I would like to acknowledge all of those involved with helping me reach the goal I have had since I was 16 years old. In particular, I have a vast amount of gratitude and respect for my advisor, Dr. James Breaugh. His keen insight, thought provoking questions, and dedicated quick draft turnaround helped me constantly move forward in this process; for both the thesis and the dissertation. A sincere thank you goes to you, Jim. I would like to thank my dissertation committee, Dr. Stephanie Merritt, Dr. John Meriac, and Dr. Deborah Balser, for providing both their suggestions and time which helped make for a stronger dissertation. I appreciate all of the professors I have had in graduate school who have helped me acquire the knowledge and skills needed to create this dissertation and to be successful in future, especially Drs. Macan and Tubbs. I believe UMSL has a very strong I/O psychology program and I am so happy to have been accepted in the first place and now to have finished what I started. I also want to thank the numerous professors who let me take class time to collect data in just one month, without which, I would still be collecting data. A big thank you goes to my cohort and fellow I/O program students for providing laughs and mutual understanding. Graham Wohler was immensely helpful when I needed advice or a careful editor and cannot thank him enough. On a personal level, this dissertation and graduate school process was made much easier with the overwhelming support of my wonderful parents and sister, Marilyn, Bill and Erin, patient and caring boyfriend, Chris Schneider, and thoughtful friends. I will always be grateful for their constant love and look forward to spending more time with them. Lastly, I would like to acknowledge my Grandpa Farabee and Uncle Jack Farabee; they know why.
Research on turnover in academia suggests faculty primarily resign to obtain higher salaries and for personal reasons; however, the samples of most such studies have been from research institutions. Correlates were examined for turnover intentions among 190 faculty members at a university that emphasized teaching. Although current turnover intention was low, seven measures of satisfaction explained 31.5% of the variability in turnover intent, and satisfaction with pay, work itself, and teaching/service load together explained 26% of the variance. Findings support the hypothesis that salary is an important element in explaining turnover consideration at teaching institutions. Although satisfaction with collegial relations was related significantly to turnover intent, it was not as important as some of the other characteristics.
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