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School organizational factors relating to teachers’ intentions to leave: A mediator model

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Abstract

Structural equation modeling was used to examine a conceptual model specifying hypothesized linkages among teachers’ perceptions of school organizational factors, including classroom context and role stress, and commitment, satisfaction, and intentions to leave. Respondents to survey questions designed to capture the above constructs included 177 teachers in seven high schools in a southern coastal region of California. Structural equation modeling results indicated that all three study predictors (class size, student behavior, and role stress) affected intentions to leave, and satisfaction and commitment mediated the relationship between the school organizational factors and intentions to leave.

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Funding

This work was partially supported by the Hankuk University of Foreign Studies Research Fund.

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Authors and Affiliations

  1. Department of Education, University of California-Santa Barbara, Santa Barbara, CA, USA

    Sharon Conley

  2. College of Education, Hankuk University of Foreign Studies, 270 Imun-dong, Dongdaemun-Gu, Seoul, 130-791, South Korea

    Sukkyung You

Authors
  1. Sharon Conley
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  2. Sukkyung You
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Correspondence to Sukkyung You.

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Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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The authors declare that they have no conflicts of interest.

Appendix

Appendix

Table 3 Descriptive statistics of items used
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Conley, S., You, S. School organizational factors relating to teachers’ intentions to leave: A mediator model. Curr Psychol 40, 379–389 (2021). https://doi.org/10.1007/s12144-018-9953-0

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