Conditions for continuity
How school working conditions shape teacher retention and job satisfaction
Datos Bibliográficos
| ID | 21314256 |
|---|---|
| Autores | Luke C Miller (0009-0007-2177-3693, University of Virginia, autor de correspondencia), Rachel S White (0000-0002-8408-2079, The University of Texas at Austin), Daniel W Player (University of Virginia), Amy L Reynolds (0000-0001-8122-6666, University of Utah), Alexander Reynolds (0000-0002-3972-5645, University of Utah) |
| Año | 2025 |
| Páginas | 1-23 |
| Fecha de publicación | 2025-07-28 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Educational Review (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1911 • E-ISSN: 1465-3397 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00131911.2025.2533934 |
| OpenAlex | W4412834758 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 31 |
Education leaders and policymakers in many countries are concerned about high turnover among teachers and its consequences for students. Teacher working conditions (TWC) are critical influencers of teacher job satisfaction and retention. In this mixed methods study conducted in the United States, we categorise public schools in the state of Virginia into four TWC classes – Supportive, Structured, Unstructured and Unsupportive. Analysis of statewide data reveal that teachers in Supportive schools have the highest retention and satisfaction, while those in Unsupportive schools experience the greatest attrition and the least satisfaction. Analysis of teacher focus groups highlight that TWC such as leadership, community and collegiality motivate teachers to stay, whereas non-TWC factors such as pay, benefits and burnout drive departures. Leadership was identified as a reason for leaving in Structured, Unstructured and Unsupportive classes, but was not mentioned in any Supportive school focus group. Our findings emphasise the central role of school leadership in fostering positive TWC and suggest a targeted approach based on current teachers’ perceptions of TWC. It informs leadership preparation and practices for cultivating TWC conducive to teacher stability
Employee retention · Job satisfaction · Pedagogy · Political science · Public relations · Applied Psychology · Early Childhood Education and Development · Education Systems and Policy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Talis 2018 Results (Volume II)
Teachers’ Perceptions of Their Working Conditions
How Context Matters in High-Need Schools
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience
Leadership for Learning
Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments
Configuring a Construct Definition of Teacher Working Conditions in the United States
Where Teachers Thrive
A conceptual framework of teacher turnover
Teacher job satisfaction
How did the Covid-19 pandemic affect the anxiety of teachers at work
Self-Efficacy and Burnout in Teaching
The 1 + 1 = 3 Integration Challenge
Teacher Working Conditions and Dissatisfaction Before and During the Covid-19 Pandemic
Teacher Turnover and Teacher Shortages
What Teachers Want
School Organizational Contexts, Teacher Turnover, and Student Achievement
What Makes Professional Development Effective? Results From a National Sample of Teachers
Early Career Outcomes for the “Best and the Brightest”
Pursuing a “Sense of Success”
Using Mixed-Methods Sequential Explanatory Design
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |