Predicting teacher retention using stress and support variables

Predicting teacher retention using stress and support variables Purpose – Teacher attrition is a significant international concern facing administrators. Although a considerable amount of literature exists related to the causes of job dissatisfaction and teachers leaving the profession, relatively few theoretical models test the complex interrelationships between these variables. The goal of this paper is to partially fill this gap. Design/methodology/approach – Using a sample of 479 certified teachers who taught either at elementary (55.3 percent), middle (33.0 percent), or high (10.6 percent) school levels, three competing theoretical models with variables related to teacher stress or support were tested using structural equation modeling to predict job dissatisfaction and eventual intention to quit. Findings – The most parsimonious model revealed that student stressors completely mediated the relationship between teacher efficacy related to student engagement and job dissatisfaction, with social support superiors and student stressors being best predictors of job dissatisfaction. Although important within the school system, teacher workload stressors and social support from colleagues did not contribute significantly to the models. Originality/value – Theoretical models are needed to assist school administrators and researchers in developing programs to improve teacher retention and to predict those teachers who will struggle within the profession. Moreover, developing and testing comprehensive models associated with variables related to teacher and student success is critical for a well functioning school system. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Predicting teacher retention using stress and support variables

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0957-8234
D.O.I.
10.1108/09578231111116734
Publisher site
See Article on Publisher Site

Abstract

Purpose – Teacher attrition is a significant international concern facing administrators. Although a considerable amount of literature exists related to the causes of job dissatisfaction and teachers leaving the profession, relatively few theoretical models test the complex interrelationships between these variables. The goal of this paper is to partially fill this gap. Design/methodology/approach – Using a sample of 479 certified teachers who taught either at elementary (55.3 percent), middle (33.0 percent), or high (10.6 percent) school levels, three competing theoretical models with variables related to teacher stress or support were tested using structural equation modeling to predict job dissatisfaction and eventual intention to quit. Findings – The most parsimonious model revealed that student stressors completely mediated the relationship between teacher efficacy related to student engagement and job dissatisfaction, with social support superiors and student stressors being best predictors of job dissatisfaction. Although important within the school system, teacher workload stressors and social support from colleagues did not contribute significantly to the models. Originality/value – Theoretical models are needed to assist school administrators and researchers in developing programs to improve teacher retention and to predict those teachers who will struggle within the profession. Moreover, developing and testing comprehensive models associated with variables related to teacher and student success is critical for a well functioning school system.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Mar 22, 2011

Keywords: Teachers; Retention; Stress; Mathematical modelling

References

  • A three domain model of teacher and school executive career satisfaction
    Dinham, S.; Scott, C.
  • Moving into the third, outer domain of teacher satisfaction
    Dinham, S.; Scott, C.
  • Motivation and Work
    Herzberg, F.; Mausner, B.; Snyderman, B.
  • Teacher efficacy: capturing an elusive construct
    Tschannen‐Moran, M.; Woolfolk Hoy, A.

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