Why do teachers leave? A comprehensive occupational health study evaluating intent‐to‐quit in public school teachers

Abstract

AbstractPurposeUtilizing data from an online comprehensive occupational health survey, this study aimed to systematically evaluate the factors most strongly associated with intent‐to‐quit the profession for public school teachers.MethodsA total of 2,588 teachers from 46 Texas school districts responded to a comprehensive occupational health survey. Univariate and multivariate analyses were conducted to identify specific demographic, occupational, and health factors associated with intentions to quit the teaching profession within 1 year.ResultsTeachers with fewer years’ experience and alternative certificates were more likely to quit the profession. Teachers with lower organizational commitment, lower job involvement, lower perceived support, lower job control, poorer school climate, and more school problems indicated higher likelihood of leaving the profession. Poorer mental quality of life, higher levels of stress, and the presence of major depression, panic disorder, anxiety disorder, and somatization disorder were significantly related to higher intentions to quit (all ps < 0.05). The key factors related to intent‐to‐quit to be low organizational commitment, low job control, female gender, and the presence of major depressive disorder.ConclusionsWhile some of the factors associated with intent‐to‐quit are not modifiable, interventions focusing on improving workplace factors, decreasing stress, and improving mental health may help reduce attrition for public school teachers.