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

Abstract

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.

A systematic literature review of TALIS secondary research: Trends and future directions

“…Our review reflects the importance placed on teacher job satisfaction and motivation by the broader research community. This is expected given its association with several pressing issues faced by many schools worldwide, such as teachers' intention to stay in school (Skaalvik & Skaalvik, 2011), teacher turnover (Qin, 2019) and ultimately its influence on students learning outcomes (Dutta & Sahney, 2016). Our data further show that job satisfaction is often studied in relation to other teacher characteristics such as teacher motivation and teacher self‐efficacy (see, e.g., Kang, 2023; Liu et al., 2023).…”

Does Public Service Motivation Affect Teacher Satisfaction From the Perspective of Urban and Rural Dual Structure? Empirical Analysis Based on Estonia TALIS 2018 Data

“…On the aspect of teachers, TALIS was applied to measure teacher's ability, work environment, self-efficacy as well as wellbeing. Moreover, several research applied TALIS to measure teacher's motivations ( 27 ), engagement ( 28 ) as well as intention to change the school ( 29 ), these studies extended the applications of TALIS which also consist of the potential variables of public service motivation. On the specific background of Estonia, TALIS is applied to explore environment's influence on teacher behavior ( 30 ), this study finds implications for Estonia education system to improve teacher's innovative teaching skills.…”

How Distributed Leadership and Teachers’ Psychological Capital Influence Turnover Intention? Understanding The Mediating Role of Trust in Principal and Work Engagement

“…Research on the TIs demonstrated that different demographic, organizational, personal, and contextual variables could lead to TI (Demir, 2019;Gökaslan, 2018;Grissom et al, 2016;R. Li & Yao, 2022;Qin, 2019Qin, , 2021Rubenstein et al, 2018;Şahin & Doğan, 2020;Vekeman et al, 2017Vekeman et al, , 2018. For instance, various leadership types-such as authentic, paternal, shared, and transformational leadership-have been examined as important predictors of employees' intent to quit or turnover intentions (Promchart & Potipiroon, 2020;Quek et al, 2021).…”

“…In the relevant literature, many different organizational, personal, or contextual variables have been noted regarding the antecedents of teachers' turnover intentions (Demir, 2019;Demir Yıldız, 2018;Gökaslan, 2018;Grissom et al, 2016;R. Li & Yao, 2022;Qin, 2019;Rubenstein et al, 2018;Şahin & Doğan, 2020;Tekingündüz, 2017;Ünal, 2019). Moreover, job demands-resources theory (Bakker & Demerouti, 2007;Demerouti et al, 2001) and contemporary research to enrich it with personal resources (Xanthopoulou et al, 2007) have provided a valuable research base for scholars to investigate possible antecedents of turnover intentions (W. B.…”

“…Also, examining teachers' TI and its antecedents is critical not only for depicting potential movers but also for understanding reluctant stayers (Hom et al, 2012). Teachers who intend to leave their current school but cannot because of different personal, administrative, or legal reasons continue to stay at the school reluctantly, which can negatively impact teacher, school, and student performance (Qin, 2019). Meta-analysis of studies regarding teachers' TIs suggests further research to investigate the contributions of various antecedents by taking into account the associations between these antecedents (R. Li & Yao, 2022).…”