Teacher Turnover Intentions Research Articles

Country effects on teacher turnover intention: a multilevel, cross-national analysis

This study provides in-depth analyses of how country contexts along with working conditions might relate to teachers’ turnover intentions. Using a large sample of teachers and schools from 32 OECD countries, the study estimates a set of three-level HLM models of turnover intention. The findings reveal that teacher turnover intentions vary significantly across countries and across schools within countries. This variation is a function of teacher-, school-, and country-level factors. The analysis of cross-level interactions indicates that the country contexts might have moderated the nature or strength of the relationships between working conditions and teacher turnover intention.

Influencing factors of Chinese special education teacher turnover intention: understanding the roles of subject well-being, social support, and work engagement

Turnover intentions are peoples’ plans of turnover action, representing their expressed motivation to perform the turnover behavior, which may be the best predictor of turnover. The study aimed to investigate the level of turnover intentions of special education teachers in mainland China as well as exploring the factors that influenced their turnover intention. A total of 496 Chinese special education teachers participated in the current study. Results found that (1) the turnover intention was influenced by gender and years of teaching, meaning that female teachers and teachers with more years of teaching had the lower turnover intention, and (2) subject well-being and social support were negatively related to the turnover intention above and beyond teachers’ demographic background, which was mediated by work engagement. To stem the special education teacher turnover intentions, suggestions for policymakers are discussed to lower the turnover intention of special education teachers as well as increase the special education teacher retention in mainland China.

Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions

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.

Job satisfaction, work engagement, and turnover intention of CTE health science teachers

Context: The healthcare profession is one of the largest growing occupations in the United States. Yet, there is a shortage of healthcare professionals and the situation is further compounded by insufficient instructors to prepare individuals to provide safe and quality care. A number of teachers leave the profession within 3 to 5 years of work in the classroom. It is important to ensure that teachers are satisfied and engaged at work because of the positive impact these job attitudes contribute to performance. Considering the importance of Career and Technical Education (CTE) health science teachers to the health sector, there is need to examine teacher job satisfaction and work engagement and the impact this may have on turnover intention. The purpose of this study is to examine the relationships between job satisfaction, work engagement, and turnover intention of CTE health science teachers in the United States (US).Approach: In this study, hierarchical multiple regression was used to analyze a total of 249 responses from CTE health science teachers in the State of Texas in the US.Findings: The results showed positive correlations between job satisfaction and work engagement. Additionally, job satisfaction and work engagement were negatively correlated with turnover intention. The finding also indicated that work engagement did not moderate the relationship between job satisfaction and turnover intention.Conclusions: This study builds on the work of previous researchers by further supporting the links between job satisfaction, work engagement, and turnover intention specifically in the context of teachers in CTE health science. Leaders in academic settings play a role in ensuring that strategies are in place to satisfy and engage teachers as practical ways to reduce turnover intention. In particular, administrative leaders should recognize teachers’ contributions, provide development opportunities, and promote challenging responsibilities and autonomy within the classroom. It is critical to have adequate and qualified teachers to prepare individuals to deliver safe and quality healthcare.

Prosociality as a mediator between teacher collaboration and turnover intention

PurposeThe purpose of this paper is to investigate the mediating role of prosociality, which is defined in terms of helping and benefitting others, between teacher collaboration and their turnover intentions. Prosociality was measured as prosocial impact and prosocial motivation.Design/methodology/approachThis study was conducted through a cross-sectional survey of 260 elementary and junior high school teachers in Japan. A structural equational model was employed to examine the mediating roles of prosocial impact and prosocial motivation in the relationships between teacher collaboration and their turnover intention.FindingsThe results, first, supported the hypotheses: the high perception of teacher collaboration in school predicted high perceived prosocial impact; high perceived prosocial impact predicted high perceived prosocial motivation; and high perceived prosocial motivation predicted decreased turnover intention. Second, results supported partial mediating roles of prosocial impact and prosocial motivation between teacher collaboration and turnover intention.Research limitations/implicationsLimitations of this study include cross-sectional data that may limit the potential for causal inferences, and self-report data. Future studies should incorporate alternative designs.Practical implicationsResults indicate that teacher collaboration contributes to less teacher turnover intention via prosociality. Thus, to enhance teachers’ prosocial impact, more opportunities to realise their collaboration should be considered.Originality/valueThis is the first study to explore the relationships between teacher collaboration and turnover intention in educational organisations with prosociality, which resides as core goals and objectives of teachers.

Relationship between turnover intention of nursery teachers and workplace environment

Relationship between turnover intention of nursery teachers and workplace environment

The Effect of Reward and Job Satisfaction toward Turnover Intention Private Junior High School

The problem of teacher turnover, especially private teachers is a quite worrying problem in Indonesia and other developing countries. The high level of teacher turnover will disrupt the achievement of educational goals. This study aims to see the effect of reward and job satisfaction on teacher turnover intentions. This study uses a quantitative approach with a survey method. The population in the study were all private junior high school teachers in Rokan Hulu District, which numbered 235 people and spread to 20 schools. Determination of the number of samples is done using Slovin formula. Sampling uses simple random sampling technique. Data retrieval uses a Likert scale questionnaire. The questionnaire used is tested for validity and reliability first. The results of the study show that there is a direct negative effect of rewards on turnover intention. There is a direct negative effect of job satisfaction on turnover intention and there is a direct positive effect of reward on job satisfaction.

The Level of Remuneration and Turnover Intention of Public Secondary School Teachers in Meru County: A Mixed Method Study

This paper focuses on establishing the relationship between the level of remuneration and turnover intentions of public secondary school teachers in Meru County. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 518 respondents were involved in the study which included secondary school teachers (503) and principals (15). The level of remuneration was examined to determine their relationships with the dependent variable, turnover intentions. Data obtained from questionnaires were analyzed quantitatively using SPSS version 21. Hypothesis was tested using Pearson product-moment correlation coefficient and Chi-square goodness of fit at 95%, p<0.05. The result from product-moment correlation indicated that the independent variable, level of remuneration (r=-387, p<0.001), has a negative and an inverse relationship with the dependent variable, turnover intention. Chi-square analysis corroborated the results of Pearson correlation by showing a significant relationship between the level of remuneration and turnover intentions of secondary school teachers in Meru County. The results conclude that teachers’ motivation in secondary schools in Meru County is low. Schools are also staffed with teachers with poor morale and low levels of commitment to their jobs due to inadequate and low remuneration. This has led to high turnover intentions. The study recommends that the Teachers Service Commission should consider issues of remuneration especially enhancing the current allowances and introducing new ones in motivating and reducing turnover intentions. Hence, this will lead to increased retention in teaching service.

The Effects of Psychological Burnout, Ego Resilience, and Organizational Justice on Turnover Intention of Early Childhood Teachers

The Effects of Psychological Burnout, Ego Resilience, and Organizational Justice on Turnover Intention of Early Childhood Teachers

Staff Development Opportunities and Turnover Intention of Public Secondary School Teachers in Meru County, Kenya

Staff Development Opportunities and Turnover Intention of Public Secondary School Teachers in Meru County, Kenya

Job Satisfaction and Teacher Turnover Intentions in Malawi: A Quantitative Assessment

This study aimed at uncovering the link between levels of job satisfaction with turnover intentions among teachers with the aim of broadening the knowledge base with regard to teachers’ welfare in public secondary schools in Malawi. In the empirical investigation, a correlational-analytic design was used. The stratified random sample consisted of 120 secondary school teachers and it was found that most teachers had a moderate level of satisfaction with their work. Furthermore, it was found that job satisfaction among teachers was related to their turnover intentions and that demographics had a significant influence on this relationship except for school type.

Factors relating to teachers’ intention to change school: A multilevel perspective

The high turnover rates in public schools, especially in those hard-to-staff schools, remains a growing problem and has become the largest component of teacher supply problems in the US school system. The purpose of the study was to examine the individual and school organizational factors that were associated with teachers’ intentions to change school by using the dataset of the US TALIS 2013 administrated by the Organisation for Economic Co-operation and Development. The results of the multilevel models showed that although the variance in teacher turnover intentions was, to a substantial degree, explained by the individual variables, the school organizational-specific effects have notably contributed to the outcome as well. Additionally, the analysis of the cross-level interaction has detected both direct and indirect effects of disadvantaged schools on teacher transfer intention. The implications for teacher retention policies have been discussed as well.

The Mediation Effect of Job Stress on Child Care Teacher's Resilience and Turnover Intention

The Mediation Effect of Job Stress on Child Care Teacher's Resilience and Turnover Intention

Does Working Overtime Predict the Turnover Intention of Japanese Primary and Junior High School Teachers？

Does Working Overtime Predict the Turnover Intention of Japanese Primary and Junior High School Teachers？

Influence of Working Conditions on Turnover Intentions of Secondary School Teachers in Meru County

The objective of this study was to examine the relationship between working conditions and teacher turnover intentions in public secondary schools in Meru County, Kenya. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 520 respondents were involved in the study that included 503 secondary school teachers, 15 principals and 2 staffing officers. Teachers working conditions were examined to determine their relationship with turnover intentions. Data obtained from teachers’ questionnaires were analyzed quantitatively using SPSS version 21.Hypotheses were tested using Pearson product moment correlation coefficient and chi-square goodness of fit at 95%, p&lt;0.05. The result of product moment correlation analysis indicated that the independent variable, working conditions (r= -0.488, p&lt;0.001) have a negative and an inverse relationship with the independent variable, turnover intention. These results were agreed with the results of Chi-square analysis for both the independent variable which showed a significant relationship between working conditions and turnover intentions of secondary school teachers in Meru County. The results therefore established that teachers’ motivation in secondary schools in Meru County is low due to poor working conditions and the education system appears to be staffed with teachers with poor morale and low levels of commitment to their jobs leading to high turnover intentions. The study recommends the various Boards of Management and other education stakeholders at the national and county government levels consider issues of teachers working conditions as an essential element in the motivating and reducing turnover intentions hence retention in teaching service.

유치원에서의 분산적 지도성이 유아교사의 조직몰입과 이직의도에 미치는 영향

유치원에서의 분산적 지도성이 유아교사의 조직몰입과 이직의도에 미치는 영향

Decisions to enter and continue in the teaching profession: Evidence from a sample of U.S. secondary STEM teacher candidates

Given its prevalence and cost it is imperative to identify predictors of early career teacher turnover intentions and behavior. During their final year as education majors, 311 US, STEM Secondary Education students rated their student teaching experience, the strength of their teacher identity, and their intent to enter the teaching profession. Within 1–3 years after graduating 191 of them reported whether they remained in the teaching profession. One's identity as a teacher, as well as the perceived quality of student teaching experiences, predicted both intent and actual entry into the teaching profession. Furthermore, teacher identity mediated the relationship between student teaching satisfaction and outcomes.

Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent

This study examined the relationship between test-based accountability policy at the state level, teacher test stress, teacher burnout, and teacher turnover intentions, while controlling for years of teacher experience. Structural equation modeling of data from 1866 teachers across three states identified that state-specific accountability significantly predicted higher rates of test-stress, burnout, and turnover intent. Greater teacher experience was significantly related to a lower likelihood of teacher migration between schools. This study provides evidence across multiple states that test-based accountability policies may predict greater teacher turnover intent, as well as higher levels of teacher stress. Implications for future research are discussed.

보육교사의 직무만족과 이직의도의 관계에서 자기효능감의 조절효과 분석

이 연구는 보육교사의 직무만족과 이직의도의 관계에서 자기 효능감이 조절효과를 알아보고자 하였다. 이를 위해 보육교사 355명을 대상으로 JSS, TIS, 그리고 SES JSS를 측정하였다. 본 연구의 결과는 다음과 같다. 첫째, 직무만족은 자기효능감에 정적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 직무만족은 부적으로 이직의도에 유의한 영향을 미치는 것으로 나타났다. 셋째, 자기효능감은 이직의도에 부적으로 유의한 영향을 미치는 것으로 나타났다. 넷째, 자기효능감 중 자신감이 직무만족과 이직의도를 조절하는 것으로 나타났다. 직무만족이 이직의도에 미치는 영향을 자기효능감이 조절한다는 결과는 교사의 이직을 줄이기 위해 직무환경과 직무만족을 높이려는 방안에 더하여 교사의 자기효능감을 높이기 위한 다양한 교육 프로그램의 개발과 시행이 필요하다는 것을 시사한다. The purpose of this study was to investigate the moderational effects of self-efficacy on the relationship between job satisfaction and turnover intention of nursery teachers. Data were collected from 355 nursery teachers on JSS, TIS, and SES, which then were analyzed using correlation and multiple regression. The major findings of this study were as follows: First, job satisfaction was positively related to self-efficacy, Second, job satisfaction was negatively related to turnover intention. Third, self-efficacy was negatively related to turnover intention. Fourth, self-efficacy had moderational effects on the relationships between job satisfaction and turnover intention. The above findings imply that various programs should be taken to enhance the self-efficacy of teachers in order to reduce turnover rates.

Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting

The purpose of this study was to measure and explore factors influencing K-12 online teachers’ job satisfaction, organizational commitment, and turnover intentions. Using Maslow’s Hierarchy of Needs (1954), Herzberg’s Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen’s measure of Organizational Commitment (1997), and Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this mixed-methods study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. The researchers used a sequential explanatory design by collecting and analyzing quantitative data and then qualitative data in two consecutive phases. Phase I included a 74-item survey with responses from 108 participants. Results revealed that K-12 online teachers have a moderate to high level of job satisfaction, which corresponds to their affective commitment to their organization and their intent to remain teaching in the online setting in the immediate, intermediate, and long-term future. Participants identified flexibility, meeting student needs, technical support, and their professional community as the most satisfying aspects of their jobs. Compensation, workload, missing face-to-face interaction with students, and unmotivated students were identified as least satisfying aspects of their work. In Phase II, eight qualitative focus group interviews were conducted and analyzed using constant comparative methods; these findings confirmed and illuminated quantitative results from Phase I. This study informs K-12 online school leaders, policymakers, and researchers of statistically significant variables that influence K-12 online teacher satisfaction, commitment, and retention.