked in the field of early childhood for a mean of 109 months (SD = 81.65). The ethnic breakdown of the 78 participants was as follows: African American 3.8% (n = 3), Euro American 60% (n = 47), Asian American 2.6% (n = 2), Hispanic American 21.8% (n = 17), and other ethnicity 1.3% (n = 1). Eight teachers (10.3%) did not provide information about their ethnicity. Twenty participants (25.6%) had obtained a bachelor's degree, 18 (23.1%) had a high school diploma or equivalent, 6 (7.7%) had earned an associate's degree, and an additional 34 (43.6%) had achieved some level of college education.

Teacher Perceptions of Directors' Administrative Support

Analyses indicated that overall, the participants evaluated their directors as being relatively skilled at all eight CVF administrative support behaviors. The means on the eight subscales ranged from 4.39 to 5.32. The means and standard deviations are found in Table 2.

Predictors of Stay

Forty six (59%) of 78 participants reported they intended to stay at the same center for at least 2 more years. Analyses were conducted to identify significant bivariate relationships; none was found (see Table 3). All 11 independent variables were included in binary logistic regression for Stay. Regression results indicate that the overall model of the 11 predictor variables was statistically nonsignificant in distinguishing between participants who did and did not agree that they planned to stay at the center for two more years. Due to space constraints, the results are not presented here. (Results are available from the first author.)

Predictors of Commit

Fifty-two (67%) of 78 participants reported feeling very committed to the ECE center at which they were currently employed. Analyses were conducted to identify significant bivariate relationships; all of the independent variables, with the exception of age, were significantly related to commit. The results also are found in Table 3. All 11 independent variables were included in the logistic regression for commit. Regression results indicate that the overall model of the 11 predictor variables was statistically significant in distinguishing between participants who did and did not agree that they felt committed to the center (-2 log likelihood = 56.67). The model correctly classified 80% of the cases. Regression coefficients are presented in Table 4. Wald statistics indicated that health insurance and coordinator significantly predicted commit. Odds ratios for health insurance indicated that the participants were 12 times more likely to report commitment to their ECE center if they had health insurance. Odds ratios indicate that for every level increase in the coordinator variable, the participants were 365% more likely to report that they "were committed to the center."

Predictors of Leaving Job

Twenty (26%) of the 78 participants reported they often thought of leaving their current job. Analyses were conducted to identify significant bivariate relationships for inclusion in regression analysis of leaving job: Age and fair pay were not significantly related to leaving job, whereas the remaining nine variables were. The results also are found in Table 3. All 11 independent variables were included in the logistic regression for leaving job. Regression results indicate that the overall model of the 11 predictor variables was statistically significant in distinguishing between participants who did and did not agree they often thought of leaving their current job (-2 log likelihood = 37.23). The model correctly classified 86% of the cases. Regression coefficients are presented in Table 5. Wald statistics indicated that health insurance, fair pay, and coordinator significantly predicted leaving job. Odds ratio indicate that participants without health insurance were 92% more likely to report they often thought of leaving their current job. Those who reported the pay was unfair were 60% more likely to report having often thought of leaving their current job. Odds ratios indicate that for every level decline in the coordinator variable, the participants were 87% more likely to report that they often thought of leaving their current job.

Predictors of Job Tenure

A linear multiple regression analysis was conducted to determine if the 11 independent variables influenced the number of months the participants reported working for their current employer. Prior to conducting the regression, the data were screened for multivariate outliers, multicollinearity, and singularity. One outlier was excluded from analysis. Initial correlations revealed low to high intercorrelations among the variables ranging between -.01 and .88, indicating the possible presence of multicollinearity among the eight subscales of the CVF. Table 6 presents the intercorrelation matrix. However, the absence of multicollinearity among the remaining variables was confirmed by tolerance statistics ranging from. 15 to .92 and by variance inflation factors ranging from 1.09 to 8.56. According to Mertler and Vannatta (2005), tolerance statistics above 10 and variance inflation factors (VIF) values below 10 indicate that multicollinearity does not pose a problem. The model, Model 1, [R.sup.2] = .38, [R.sup.2] adj = .25, F(11, 56) = 3.05, p < .01, accounted for about 38% of the variance in job tenure. Statistically significant amounts of variance were accounted for by four independent variables: age, fair pay, coordinator, and broker. A summary of the regression model is presented in Table 7. The older the participants, the longer they had been employed at the center. The longer the participants had been employed at the center, the less likely they were to perceive the pay as fair. The longer the participants had been employed at the center, the higher the coordinator and broker scores they reported for their director.

DISCUSSION

Low salaries/wages (Helburn, 1995; Whitebook et al., 1990; Whitebook & Sakai, 2003) and inadequate benefits (Kontos & File, 1992) predict teacher turnover, although the significance of benefits has not been consistently found (Whitebook & Sakai, 2003). Therefore, it was not surprising that pay perceived as unfair and a lack of employer-sponsored health benefits predicted thoughts of leaving their current job among participants in the current study. However, the results of the current study go beyond the findings of previous turnover-related research by examining how teachers' views of their director's administrative support affect employment decisions. Teachers who perceived their director to be less skilled as a coordinator, that is, those who rated their director as less dependable, consistent, and skilled at scheduling and enforcing rules and standards, also reported they often thought of leaving their current job. Conversely, job commitment and job tenure were predicted by perceptions of the director as supportive through her skills as a coordinator. Teaching young children is stressful (Deery-Schmitt & Todd, 1995), and a skilled administrator can make it less stressful, increase motivation, and, thus, facilitate longevity and commitment (Todd & Deery-Schmitt, 1996).

Teacher job commitment to an ECE program also was facilitated by equitable pay and employer-sponsored health insurance. Teachers who reported they had health insurance were 12 times more likely to report feeling committed to their current position. Of course, perceptions of pay as unfair predicted teachers' thoughts of leaving their current job. The finding that health insurance predicted participants' job commitment was undoubtedly influenced by a general awareness in the United States of the large numbers of individuals lacking this job benefit, and about the growing cost of health care. Additionally, a director who obtains health insurance for her teachers may create goodwill toward herself, which enhances motivation and increases job commitment (Catapono, 2001).

Job tenure was predicted by teachers' perceptions of the director as an effective broker (i.e., competent in seeking and gaining program resources that teachers perceived as supportive of their role) (Edwards et al., 1998). The longer that teachers had been employed with an ECE program, the higher the score assigned to the director's ability as a broker. Intriguingly, the longer that participants worked at a center, the less likely they were to perceive their pay as fair. Although teachers with a longer tenure perceived their pay as unsatisfactory, perceptions of the director as an effective broker apparently helps to offset teachers' dissatisfaction with wages. This group of participants was mature and had worked an average of 3.27 years at their jobs. Previous research (Manlove, 1993; Manlove & Guzell, 1997; Petty, Brewer, & Brown, 2005; Stremmel et al., 1993) has found age to be an inconsistent predictor of turnover. In this sample, age was only predictive of years worked at a center. However, the age range of the teachers indicates that directors should strive to address the needs and interests of young and mature workers in different ways (Berl, 2005).

The human relations quadrant (i.e., mentor and facilitator administrative arenas) was not shown to be significant in any of the analyses. This quadrant is conspicuously absent because it encompasses those traits and competencies that are often associated with the ideal ECE program administrator (i.e., one who is empathic and caring, who possesses good interpersonal and communication skills, and who works to build staff cohesion and foster cooperation). This quadrant is generally subsumed under the broad category of administrative support in the ECE literature, and so its absence has been related to staff turnover in other research (Carter & Curtis, 1998; Kontos & File, 1992; Sciarra & Dorsey, 2003).

Implications and Limitations of the Study

Teacher turnover has deleterious effects on the quality of care provided to children (Helburn, 1995; Whitebook et al., 1990; Whitebook & Sakai, 2003), and it is understood that poor-quality care can negatively affect the development of young children (Phillips et al., 2000; Whitebook et al., 1990). As found in previous studies, pay and benefits were linked to two antecedents of turnover: participants' thoughts of leaving their current job and feelings of commitment to their current teaching position. Much has been written about the importance of adequate compensation to teacher stability (e.g., Whitebook et al., 1990; Whitebook & Sakai, 2003) and will not be repeated here. Rather, the implications of the findings related to the CVF is discussed.

Teacher longevity has been linked to perceived administrative support (Catapono, 2001; Kontos & File, 1992). However, operationalizing administrative support in the child care arena has been an elusive pursuit. According to the results of the current study, the CVF shows promise as a measure for assessing teachers' perceptions of their director's competencies in eight administrative arenas: facilitating, innovating, producing, coordinating, mentoring, brokering, directing, and monitoring. In turn, two of these arenas, coordinating and brokering, were predictive of teachers' thoughts of leaving their current job, feelings of commitment, and years of service. Directors committed to improving program quality by reducing turnover may be well served to take advantage of training opportunities for enhancing their skills in the aspects of administrative support comprising the CVE

However, additional work is needed before these findings can be generalized beyond this pilot study, due to limitations concerning the sample's size and nature. The current study should be replicated with a larger and more diverse sample. Two obstacles had to be overcome to obtain these data. First, the director and/or other corporate entity had to give permission for us to attempt to recruit teachers within a center, and 27% did so. Second, teachers within these 24 programs had to decide whether to participate.

As previously stated, these participants were mature, well-educated, and experienced. It may well be that the teachers who decided to participate were better educated than those who chose not to participate; however, we were unable to gather any data on teachers who decided not to participate. It is also unknown whether the well-educated teachers were certified by the Texas Education Administration, as these data were not obtained.

Additionally, participants perceived their directors as being relatively skilled in all eight administrative roles, indicating overall satisfaction with administrative support. However, due to study methodology, this was a self-selected sample. The 24 directors who agreed to participate may have perceived their teaching staff as being satisfied with the effectiveness of their administrative support. Also, based upon oral feedback given to the researchers by teachers declining to participate in the study, those who might have rated their directors as less skilled in the administrative support roles were possibly reluctant to participate because of concerns regarding confidentiality. These concerns remained despite all efforts made to ensure and assure the study participants of their anonymity.

One other limitation had to do with the surveys. Because items were selected out of the original instruments, with some modified for the purposes of the current study, the reliability and validity of the results may be affected. Nonetheless, the potential value of the CVF to the field of ECE merits further exploration.

DOI: 10.1080/02568543.2010.487397

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Elizabeth Morgan Russell, Sue W. Williams, and Cheryl Gleason-Gomez

Texas State University, San Marcos, Texas

Submitted July 22, 2009; accepted February 10, 2010.

Address correspondence to Elizabeth Morgan Russell, Texas State University, Family and Consumer Sciences, 601 University Drive, San Marcos, TX 78666. E-mail: er15@txstate.edu TABLE 1 Coefficient Alphas for Each Subscale (N = 78) Variable Alpha Boundary spanning quadrant Innovator (a) .91 Broker (b) .87 Human relations quadrant Mentor .92 Facilitator (c) .86 Coordinating skills quadrant Coordinator (d) .90 Producer (e) .78 Directing skills quadrant Director .92 Monitor (f) .76 Note. (a.) n = 77; (b.) n=72. (c.) n=75. (d.) n=77. (e.) n=76. (f.) n=74. TABLE 2 Means and Standard Deviations of Continuous Dependent and Independent Variables (N = 78) Variable M (SD) Dependent Months worked (a,b) 39.22 (52.88) Independent Age 34.93 (11.37) Fair pay (c,d) 2.92 (l.48) Facilitator 4.59 (l.53) Innovator 4.90 (1.59) Producer 5.25 (l.33) Coordinator 5.13 (l.44) Mentor 5.27 (1.64) Broker 4.39 (1.87) Director 5.32 (l.45) Monitor 5.00 (l.44) Note. (a.) Months worked = Months worked for current employer. (b.) n=75. (c.) Fair pay = Perceptions of fairness of pay. (d.) n=77. TABLE 3 Bivariate Relationships Between Dichotomous DVs and Independent Variables (N=76) Independent Dependent Variable Variables Stay Quit Commit Insurance (a) Health [chi square] 2.05 8.08 ** 12.93 *** t test Age (b) 1.67 -1.05 1.47 Fair Pay (c) 1.02 -3.79 *** 1.51 Facilitator 1.21 -3.80 *** 3.66 *** Innovator 1.24 -3.78 *** 3.73 *** Producer 0.39 -2.93 ** 3.40 ** Coordinator 1.14 -5.67 *** 4.70 *** Mentor 1.65 -3.55 *** 3.27 ** Broker 0.72 -2.57 * 2.59 * Director 1.16 -4.25 *** 3.68 *** Monitor -0.05 -3.41 ** 2.46 * Note. (a) n=72. (b) n=73. (c) n=75. * p < .05, ** p < .01, *** p < .001. TABLE 4 Summary of Logistic Regression Analysis for Variables Predicting Commit (N = 69) Variable b SE b Wald df Exp (b) Age 0.04 0.03 1.22 1 1.04 Health Insurance 2.52 0.84 9.03 1 12.42 ** Fair Pay 0.19 0.29 0.40 1 1.20 Facilitator -0.42 0.51 0.69 1 0.66 Innovator 0.15 0.45 0.11 1 1.56 Producer 0.42 0.55 0.59 1 1.53 Coordinator 1.29 0.62 4.41 1 3.65 * Mentor -0.02 0.37 0.00 1 0.98 Broker 0.48 0.28 2.93 1 1.61 (t) Director -0.21 0.58 0.13 1 0.81 Monitor -0.77 0.51 2.31 1 0.46 (t) p < .10, * p < .05, ** p < .01. TABLE 5 Summary of Logistic Regression Analysis for Variables Predicting Leaving Job (N = 69) Variable b SE b Wald df Exp (b) Age -0.06 0.05 1.71 1 0.94 Health insurance -2.48 1.15 4.65 1 0.08 * Fair pay -0.93 0.40 5.34 1 0.40 * Facilitator -0.10 0.66 0.02 1 0.91 Innovator 0.33 0.69 0.24 1 1.40 Producer 0.62 0.75 0.69 1 1.87 Coordinator -2.04 0.93 4.79 1 0.13 * Mentor 0.08 0.50 0.26 1 1.08 Broker -0.23 0.40 0.31 1 0.80 Director 0.55 0.88 0.39 1 1.74 Monitor 0.19 0.64 0.09 1 1.20 * p < .05. TABLE 6 Intercorrelations Among Variables (N = 68) Variable 1 2 3 4 5 Job tenure -- .34 ** .22 * -.19 .10 Age -- .08 .05 .94 Health Insurance -- .05 .18 Fair pay -- .38 *** Facilitator -- Innovator Producer Coordinator Mentor Broker Director Monitor Variable 6 7 8 Job tenure .04 -.07 .12 Age .11 -.02 .04 Health Insurance .18 .12 .21 * Fair pay .34 ** .27 * .39 *** Facilitator .81 *** .79 *** .85 *** Innovator -- .76 *** .81 *** Producer -- .76 *** Coordinator -- Mentor Broker Director Monitor Variable 9 10 11 Job tenure -.02 .23 * .05 Age .05 .13 .06 Health Insurance .09 -.01 .28 * Fair pay .27 * .18 .36 *** Facilitator .75 *** .70 *** .77 *** Innovator .73 *** .57 *** .87 *** Producer .69 *** .58 *** .81 *** Coordinator .75 *** .54 *** .88 *** Mentor -- .54 *** .71 *** Broker -- .54 *** Director -- Monitor Variable 12 Job tenure -.03 Age -.02 Health Insurance .11 Fair pay .32 ** Facilitator .71 *** Innovator .74 *** Producer .79 *** Coordinator .74 *** Mentor .62 *** Broker .56 *** Director .80 *** Monitor -- * p < .05, ** p < .01, *** p < .001. TABLE 7 Summary of Regression Analysis for Variables Predicting Job Tenure (N=68) Variable b SE b [beta] t test Age 1.33 0.52 .28 2.56 * Health Insurance 24.02 13.99 .20 1.72 (t) Fair Pay -9.89 4.26 -.27 -2.32 * Facilitator -3.41 9.43 -.10 -0.36 Innovator -0.31 8.80 -.01 -0.35 Producer -14.25 9.16 -.35 -1.56 Coordinator 23.75 10.96 .61 2.17 * Mentor -7.42 6.04 -.21 -1.23 Broker 11.34 4.57 .39 2.48 * Director -3.52 11.70 -.09 -0.31 Monitor -2.52 7.10 -.07 -0.35 Note. [R.sup.2] = .38. (t) p < 10. * p < .05.