Examining the Relationship Among Teachers' Working Conditions, Stress, and Professional Trajectory

Introduction

Teacher turnover is a well-documented and substantially researched phenomenon. Yet, understanding how many teachers leave the profession and what factors contribute to teacher mobility remains highly debated. Earlier studies suggest that almost one-third of teachers leave the profession altogether within their first 3 years and almost half leave after five years (Ingersoll, 2001; National Commission on Teaching and America’s Future, 2009). Yet, in the post-recession labor market, research suggests that the five-year turnover levels have dropped to approximately 17% of the workforce (Gray & Taie, 2015). Moreover, while studies indicate salary is an important predictor in determining whether individuals choose teaching or remain in the field, working conditions matter as well, perhaps even more (Béteille & Loeb, 2009, Guarino, Santibãnez, & Daley, 2006; Ingersoll, 2001; Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005). Salary (dis)incentivizes educators as they weigh the opportunity costs of teaching (i.e. low pay, low status, and difficult professional climate) to the intrinsic professional rewards (i.e. giving back to society, working with young people, and engaging subject matter of interest) (Boardman, Darling-Hammond, & Mullin, 1982; Guarino et al., 2006; Johnson, 2004). However, Hanushek and Rivkin (2007) found little association between teacher salary and attrition in Texas. In their analysis, perceived occupational climate, particularly between urban and suburban schools, were noticeably variable and a more consistent predictor of teacher turnover. Additional studies have shown that teachers’ reported working conditions are significantly correlated with job satisfaction and retention (Ingersoll, 2001; Johnson, 2006; Loeb et al., 2005; Petty, Fitchett, & O'Connor, 2012).