What's Keeping Teachers in Wisconsin Classrooms?
Teacher turnover has been a big problem in many schools, and Wisconsin teachers are no different. This study looks at what motivates teachers to stay or leave their jobs, without focusing on burnout. To find out why teachers don't quit, the researchers used a survey. They asked 425 teachers from four school districts in Wisconsin why they chose to stay in their jobs.
How Do Different Categories of Expectations and Personal Factors Influence Teacher Turnover?
Sometimes, when looking at why teachers leave their jobs, researchers group the reasons into different categories. Struyven and Vanthournout (2014) found three main categories and 17 smaller ones. These reasons include what teachers expect from their job and their personal characteristics, which help them decide whether to stay or leave teaching. Below are the most commonly studied expectations and personal factors.
What Are the Key Factors Influencing Teacher Retention in K12 Schools?
Other factors that affect whether teachers stay in their jobs are related to pay and job satisfaction. These things influence how happy teachers are and their decision to stay in their current positions.
Ei360: Strategies for Enhancing Teacher Retention in Disadvantaged Schools
School Management – The way school leaders manage the staff can show how good they are at keeping teachers.
Time – How much time teachers spend working and with their students can affect how happy they are with their job.
Positive Student Behavior – When students behave well, it makes teachers want to keep doing their job.
Happy Personal Life – Teachers need to have a good personal life because it helps them feel happy overall.
Job Satisfaction – The enjoyment teachers get from their work is a big reason they stay in the job.
Teaching and Learning – Many teachers are motivated by the chance to help young people, especially children and teenagers.
Confidence in Teaching – Teachers who feel good about their ability to teach are more likely to stay in the profession.
Social Impact – Teachers value the fact that they make a positive difference in society through their work.
Shaping the Future – Teachers are motivated by the chance to help shape their students' future.
School Environment – Things like the school's facilities, cleanliness, temperature, and lighting can affect teachers' happiness and whether they stay.
Support from Colleagues – Teachers who get support from their fellow teachers are more likely to stay in their jobs.
New Ideas – Teachers are less likely to get bored when their work environment is full of new ideas and changes.
Parent Involvement – While parents' involvement can be helpful, sometimes too much involvement can make things difficult for teachers.
Student Success – Seeing students succeed can motivate teachers to keep teaching.
Personal Characteristics – A teacher’s background and personal traits can influence their decision to stay or leave.
Age – Younger teachers are more likely to leave, while teachers in the middle of their career are more likely to stay (Struyven & Vanthournout, 2014).
Gender – Studies show that gender might affect whether teachers stay, but it’s not always clear how.
Grade Level – Whether teachers work in elementary or secondary schools can also influence whether they stay in their job.
What are the Key Findings: Motivational Factors and Teacher Retention?
In the study, it was found that both good and bad things influenced whether teachers stayed in their jobs. Clarkson (2014) said that when teachers choose their jobs, they are more motivated by things that make them feel good inside, like helping students, rather than by money or time off. This matches what Perrachione, Rosser, and Petersen (2008) found, which is that teachers stay because they believe in their teaching abilities and enjoy working with students. Wiegand (2003) identified three main reasons why teachers in lower-income schools remained:
1. Are Teachers Feeling Connected to the School?
Teachers in these schools often developed a strong sense of community and belonging within their institutions. This connection could stem from various factors, such as:
Personal relationships: Building positive bonds with students, colleagues, and parents can foster a sense of belonging and purpose.
Shared mission: Teachers who align with the school's mission and goals may feel more invested in their work and motivated to stay.
Positive school culture: A supportive and inclusive school environment can create a welcoming atmosphere for teachers.
2. Why is it important for teachers to feel comfortable at school?
Comfort and familiarity can also play a significant role in teacher retention. Teachers may choose to stay at schools where they feel:
Supported by administration: A supportive principal and leadership team can make a significant difference in teacher morale and job satisfaction.
Empowered to make decisions: Teachers who feel they have autonomy and agency in their classrooms may be more likely to remain in their positions.
Provided with adequate resources: Access to necessary materials, technology, and professional development opportunities can contribute to teacher job satisfaction.
3. What does "working to stay" mean in the context of teacher retention?
Wiegand also found that some teachers remained in their positions due to external factors or personal motivations, such as:
Job security: In challenging economic times, teachers may prioritize job security over other factors.
Lack of alternative opportunities: Limited job options or geographic constraints may influence teachers' decisions to stay.
Personal commitment to education: A deep-rooted belief in the importance of education and a desire to make a positive impact on students' lives can motivate teachers to persevere in challenging environments.
Other things that affect whether teachers stay include how confident they feel about their teaching, how much say they have in decisions, support from fellow teachers, support from principals, and the school's facilities.
What key insights can we draw from this research?
Teacher turnover remains a challenge for Wisconsin’s education system, just as it is in many places around the world. To improve teacher retention, policies and practices need to address teachers' expectations and personal characteristics. This study highlights the importance of focusing on intrinsic motivation factors like teaching confidence, support, and working conditions. It is crucial for K12 leaders to prioritize these areas in order to support educators and build a stable, dedicated teaching workforce.
References
Struyven, K., & Vanthournout, G. (2014). Conceptual categories of teacher retention and attrition: A review of international research. Journal of Teacher Education, 65(2), 38-39.
Clarkson, J. (2014). Motivational factors for teacher retention: A qualitative study. Education Research Quarterly, 37(3), 56-72.
Perrachione, B. A., Rosser, V. J., & Petersen, G. J. (2008). Why do they stay? Elementary teachers' perceptions of job satisfaction and retention. Professional Educator, 32(2), 25-41.
Wiegand, M. (2003). Teacher retention in socioeconomically disadvantaged schools: A qualitative study. Journal of Educational Policy, 29(2), 161-162.