Abstract
ObjectiveThis article explores levels of job satisfaction and turnover intention of teachers in K‐12 online schools. Thus far, there has been little research on these factors in virtual schools.MethodsUsing data from the 2015‐16 National Teacher and Principal Survey, we estimate multilevel models using hierarchical linear modeling methodology and also conduct an analysis using propensity score matching.ResultsWe find that teachers working in virtual schools have higher levels of satisfaction with their jobs. They do not differ from teachers in regular schools in their intention to leave teaching or to move to another school.ConclusionTeachers view their trajectories in virtual schools as stably as they do in brick and mortar schools. These teachers, overall, are more satisfied with their jobs.
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