A0195
Title: Determinants of the retention intention of teachers: Evidence from a multilevel model using TALIS data
Authors: Mike Smet - KU Leuven (Belgium) [presenting]
Abstract: Rising teacher turnover rates in various countries lead to teacher shortages in schools and reduced education quality. The aim is to investigate teacher retention determinants, aiding policy-makers in improving retention. It builds on literature highlighting factors such as gender, age, school type, job satisfaction, self-efficacy, discipline, school climate, stress, professional development, work conditions, compensation, and teacher-student relationships. Using a hierarchical linear model (HLM) to address the data's nested nature (teachers within schools, within regions), it examines teachers' intent to remain in the profession. Random intercepts at the school and region levels account for the nested structure. The dependent variable is the intention to continue working as a teacher (measured in years). Various predictors are included at both the teacher and school levels. Data is drawn from the OECD's TALIS 2018 survey, involving 48,730 teachers across 3,128 schools in 20 countries. Findings indicate crucial roles of individual factors like gender, age, education, contract type, motivation, professional development, self-efficacy, and workplace well-being in retention. Additionally, school factors like climate, special needs student ratio, and location are impactful. Conversely, school size, delinquency rate, and certain stress factors are not significant in predicting retention.
