Predicting teacher retention using stress and support variables

• Published in: Journal of educational administration 2011-03, Vol.49 (2), p.200-215
• Main Authors: Sass, Daniel A., Seal, Andrea K., Martin, Nancy K.
• Format: Article
• Language: English
• Subjects: Anxiety; Beginning Teachers; Behavior Problems; Burnout; Classrooms; Educational Environment; Educational leadership; Educational Resources; Elementary School Teachers; Faculty Mobility; Instructional Leadership; Job Satisfaction; Labor Turnover; Learner Engagement; Learning; Learning Processes; Mathematical models; Middle School Teachers; Retention; School environment; Secondary School Teachers; Self Efficacy; Social support; Social Support Groups; Statistical analysis; Stress; Structural Equation Models; Student Behavior; Student participation; Students; Supervisors; Teacher Burnout; Teacher Effectiveness; Teacher Persistence; Teacher retention; Teachers; Teaching; Teaching Load; Teaching Methods; United States (Southwest); Workloads
• ISSN: 0957-8234; 1758-7395
• DOI: 10.1108/09578231111116734

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.