Abstract
Purpose: This study analyzed how a teacher's target position (i.e., head teacher, educational manager, educational specialist) affects the intention to leave the teaching profession at each stage of a teaching career. Methods: Based on data from the first year of the Seoul Teacher Longitudinal Study 2020, basic analysis and logistic regression analysis were applied to verify the impact of teachers' target positions. Results: Whether or not a teacher has a target position of promotion was found to have a statistically significant effect on the intention to leave the teaching profession at each stage of a teaching career. In addition, in the initial period, gender, motivation (intrinsic, extrinsic), burnout, school level, establishment type, and school autonomy have an influence, but in the growth period, gender, extrinsic motivation, burnout, and school size have an influence, and in the mature period, gender, household income, and motivation (Intrinsic, extrinsic) and burnout influenced the intention to leave the teaching profession. Conclusion: Teachers with a high intention to leave the teaching profession are likely to be dissatisfied with their current position and not be faithful to their assigned role. Therefore, a career development stage is required to set a new target position in addition to the existing promotion system so that teachers can have an appropriate target position.
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