Abstract
Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover intentions were remarkably persistent, but the reasons for them varied significantly. Lack of professional commitment and factors related to the school system and workload were the main reasons for teacher turnover intention. The results suggest several factors that should be improved simultaneously in the teaching profession to increase teacher job satisfaction and retention.
Highlights
Teacher career turnover is identified globally as a serious occupational hazard in the field of education (ASTI 2018; OAJ 2018)
This study aims to gain a better understanding of teacher career turnover by exploring the sources and persistence of teacher turnover intentions
The results showed that teacher intentions to leave the teaching profession were quite common
Summary
Teacher career turnover is identified globally as a serious occupational hazard in the field of education (ASTI 2018; OAJ 2018). The estimated teacher turnover rate ranges from 13 to 15% annually (Ingersoll 2001; Nissinen and Välijärvi 2011), and of those who exit the profession, only a third are estimated to return (Sutcher et al 2016). Teacher turnover has severe consequences for the quality of instruction, for students and their learning, and more broadly, for the school community. There is research evidence proves that teacher turnover negatively affects student engagement and achievement as well as school leadership and the dynamics of the professional community (Guin 2004; Ingersoll 2001; Ronfeldt et al 2013). A school loses institutional memory due to significant staff changes; changes in staff raise the need for additional resources for recruiting and familiarising new members with the everyday practices adopted by that school community (Borman and Dowling 2008; Ingersoll 2001; MacDonald 1999; Ronfeldt et al 2013)
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