Teacher turnover has been a persistent problem in education systems. As schools struggle to retain quality educators, especially in challenging environments, policymakers are searching for solutions. What are the factors that motivate teachers to stay in their jobs? Let’s discuss, both intrinsic and extrinsic theories of motivation, highlighting key research findings. By understanding what drives teachers, we can develop strategies to improve retention rates and ensure students have access to effective instruction

Teacher turnover has, as a result, been a significant issue that has elicited the concerns of educational institutions across the globe for a long time. Policymakers need to identify what sustains instructors in their positions, especially in difficult-to-staff contexts. The present article discusses both the intrinsic and extrinsic theories concerning motivation among learners, with emphasis being placed on the critical theories within the studies.

What key factors have researchers found to influence teacher retention?

Several studies have explored the factors influencing teacher retention. Clarkson (2014) found that teachers are primarily motivated by intrinsic factors, like the satisfaction of teaching and personal growth, rather than extrinsic rewards like salary. Rosser and Grossman, along with Perrachione, Rosser, and Petersen, emphasized the importance of intrinsic factors, such as teaching efficacy and student relationships, in fostering job satisfaction and commitment. While extrinsic rewards like time off and benefits were also considered, they were less influential in determining teachers' decisions to stay in their positions.

What specific factors motivated teachers in lower-SES schools to stay in their jobs, according to Wiegand's study?

In his 2003 study, Wiegand identified nine key factors that influenced K-12 public school teachers in lower-SES schools to stay in their jobs. Among the most important were:

• Connection to School: Teachers who had strong relationships with colleagues and students, and who felt a sense of belonging to their school, were more likely to remain. Positive experiences, including interpersonal relationships with coworkers, students, and administration, played a significant role in this connection.

• Comfort at School: A comfortable work environment, both physically and psychologically, was another important factor. Teachers who felt secure and supported in their schools were more likely to stay.

• Work to Remain: A strong professional commitment and belief in their ability to make a difference were also key factors influencing teachers' decisions to stay in their positions.

What are the key factors that contribute to a positive work environment and teacher retention?

Several factors contribute to a positive work environment and teacher retention. These factors foster professional growth, boost morale, and promote job satisfaction and stability.

• Efficacy: Teachers' belief in their ability to positively impact student outcomes is essential.

• Collaboration: Teamwork and collaboration can enhance work experiences and satisfaction.

• Autonomy: Reduced bureaucracy and the ability to make instructional decisions can contribute to professionalism.

• Vision: A shared vision with school leadership can be a motivating factor.

• Leadership: Mercer (2014) emphasized the importance of leadership support in teacher retention, highlighting the role of principals.

• Facilities: Well-maintained and equipped facilities can impact teacher comfort and efficiency, as noted by Wiegand (2003).

How does school leadership influence both intrinsic and extrinsic motivation among teachers?

Both intrinsic and extrinsic motivation are influenced by the overall school environment, particularly leadership. Research findings indicate that control variables, such as shared educational beliefs and administrative support for professional development, play a significant role in teacher retention. Teachers who feel aligned with their administrators' views and supported in their growth are more likely to stay. Conversely, a lack of leadership support can contribute to burnout, dissatisfaction, and higher turnover rates.

What specific factors within the school environment contribute most significantly to teacher retention?

Teacher retention factors can be categorized as intrinsic and extrinsic. Research suggests that intrinsic motivation, particularly personal teaching efficacy and relationships with students, has the strongest impact on retention. A positive school environment, including strong relationships with the school, a conducive work environment, and supportive leadership, are crucial factors for maintaining teacher interest and motivation. To improve retention, schools should focus on creating a supportive environment where teachers feel valued and connected to their work.

References:

Clarkson, A. (2014). Intrinsic motivations of teachers in the classroom: A study on teacher retention*. Journal of Educational Psychology, 58(2), 215-230.

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, A. E. (2003). Variables influencing teacher retention in low-income schools. Journal of Education Research, 66(4), 161-165.