Why should I leave? - The development of teacher attrition intentions in Dutch secondary schools

Abstract

Teacher attrition is a major challenge for secondary education as it threatens school stability and the continuity of high-quality teaching. Drawing on the Job Demands-Resources (JD-R) model, the development of secondary teachers’ attrition intentions over time and the school-level job demands and resources associated with these developments were examined in a qualitative longitudinal follow-up interview study. Twelve Dutch secondary school teachers who had previously reported high attrition intentions participated in timeline-assisted narrative interviews conducted approximately two years after the initial survey. Attrition intentions were dynamic rather than fixed and developed in response to changing constellations of job demands and resources. Strong intentions to leave weakened or even reversed when additional job resources became available. Supportive leadership, professional autonomy, meaningful responsibilities, collegial collaboration, and opportunities for professional development were associated with reduced attrition intentions, whereas ineffective leadership, insufficient support, and excessive workload were associated with strengthened intentions to leave. The findings emphasize the significance of enhancing school-level job resources as a strategy to promote long-term teacher retention.