Determinants of Primary School Teachers Retention in New Zealand

This research proposal investigates the factors affecting primary school teachers retention in New Zealand, including pay satisfaction, workload, and promotion and recognition. The study aims to develop effective strategies for improving the retention rate of teachers in the education industry.

Research Proposal for
Master’s in Management by Thesis
Research topic
“Determinants of Primary School Teachers Retention in New Zealand: Evidence from
BOP and Waikato Regions Predicting Primary School Teachers in New
Zealand retention using pay satisfaction and other variables.
Evidence from Waikato Region and Bay of Plenty in New Zealand”
Name of the student: Krishanthi Kanagalingam
Student ID: 30022713
Name of the Instititue: Toi Ohomai Institute of Technology

1Krishanthi Kanagalingam

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Table of Contents
Chapter One...............................................................................................................................2
1.0 Introduction .........................................................................................................................2
1.1 Problem Statement...............................................................................................................2
1.2 Research objectives and questions.......................................................................................3
a. Pay satisfaction will influence job satisfaction and turnover intention..............................3
Research Questions....................................................................................................................4
a. Will pay satisfaction influence job satisfaction and turnover intention?............................4
1.3 Research Hypothesis............................................................................................................4
1.4 Significance of the study......................................................................................................5
Chapter Two...............................................................................................................................5
2.0 Literature review..................................................................................................................5
2.1 Introduction..........................................................................................................................5
2.2 Conceptual Framework........................................................................................................6
Source of conceptual framework...............................................................................................6
2.3 Job Satisfaction....................................................................................................................7
2.3.1 Factors affecting job satisfaction level of Teachers..........................................................8
2.4 The Relationships between Pay Satisfaction, Job satisfaction & Turnover Intention.........9
2.5 The Relationships between Workload, Job satisfaction & Turnover Intention.................10
2.6 The Relationships between Promotion/Recognition, Job satisfaction & Turnover Intention
..................................................................................................................................................10
2.7 Research Gap.....................................................................................................................11
Chapter Three...........................................................................................................................11
3.0 Methods..............................................................................................................................11
3.1 Introduction........................................................................................................................11
3.2 Research Approach............................................................................................................12
3.3 Research Design.................................................................................................................12

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3.4 Data collection, analysis and Sampling.............................................................................13
3.5 Reliability and Validity testing..........................................................................................14
3.6 Ethical consideration..........................................................................................................14
Conclusion................................................................................................................................15
References................................................................................................................................16

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Chapter One
1.0 Introduction
In light of the past literary sources, various authors have highlighted that in spite of increase
in education graduates, the shortage of teachers is still prevalent in the global market. This
problem still persists and various countries are facing issues in managing the pupil to tutor
ratio in majority of the countries. The global average shows that the PTR (pupil to tutor ratio)
has improved to 24:1 from 26:1 in primary education and 17:1 from 18:1 in the secondary
education (sundayfundayz.com, 2018). However, in 29 countries, the PTR ratio is more than
40:1 and in majority of the countries, the tutor to pupil ratio fell short by 20% in 63 countries
(sundayfundayz.com, 2018). Even though there has been significant need of teachers in
global market, it is essential to hire motivated and well-trained teachers. This has resulted in
the hiring of untrained professionals which may have negative impact on the quality of the
education. The analysis of the Asia Pacific region shows that there are still countries
suffering to manage their pupil to teacher ratio. The situation is no different in New Zealand
where shortage of quality teachers has become a major issue in primary and secondary
education.
The research proposes to scrutinize and investigate the association between job
satisfaction, pay and retention of primary school teachers. The investigation of the past
studies have shown that monetary rewards, non-monetary rewards, work environment,
workload and autonomy are significant factors affecting the retention rate of the employees.
Rewards are key to motivation for teachers as the pay scale are less when compared to other
industries. This shows the lack of parity in income among different sectors. Moreover,
workload and working has also been considered as key factors affecting the retention of
teachers. Teachers feel immense workload due to PTR in majority of the countries and
inexperienced teachers face significant issues in coping with the pressure. Moreover, teachers
require autonomy to teach students effectively but as majority of school management policies
and processes are stringent it hinders in unlocking potential of the teachers. … Retention of
high quality teachers is one of the critical issues in public education. In the past five years,
the industry has witnessed departure of twenty to thirty percent of the employees from the
teaching profession (Shah & Jumani, 2015Kaufman & Al-Bataineh, 2011). The increase in
number of teachers leaving their respective jobs have posed concern for providing quality
teachers. The high turnover rate is expected to have significant influence on the instability of

5Krishanthi Kanagalingam
learning environment (Skaalvik & Skaalvik, 2016). This deprives the students from receiving
the highest quality of education.
Teachers play a vital role in providing proper education to their students. Schools try
to hire high quality teaching staffs that can provide greater education to the students. The key
to developing good quality students lies on the ability of the schools to recruit highly
committed and qualified teachers (Tehseen & Hadi, 2015). This facilitates in securing the
future of any country as youth determines the progress of any nation. Therefore, the current
topic holds significant importance and analysing factors affecting the turnover of teachers is
necessary for developing better educational facilities for students in primary and secondary
education (Tehseen & Hadi, 2015).
1.1 Problem StatementResearch Problem and Background
The education industry has witnessed the biggest action taken by primary and
secondary school teachers in New Zealand by going into a strike. It was observed that more
than 50,000 teachers had participated in this revolt (Roy, 2019; Long, 2018). The labour
coalition government came into power in the year of 2017, since then the country
experienced three strikes from the teachers demanding better working conditions, respect and
pay rises (Roy, 2019; Long, 2018). These protests turned into an industrial action when all
the teachers united to protest for the cause. These teachers had already rejected the pay rise of
3% offered by the government and wanted a compensation growth of minimum 15% (Roy,
2019; Leung, 2019). However, the government has refused to pay more money claiming that
they have no money to spend on teachers (Roy, 2019). This has further aggravated the
situation in the education industry in New Zealand. As per the comments from the protestors,
there is a huge shortage of teachers in the country and they want the government to invest
into the future of the students and teachers (Roy, 2019; Leung, 2019).
Even though there are group of teachers willing to accept the pay offered by the
government and move on with their lives, the mega strike has changed the situation
completely (Walters, 2019). The opinion poll conducted in the year of 2018 has highlighted
that there is a need for reduction in class sizes, extra time for students having additional
needs, pay rise and more teaching time (Walters, 2019; Webb, 2019). ….). Moreover, the
general population had similar opinion as they want their children to receive the best possible
education which is only possible if the government invests more into the education industry
(Walters, 2019).

6Krishanthi Kanagalingam
On the other hand, the teachers have constantly rejected the pay increase of 9% worth
$1.2 billion proposed for thein the upcoming three periods as the government is unwilling to
address the concerns previously mentioned by the committees (Gerritsen, 2019Powell, 2015).
The teachers want allocation of funds instead of getting a pay rise so that the broken system
can be fixed. This shows that contradiction between the factors affecting the retention of the
teachers and are acting as motivators. It provides a valid reason to perform a research to
examine the factors actually affecting the retention rate. The government offer of pay rise
has not even come close to addressing the real issues faced in the education system in New
Zealand (Gerritsen, 2019Powell, 2015). The increase in compensation will not be able to
address the issue of more resource requirements and decreasing in work pressure,., hence all
issues are required to be addressed. The teachers claimed that they are not in the profession
for money. , however it is important for the government to pay them. It’s about the time,
value and respect of the teachers and the profession.
The evaluation of the past literary sources have shown constant difference in opinion
among the authors regarding the critical factors affecting the retention rate of the teachers. It
is due to the difference in motivators among people which is evident from the evidence from
the New Zealand industry.
…….
The above research problem suggests that pay is not the only motivator the teachers
working in the education industry and effective analysis is required on the factors affecting
the turnover intention of the teachers. The identification of these factors are expected to
develop effective strategies to improving the teachers’ retention rate.
1.2 Research objectives and questions
The objective of the investigation has been listed below:
 To examine the impact of To explore possible reasons and factors causing primary
school teachers to continue with strike.
 Ascertaining impact of primary school teachers strike on children’s growth and
development.
 Exploring possible solutions or suggestions for New Zealand government to deal or
address the issue.

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a. Pay satisfaction will influence job satisfaction and turnover intention.
b. To investigate the influence of wWorkload will influenceon job satisfaction and
turnover intention.
c. To investigate the influence of pPromotion and recognition will influence jobon job
satisfaction and turnover intention.
d. To critically evaluate the impact of jJob satisfaction will influence turnover intention.
e. To examine the mediating role of Job satisfaction will mediate theon the relationships
between pay satisfaction, workload, promotion/recognition and turnover intention.
Research Questions
What are the dynamics influencing the retention of primary school teachers in New Zealand?
What is the impact of primary school teacher strike on the children growth and development?
What are the factors affecting the satisfaction level of the primary teachers?
a. Will pay satisfaction influence job satisfaction and turnover intention?
b. Will workload influence job satisfaction and turnover intention?
c. Will promotion and recognition influence job satisfaction and turnover intention?
d. Will job satisfaction influence turnover intention?
e. Will job satisfaction mediates the relationships between pay satisfaction, workload,
promotion/recognition and turnover intention?
1.3 Research Hypothesis
H1: Pay is will significantly correlated influence with job satisfaction.
H2: Workload will significantly influence has a negative impact of job satisfaction.

8Krishanthi Kanagalingam
H3: Promotion & Recognition will significantly influence correlated with job satisfaction.
H4: Pay will significantly influence turnover intention.
H5: Workload will significantly influence turnover intention.
H6: Promotion & Recognition will significantly influence turnover intention
H74: There is a significant relationship between job satisfaction and turnover intention.
H85: Job satisfaction mediates the relationship between pay satisfaction and turnover
intention.
H96: Job satisfaction mediates the relationship between workload and turnover
intentionWorkload mediates the relationship between pay satisfaction and turnover intention.
H107: Job satisfaction mediates the relationship between promotion/recognition and turnover
intention.Promotion & recognition mediates the relationship between pay satisfaction and
turnover intention
1.4 Significance of the study
The investigation will depict the different factors influencing the job satisfaction
level of the teachers along with the factors essential for reducing the turnover intention and
motivation of the teachers. The government in New Zealand can use the findings of the study
to develop strategies for improving the condition of employment in the education industry
(Galloway, Boswell, Panckhurst, Boswell & Green, 1985).
Even though, past researches have highlighted significant text of the topic, but this
study can be provide theoretical insights on the ways quality teachers can be retained and
motivated to perform better. Investigation and discussion of the problem in light of research
publications and literary sources, identification of key facts and evidences missing from past
studies is possible. The government and other authorities are expected to develop effective
measures for addressing the underlying problem in the research.
1.4.1 Significance to the Practitioners
The study will be significant for practitioners as it can facilitate in making changes to
government policies and structures in countries facing issues in managing their PTR. The
findings will highlight the key factors affecting the retention rate and how it can be
implemented in practical scenario for improving the conditions of the education industry.

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1.4.2 Significance to the Academics
In case of the academics, the current research will expect to address the gap in the
past literature and will provide a deeper understanding of the issues faced by the teachers in
New Zealand. The success of the study will provide scope to implement this investigation in
other scenarios to improve the conditions of teachers in other countries.
1.5 Scope of study
The scope of the research is prediction of New Zealand primary school teachers’
retention using pay satisfaction, work load and recognition. The research will examine the
factors influencing the current strikes among the teachers in New Zealand.
Chapter Two
2.0 Literature review
2.1 Introduction
This segment of the research will review previous studies on job satisfaction,
employee turnover intention, pay satisfaction, workload, promotion and recognition and other
relevant factors to highlight the key factors for this research problem. Underpinning theories
for this research will be establish in this chapter and relevant hypotheses will be
hypothesized. Retaining skilled and qualified teachers is one of the major issues discussed in
the past literature for understanding the challenges faced in primary and secondary education.
The purpose of this section is to critically evaluate and find the arguments made by different
authors for developing a new conceptual model for further analysis. This will evaluate the
different factors such as pay satisfaction, workload, and recognition and promotion on job
satisfaction and turnover intention. …..
According to Sass, Seal and Martin, (2011), more than 20% of the new teachers quit their
jobs in less than 5 years of joining the service and analysis of new teachers in Ontario,
Canada showed that teachers having turnover intention are strongly dissatisfied with the lack
of support. Studies conducted in Australia and Great Britain have shown similar attrition rate

10Krishanthi Kanagalingam
in the education industry. This is truer for the new teachers in industry as the teachers are
unable to feel the sense of belongingness due to the immense pressure and workload they are
put on. Considering this context, the study investigates literary studies on job satisfaction,
different factors turnover intention of primary school teachers.
2.2 Conceptual Framework
The analysis of the past researches have shown significant relationship between pay
satisfaction, workload and promotion and recognition on the satisfaction level of teachers and
employees in other industry. The analysis of the past researches in some instances significant
relationships were not developed which creates a dilemma regarding these factors. Moreover,
job satisfaction has significant influence on the turnover intention of employees. However,
there are studies were unable to highlight relevant results. Therefore, it makes it necessary to
evaluate this framework.
………
Source of conceptual framework
Pay Satisfaction – Job Satisfaction (Roy, April 2019)
Pay Satisfaction – Turnover Intention (Memon, Salleh, & Baharom, 2017)
Workload-Job satisfaction (Ud-Din-Jalal & Zaaheer, 2017)
PAY SATISFACTION
WORKLOAD
PROMOTION &
RECOGNITION
JOB SATISFACTION TURNOVER
INTENTION
Figure 1: Conceptual Framework
Source: As created by author

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Workload – Turnover Intention (Kar & Suar, October 1, 2014)
Promotion & Recognition – Job Satisfaction (R.D & Jeevan, 2009-2010)
Promotion & Recognition – Turnover Intention (Cao, Chen, & Song, 2013)
Job satisfaction – Turnover Intention (Tzeng, 2002)
2.3 Job Satisfaction
As emphasised by various equity theorists, there is significant importance of
achieving an equilibrium between the skills, knowledge, and efforts invested by the
employees and the reward, compensation and recognition received. Shah and Jumani, (2015)
states that people evaluate their job performance and fairness of their rewards based on the
peer groups working in the same organisation or in a different company. Wells, (2015)
Sharma and Jyoti, (2009) states that equity can be achieved only when the ratio of the
employees output and input is equal. This means that satisfaction depends on the incongruity
between the work done by the employees and the compensation they are receiving.
On the contrary, the social exchange theory had developed a framework which has
been able to explain the relationship between turnover intention, work engagement and pay
satisfaction. As stated by Memon, Salleh and Baharom, (2017), social exchange is the
fundamental relationship between individuals. This refers to the voluntary actions made by
the employees as they have anticipated returns and benefits in exchange. Therefore, positive
perception of workforce towards payment are expected to motivate them.
According to Arnup and Bowles, (2016), job dissatisfaction leads to stress for
teachers. In addition to that, Skaalvik and Skaalvik, (2016) portrayed the significance of job
satisfaction among teachers for developing effective educational reforms. Therefore, for
reducing the turnover of teachers and develop reforms in the educational industry,
identification of the different factors affecting the job satisfaction are critical. Wells, (2015)
Ololube, (2006) performed an investigation on the characteristics of teachers’ schools, pay,
background and work condition in respect to work satisfaction and highlighted that there was
favourable relationship amid working conditions and satisfaction level of teachers. Roy,
(2019) states that when there is increase in interest and motivation towards achieving their
organisational gaols, it signifies that there is an increase in organisational commitment and

12Krishanthi Kanagalingam
satisfaction. Shah and Jumani, (2015) stated that job satisfaction is the factor capable of
predicting retention chances and commitment of a teacher towards increasing effectiveness of
school education quality. Green & Muñoz (2016) Ferguson, Frost and Hall, (2012) claimed
that there is direct relationship between turnover and job satisfaction of teachers but a crucial
finding was that the perception of job satisfaction of teachers are different from normal
business organisations.
H7: There is a significant relationship between job satisfaction and turnover intention.
H8: Job satisfaction mediates the relationship between pay satisfaction and turnover
intention.
H9: Job satisfaction mediates the relationship between workload and turnover intention.
H10: Job satisfaction mediates the relationship between promotion/recognition and turnover
intention.
2.3.1 Factors affecting job satisfaction level of Teachers
There are different types of factors affecting the job satisfaction level of teachers in
respect to their job and they are classified into three categories. These are demographic,
extrinsic and intrinsic factors. Green & Muñoz (2016) Ololube, (2006) states that intrinsic
satisfaction is derived from the different activities in the classroom and daily interaction with
ones students assists in understanding their growth. Moreover, the perception of the students
regarding their teachers’ control of the environment in classroom are intrinsic factors
affecting the satisfaction level of the students. The analysis of literary sources has highlighted
the different factors affecting the job satisfaction level and attrition rate. Shah and Jumani,
(2015) argued that implementation of professional autonomy will result in increase in
attractiveness of the career option. This in turn will improve the quality of teaching in class
rooms and overall practices in primary and secondary education. Intrinsic factors are
responsible for motivating the individuals in performing their job effective as they enjoy
working with younger generation and help them nurture and grow. Arnup and Bowles,
(2016), states that there limited number of teachers entering the profession due to external
benefits such as benefits, prestige and salary.

13Krishanthi Kanagalingam
On the contrary, Memon, Salleh and Baharom, (2017) suggest that there are number
of extrinsic factors associated with the enhancement of satisfaction level of teachers. This
includes pay, safety of school, resource availability and support perceived from the school
administration. Tehseen & Hadi, (2015) analysed the problems associated with the extrinsic
factors in the teaching profession which highlighted that lack of proper working conditions
have demoralised most of the teachers working in the industry. The lack of support from the
school authorities and other stakeholders results in the lack of motivation in performing to the
best of their capabilities and they are likely to look better options providing such facilities or
moves to a different profession. However, teachers changing job is still positive for the
industry in comparison to change in profession as reduces the availability number of quality
teachers and the overall education system. These factors have shown even though intrinsic
factor can motivate the employees to choose this profession but the extrinsic factors keep
them satisfied with their jobs and their desire to carry on with the profession.
According to Sass, Seal and Martin, (2011), more than 20% of the new teachers quit
their jobs in less than 5 years of joining the service and analysis of new teachers in Ontario,
Canada showed that teachers having turnover intention are strongly dissatisfied with the lack
of support. Studies conducted in Australia and Great Britain have shown similar attrition rate
in the education industry. This is truer for the new teachers in industry as the teachers are
unable to feel the sense of belongingness due to the immense pressure and workload they are
put on. Considering this context, the study investigates literary studies on job satisfaction,
different factors turnover intention of primary school teachers.
The various demographic factors have always been linked to individuals working in
the teaching industry which consists of factors such as education, gender, age and marital
status. Kaufman & Al-Bataineh, (2011) evaluated the satisfaction level of both secondary and
primary school teachers and examined more than 30,000 teachers to identify that female
employees are higher level of satisfaction with their respective jobs when compared with
their male counterparts. It also showed that there is very weak correlation amid salary, benefit
and satisfaction. The examination of job satisfaction level with age showed that satisfaction
level of women and men both varied with their age. Wells, (2015) Ferguson, Frost and Hall,
(2012) highlighted that adjustment levels of married people are better than that are unmarried.

14Krishanthi Kanagalingam
2.4 The Relationships between Pay Satisfaction, Job satisfaction &
Turnover Intention
Liu, (2007) conducted a study to evaluate the impact of low compensation or pay on
attrition and turnover of teachers and found that it is one of the major predictors. The
turnover intention of teachers are decreased due to the increase in satisfaction level of the
teachers when compensation is increased. On the other hand, studies have supported these
findings by recommending increase in salary of teacher to retain them. Skaalvik and
Skaalvik, (2016) highlighted that there is positive relationship between satisfaction of
teachers and compensation and low salary results in dissatisfaction among them. However,
evaluation of past studies that there are minimal studies evaluating the satisfaction level of
the employees with respect to administrative support and salary.
H1: Pay will significantly influence job satisfaction.
H4: Pay will significantly influence turnover intention.
2.5 The Relationships between Workload, Job satisfaction & Turnover
IntentionWorkload
The analysis of the past literature shows noteworthy relationship amid job satisfaction
and workload. Geiger and Pivovarova, (2018) conducted a study to examine the impact of
workload on the performance of teachers and highlighted negative relationship between the
variables. However, the study was unable to develop significant due to the small size of the
chosen sample population. Sass, Seal and Martin, (2011) extended the study conducted by
the previous author and evaluated the influence of workload on the employees performance
in the health care industry which showed that reducing the stress at work is one of the most
effective way of reducing turnover intention. Helms-Lorenz, van de Grift, and Maulana,
(2016) states that workload can be considered as the most relevant factor affecting the job
satisfaction of the employees. The employees having positive perception towards their
workload can be positive job satisfaction when compared to the employees having negative
perception towards it.
H2: Workload will significantly influence job satisfaction.
H5: Workload will significantly influence turnover intention.

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2.6 The Relationships between Promotion/Recognition, Job satisfaction &
Turnover IntentionPromotion and Recognition
Kaufman and Al-Bataineh, (2011) states that intrinsic rewards such as recognition and
promotion has positive impact on the satisfaction level of the employees. The traditional
method of rewards system both intrinsic and extrinsic has been able to motivate and satisfy
the employees working in organisation. Cao, Chen and Song, (2013) confirmed that
recognition is a significant component of improving communication and cooperation. At the
same time, it also helps in decreasing turnover rate and absenteeism. Recognition leads to
higher satisfaction among the employees. Shah and Jumani, (2015) agreed to the past
researches by stating regular recognition and promotion is one of the most effective ways of
keeping the employees productive. Tehseen & Hadi, (2015) conducted a survey in Malaysia
which showed that more than 87% of the employees stated that intrinsic rewards like
promotion and recognition have improved their performance and job satisfaction. Moreover,
they also concluded that every employee wants to be recognised by their respective
managers.
H3: Promotion & Recognition will significantly influence job satisfaction.
H6: Promotion & Recognition will significantly influence turnover intention
2.7 Research Gap
The analysis of the past research has shown that there is lack of literature in
understanding the role of pay satisfaction, workload and promotion and recognition on the
job satisfaction level and turnover intention of teachers (Liu, 2007). Even though various
studies have identified issues but significant results have not been found in some of the cases.
There are studies which have not been able to develop significant relationship due to the
small sample size.

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Chapter Three
3.0 Methods
3.1 Introduction
Research is the systematic and scientific way of searching for relevant information on
a given topic. It is the original contribution to the past researches which helps in gaining
additional knowledge on a topic. The methods and instruments formulated to perform this
research is known as methodology. This research is an applied research as it aims to identify
solution to an existing problem in the society (Mackey & Gass, 2015). The scope of the
investigation is to recommend suitable strategies to reduce the dissatisfaction level of the
primary school teachers in New Zealand. Saunders research onion is the framework used to
describe the procedures and instruments used in diverse steps. The research provides detailed
description of the research approach, design, sampling processes, sample sizes along with
reliability and validity of the instruments and data collected.
This study will choose quantitative method in data collection and analysis.
3.2 Research Approach
It is the logical reasoning behind the selection and analysis of information. Deductive
and inductive are the two types of approaches in research. The inductive approach is used for
generalisations and development of new theoretical paradigm. In contrast, the deductive
approach is used for testing the current concepts and hypothesis developed in the examination
(Sekaran & Bougie, 2016). The importance of hypothesis in an investigation is the main
distinction amid the two approaches. The deductive approach test the truth of the premises
and concludes that if the premises are true the conclusion is ought to be true. The research
chooses deductive approach as it will assist in evaluating the association between job
satisfaction and employee turnover. It will also measure the relevance of factors such as pay
satisfaction, workload and, promotion and recognition on turnover intention. It will also
facilitate in performing quantification of data.
3.3 Research Design
Research design is the action plan of selecting and investigating data. It can also be
defined as the identification between the appropriate method of data collection (Choy, 2014).
Research design can be divided into descriptive research design, exploratory research design
and explanatory research design (Morse, 2003). Descriptive research design is used for the

17Krishanthi Kanagalingam
description of the research problem and understanding the factors contributing to the
problem. On the contrary, explanatory research design is implemented for measuring
association between two elements. Exploratory research design is used to explore a research
problem when there is an absence of investigation on a theme. Exploratory research helps in
shaping up the research problem so that conclusive research can be performed on it.
However, this research has chosen the explanatory research design which uses a highly
structured methodology to gather information. The explanatory design of research can also be
classified as causal research design (Leavy, 2017). The current exploration will use an
explanatory research design which promotes use of quantitative data collection method.
Initially, the investigation will conduct the quantitative data analysis to develop relevant
results. These outcomes will be contrasted to the results obtained from the past studies to
provide valid discussion on the research topic. The theories will be equated to understand the
similarities and differences in the research methodology.
3.4 Data collection, analysis and Sampling
This research will use primary data collection method for gathering relevant data for
the research. As this research uses a single researchmono method analysis design only
quantitative instruments will be used. The process of quantitative data collection will be
conducted by developing a survey questionnaire consisting of the close ended questions
(Choy, 2014). The questionnaire will consist of demographic questions, questions of job
satisfaction, workload, and pay satisfaction, promotion and recognition and turnover intention
(Palinkas et al., 2015). The demographic question will use nominal, ordinal and interval scale
to collect relevant data. On the other hand, the remaining components will use ratio scale
where the questions will choose the 5 point Likert scale to collect the data. Through a
structured questionnaire the data will be collected for the investigation. The questionnaire
will be developed on Google Forms and the forms will be distributed to selected participants
based on sampled population.
In case of the quantitative analysis, the data collected will be evaluated using
statistical tools and techniques. SPSS is the software to be used for data evaluation. The data
will be displayed in frequency tables and charts for evaluation of the responses from the
participants. On the other hand, descriptive statistics will be used in the research to evaluate
the mean, median, mode, standard deviation and skewness in the data collected (Palinkas et
al., 2015). Pearson’s correlation will be used to examine the correlation between the elements

18Krishanthi Kanagalingam
mentioned in the research at a significance level at two tailed. Regression analysis will be
used to examine the impact of the predictors on the turnover intention of the teachers. It will
result in the development of a predictive model which is essential for trend analysis.
Sampling is the practice of choosing elements from the entire populace for reducing
the time and cost of the overall research. This research is a cross-sectional study and data will
be collected only once. Sampling process will comprise of choosing the target population,
sampling frame, sample size and the sampling technique to be used (Palinkas et al., 2015).
The target population consists of the teaching population in New Zealand the sampling frame
will consists of the primary school teachers in Waikato Region and Bay of Plenty from New
Zealand. On the other hand while choosing the sample size, the research will consider the
total population, margin of error and confidence interval. The adequate sample size for the
research is between 200 to 220 primary teachers working in public sector. This research will
prefer probabilistic sampling method over non-probabilistic sampling method. Probabilistic
sampling methods are distributed into cluster random sampling, systematic random sampling,
stratified random sampling and simple random sampling (Hooper, Teerenstra, de Hoop &
Eldridge, 2016). Randomisation is the fundamental difference between probabilistic and non-
probabilistic sampling methods. In case of the sampling technique, simple random sampling
will be used to choose participants. Randomisation of the population eliminates bias from the
research and provide equal opportunity to all the respondents. Simple random sampling will
randomly choose participants based on the chosen sampling frame. As this is a cross-
sectional study, information will be gathered only once, and the research is expected to be
completed by 1st June 2020.
3.5 Reliability and Validity testing
Reliability of the data collected will be measured using Cronbach’s alpha test which
measures the scale reliability of the data collected. Cronbach’s alpha will measure the internal
consistency and scale reliability of the collected data where the acceptable value of alpha is
0.7. Test rated reliability will be used to examine the reproducibility of the data collected. In
this method the different data set will be used to check whether the study generates similar
results or not. This validates the reliability of the chosen method for all similar studies.
Moreover, pilot testing will be used to evaluate the validity of the questionnaire (Bolarinwa,
2015). In pilot testing the data collected will be distributed to 10 respondents who will

19Krishanthi Kanagalingam
determine the quality of the questionnaire and whether the questions are appropriate for
deriving results in the research or not.
3.6 Ethical consideration
The research will adhere to the ethical guidelines prescribed by the Institute. The
study will make sure that anonymity and privacy of the respondents have been kept by
focusing on confidentiality of the data collected. The study will avoid the three cardinal sins
of research, plagiarism, fabrication and falsification. Fabrication and falsification of the data
collected will be strictly avoided by keeping the results intact. Proper citation will be given to
make sure that credit has been given to the author. The questionnaire will not consist of any
discriminatory or abusive language which may offend the participants. The participation in
the study will be voluntary and none will be forced to participate in the research. Informed
consent will be used to provide the respondents with adequate knowledge on the research
project and objective of the study.
Conclusion
The study is expected to derive relevant results if the given methods are followed
accurately. It is expected that there will be significant relationship between workload, pay
satisfaction, promotion, and recognition and turnover intention of teachers. The F value is
expected to be less than the p value of 0.05 and it is expected to negative correlation between
workload and turnover intention. Similarly, positive relationship is expected to be derived
between job satisfaction and pay increase and recognition. The research has proposed
methods and framework for performing the actual study but changes to these methods can be
made based on the circumstances while performing the study. However, those changes in the
proposed methods will be mentioned along the various reasons for choosing those methods.
There are few limitations of the research and one major limitation is the use of single research
design as it is unable to take all the dimensions into account.

20Krishanthi Kanagalingam
References
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for teachers’ intention to leave the teaching profession. Australian Journal of
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Bolarinwa, O. A. (2015). Principles and methods of validity and reliability testing of
questionnaires used in social and health science researches. Nigerian Postgraduate
Medical Journal, 22(4), 195.
Cao, Z., Chen, J., & Song, Y. (2013). Does Total Rewards Reduce the Core Employees'
Turnover Intention? International Journal of Business and Management, 8(20), 62.
Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and
complimentary between qualitative and quantitative approaches. IOSR Journal of
Humanities and Social Science, 19(4), 99-104.
Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job
satisfaction. Journal of teaching and learning, 8(1).
Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research
project. Sage.
Galloway 1, D., Boswell, K., Panckhurst, F., Boswell, C., & Green, K. (1985). Sources of
satisfaction and dissatisfaction for New Zealand primary school teachers. Educational
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21Krishanthi Kanagalingam
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Hooper, R., Teerenstra, S., de Hoop, E., & Eldridge, S. (2016). Sample size calculation for
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Kaufman, M., & Al-Bataineh, A. (2011). Factors that Influence Teacher
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zealand-primary-school-teachers-are-striking-for-a-day
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Routledge.
Memon, M. A., Salleh, R., & Baharom, M. N. R. (2017). The mediating role of work
engagement between pay satisfaction and turnover intention. International Journal of
Economics, Management and Accounting, 25(1), 43-69.
Morse, J. M. (2003). Principles of mixed methods and multimethod research
design. Handbook of mixed methods in social and behavioral research, 1, 189-208.
Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: An
assessment. Essays in Education, 18(1), 9.

22Krishanthi Kanagalingam
Padilla-Díaz, M. (2015). Phenomenology in educational qualitative research: Philosophy as
science or philosophical science. International Journal of Educational
Excellence, 1(2), 101-110.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K.
(2015). Purposeful sampling for qualitative data collection and analysis in mixed
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mental health services research, 42(5), 533-544.
Powell, A. (2015). 'Pay is not why we do it' – why the upcoming teachers strike's about more
than just money. Retrieved 22nd July 2019 https://www.tvnz.co.nz/one-news/new-
zealand/pay-not-why-we-do-upcoming-teachers-strikes-more-than-just-money
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schools-hit-by-mega-strike-as-50000-teachers-walk-out
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Empirical Insights from Kolkata, India. IUP Journal of Organizational
Behavior, 18(2).
Sass, D. A., Seal, A. K., & Martin, N. K. (2011). Predicting teacher retention using stress and
support variables. Journal of Educational Administration, 49(2), 200-215.
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach.
John Wiley & Sons.
Shah, N. H., & Jumani, N. B. (2015). Relationship of job satisfaction and turnover intention
of private secondary school teachers. Mediterranean Journal of Social Sciences, 6(4),
313.
Sharma, R. D., & Jyoti, J. (2009). JOB SATISFACTION OF UNIVERSITY TEACHERS:
AN EMPIRICAL STUDY. Journal of Services Research, 9(2).
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors
of engagement, emotional exhaustion, and motivation to leave the teaching
profession. Creative Education, 7(13), 1785-1799.
Sundayfundayz.com. (2018). The Numbers Problem: A Look Into The Global Lack of
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numbers-problem-a-look-into-the-global-lack-of-teachers/

23Krishanthi Kanagalingam
Tehseen, S., & Hadi, N. U. (2015). Factors influencing teachers’ performance and
retention. Mediterranean Journal of Social Sciences, 6(1), 233.
Wallace, M., & Sheldon, N. (2015). Business research ethics: Participant observer
perspectives. Journal of Business Ethics, 128(2), 267-277.
Walters, L. (2019). Teachers prepare for mega-strike, but is there any more money?.
Retrieved 22nd July 2019 https://www.stuff.co.nz/national/education/112484006/teachers-
prepare-for-megastrike-but-is-there-any-more-money
Webb, R. (2019). New Zealand Teachers on Strike. Retrieved 22nd July 2019
https://www.jacobinmag.com/2019/06/new-zealand-teachers-strike-budget-wages
Wells, M. B. (2015). Predicting preschool teacher retention and turnover in newly hired Head
Start teachers across the first half of the school year. Early Childhood Research
Quarterly, 30, 152-159.
Arnup, J. & Bowles, T. (2016). Should I stay or should I go? Resilience as a protective factor
for teachers’ intention to leave the teaching profession. Australian Journal of
Education, 60(3), pp.229-244.
Bolarinwa, O. A. (2015). Principles and methods of validity and reliability testing of
questionnaires used in social and health science researches. Nigerian Postgraduate
Medical Journal, 22(4), 195.
Cao, Z., Chen, J., & Song, Y. (2013). Does Total Rewards Reduce the Core Employees'
Turnover Intention? International Journal of Business and Management, 8(20), 62.
Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and
complimentary between qualitative and quantitative approaches. IOSR Journal of
Humanities and Social Science, 19(4), 99-104.
Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job
satisfaction. Journal of teaching and learning, 8(1).
Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research
project. Sage.
Galloway 1, D., Boswell, K., Panckhurst, F., Boswell, C., & Green, K. (1985). Sources of
satisfaction and dissatisfaction for New Zealand primary school teachers. Educational
Research, 27(1), 44-51.

24Krishanthi Kanagalingam
Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher
retention. Teachers and Teaching, 24(6), 604-625.
Helms-Lorenz, M., van de Grift, W., & Maulana, R. (2016). Longitudinal effects of induction
on teaching skills and attrition rates of beginning teachers. School Effectiveness and
School Improvement, 27(2), 178-204.
Hooper, R., Teerenstra, S., de Hoop, E., & Eldridge, S. (2016). Sample size calculation for
stepped wedge and other longitudinal cluster randomised trials. Statistics in
medicine, 35(26), 4718-4728.
Kaufman, M., & Al-Bataineh, A. (2011). Factors that Influence Teacher
Retention. International Journal of the Humanities, 9(3).
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and
community-based participatory research approaches. Guilford Publications.
Liu, X. S. (2007). The effect of teacher influence at school on first-year teacher attrition: A
multilevel analysis of the Schools and Staffing Survey for 1999–2000. Educational
Research and Evaluation, 13(1), 1-16.
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design.
Routledge.
Memon, M. A., Salleh, R., & Baharom, M. N. R. (2017). The mediating role of work
engagement between pay satisfaction and turnover intention. International Journal of
Economics, Management and Accounting, 25(1), 43-69.
Morse, J. M. (2003). Principles of mixed methods and multimethod research
design. Handbook of mixed methods in social and behavioral research, 1, 189-208.
Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: An
assessment. Essays in Education, 18(1), 9.
Padilla-Díaz, M. (2015). Phenomenology in educational qualitative research: Philosophy as
science or philosophical science. International Journal of Educational
Excellence, 1(2), 101-110.

25Krishanthi Kanagalingam
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K.
(2015). Purposeful sampling for qualitative data collection and analysis in mixed
method implementation research. Administration and policy in mental health and
mental health services research, 42(5), 533-544.
Powell, A. (2015). 'Pay is not why we do it' – why the upcoming teachers strike's about more
than just money. Retrieved 22nd July 2019 https://www.tvnz.co.nz/one-news/new-
zealand/pay-not-why-we-do-upcoming-teachers-strikes-more-than-just-money
Roy, E. A. (2019). New Zealand schools hit by 'mega-strike' as 50,000 teachers walk out.
Retrieved 22nd July 2019 https://www.theguardian.com/world/2019/may/29/new-zealand-
schools-hit-by-mega-strike-as-50000-teachers-walk-out
Roy, S. (2019). The Impact of Pay Satisfaction on the Performance of College Teachers:
Empirical Insights from Kolkata, India. IUP Journal of Organizational
Behavior, 18(2).
Sass, D. A., Seal, A. K., & Martin, N. K. (2011). Predicting teacher retention using stress and
support variables. Journal of Educational Administration, 49(2), 200-215.
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach.
John Wiley & Sons.
Shah, N. H., & Jumani, N. B. (2015). Relationship of job satisfaction and turnover intention
of private secondary school teachers. Mediterranean Journal of Social Sciences, 6(4),
313.
Sharma, R. D., & Jyoti, J. (2009). JOB SATISFACTION OF UNIVERSITY TEACHERS:
AN EMPIRICAL STUDY. Journal of Services Research, 9(2).
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors
of engagement, emotional exhaustion, and motivation to leave the teaching
profession. Creative Education, 7(13), 1785-1799.
Tehseen, S., & Hadi, N. U. (2015). Factors influencing teachers’ performance and
retention. Mediterranean Journal of Social Sciences, 6(1), 233.
Wallace, M., & Sheldon, N. (2015). Business research ethics: Participant observer
perspectives. Journal of Business Ethics, 128(2), 267-277.

26Krishanthi Kanagalingam
Walters, L. (2019). Teachers prepare for mega-strike, but is there any more money?.
Retrieved 22nd July 2019 https://www.stuff.co.nz/national/education/112484006/teachers-
prepare-for-megastrike-but-is-there-any-more-money

27Krishanthi Kanagalingam
Human Ethics Application
1. What information will be provided to participants prior to them giving consent and how will
this be provided
Will ensure the participants to give a clear and fair knowledge about the research which will
be conducted, and the purpose of the data is going to be collected. Also the participant will be
fair and true details about the research process and to be able to make an informed decision
about taking part, their entails, the reason why their participation is necessary, how the
gathered data will be used and the authority whom the findings will be reported.
A brief detail about the research will be printed under the Toi Ohomai Institute of
Technology letter head and will be attached along with the survey. This will also include the
consent of participant, contact details of the researcher and the supervisor.
2. How will participants give consent?
The participant signing the consent form which will be attached in the survey will be
considered as the participants consent.
For online surveys by accepting to participate in the survey will be considered as the
approval given by the participant. While in qualitative method a verbal consent will be
recorded prior to the interview given by the participant.
3. How will confidentiality, anonymity and privacy of participants be assured?
The survey will be designed in a way that does not allow the participants to be identified such
as no personal information (Ex: name, organization, phone no, email) will be questioned. The
confidentiality and the anonymity will be maintained with the gathered information.
However, in the event of the participant is willing to reveal the identity then confidentiality
and anonymity will be negotiated and agreed according to the will of the participant and
he/she’s decision will be honored accordingly.
4. Identify any risks to participants and how these will be mitigated
The risks that may likely to occur to the participants is physical harm; this may include stress,
depression of harm to their career in future.
In order to mitigate the risks, the researcher will take all precautions to ensure that the
participant is in no way directly or adversely affected. Therefore, no such questions will be
included the survey which will bring effect physically or emotionally the participant.
5. Will people be selected as participants on the basis of their ethnicity, culture, gender,

28Krishanthi Kanagalingam
sexuality and/or in other ways which will target specific collectives?
If yes What procedures will be used to ensure that involvement in the research is culturally safe
and non-offensive for the participants?
The target population for this research will be selected randomly. Therefore, the participants
will not be selected based on their respective ethnicity, culture, gender or sexuality.
6. If your research includes Māori participants, how will you ensure tikanga is recognised
and adhered to?
This research will not be involved in anything related to the Maori culture or neither the
participation of the Maori’s. Therefore, it is not applicable.
i. What actual or potential implications for Māori will this research have?
There won’t be any implications for Maori in this research project.
ii. What advice have you had from Māori stakeholders or advisors before developing this
proposal? How will Māori stakeholders have an on-going role in your research?
Since this research is not related to Maori or about their culture. Therefore, it is not relevant
to obtain advice from the Maori stakeholders or advisors and they will not be involved in this
research project.
iii. For research with Māori, how will respect for intellectual and/or cultural property
be addressed?
Not applicable due to their not involvement in this project.
7. Do you have any other relationship with participants (e.g. tutor/student)? If so how will any power
imbalances be addressed?
No. There will be no relationship involved with the participants.
8. Does your study involve deception or withholding of information from participants? If so,
please state how this will be handled.
This research will not withhold any information from the participants.
9. What measures will be taken to ensure the accuracy of participants’ contribution?
The gathered information will be analyzed statistically in order to ensure the accuracy in the
results. SPSS system will be used to analyze the data.