Program
K-12 Administration Ed.D.
Number of Pages
120
Year Approved
2024
First Advisor
Melanie Keillor
Second Reader
Krista Soria
Third Reader
Meghan Cavalier
Abstract
This study investigates factors influencing teacher retention and attrition, emphasizing the roles of demographic characteristics, salary, salary satisfaction, burnout, and working conditions. Utilizing data from the 2020–2021 National Teacher and Principal Survey (NTPS), which included approximately 76,000 teachers across 9,000 public schools, the research applies logistic regression to identify significant relationships between these variables. The findings reveal that salary satisfaction, irrespective of actual salary levels, significantly enhances teacher retention. High job satisfaction and support from administrators and parents further contribute to lower attrition rates, while overwhelming job demands and insufficient support are closely associated with burnout and increased departures. Drawing on Leiter and Maslach’s organizational factors framework (workload, control, reward, community, fairness, and values) the study identifies high-risk groups based on age, gender, and racial demographics. It highlights specific interventions, such as workload reduction, enhanced support systems, and fostering a culture of recognition, as crucial strategies for stabilizing the teaching workforce. These findings underscore the critical link between teacher retention, organizational health, and student outcomes, offering actionable insights for educational leaders aiming to strengthen school success.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Alberts, T. (2024). Organizational Factors and Teachers' Burnout and Attrition [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1144
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
