Date of Conferral
High teacher turnover is problematic because of the costs associated with recruiting and training new hires. However, some of the factors originating outside of the working environment that may influence teacher turnover intentions are not fully understood. The purpose of this quantitative correlational design study was to examine the extent to which job satisfaction, commuting stress, and financial stress are predictors of teacher turnover intentions. The study involved a purposive sampling of 227 teachers within a school district in the South Eastern part of the United States. Hobfoll’s conservation of resources theory provided the theoretical framework for the study. Validated instruments included the Commuting Stress Measure, the Financial Stress Survey, the Teaching Satisfaction Scale, and the Job Turnover Intention Scale. Multiple linear regression analysis and correlation techniques were used to examine the combination of commuting stress, financial stress, and job satisfaction’s effect on teacher turnover intentions. Results showed that a combination of the three predictor variables significantly predicted turnover intentions (r = 0.545, p < 0.001). Results from this study will have the potential of bringing about positive social changes in the lives of stakeholders within this school district. Using findings from the study, school leaders may be able to implement changes that reduce teachers’ stress levels and improve their job satisfaction levels. By leadership expressing interest in these factors, teachers will feel better understood and this may influence increased productivity and teacher retention, which may also improve student learning and performance.
Thompson, Alrick, "Stress and Job Satisfaction as Predictors of Teacher Turnover Intentions" (2020). Walden Dissertations and Doctoral Studies. 8652.
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