A Preliminary Comparison of Intention to Quit between Heterosexual and Homosexual Elementary School Teachers: School-Related and Individual Contributors

Abstract

Research Background: In international literature, intention to quit their profession is significantly under-investigated for elementary school teachers, and especially for those who belong to sexually minority groups. Furthermore, it is still unclear if school-related and individual factors contribute in a differentiated way to heterosexual and homosexual teachers' intention to quit. Aim: The present study aimed to investigate comparatively intention to quit between heterosexual and homosexual elementary school teachers. Also, the role of school-related (school belonging, colleague support) and individual contributors (teachers' resilience, working value) in their intention to quit was co-examined, through an explanatory mediation model, for both teacher subgroups. Method: Overall, 295 teachers (N = 151 heterosexual [43% women] and N = 144 homosexual [56% women]) completed online a self-report questionnaire, which included scales related to the variables involved. Results: The findings showed that homosexual teachers' intention to quit was above average, and it was expressed to a greater extent, compared to heterosexual teachers. Furthermore, in the relationship between school-related factors (colleague support, school belonging) and teachers' intention to quit, teachers resilience and work meaning proved full mediators in the case of heterosexual teachers and partial mediators in the case of homosexual teachers. Conclusions: The findings imply the necessity to strengthen underlying psychological mechanisms in the school environment as well as during teachers' undergraduate studies. These actions could be protective of teachers' intention to quit and primarily for those who belong to sexually minority groups.