2025/07/28 by Luke C. Miller, Rachel S. White, Daniel W. Player +1 · 1 voice
Social Sciences · #Education Systems and Policy #Teacher Education and Leadership Studies #Early Childhood Education and Development
paper · doi:10.1080/00131911.2025.2533934
Education leaders and policymakers in many countries are concerned about high turnover among teachers and its consequences for students. Teacher working conditions (TWC) are critical influencers of teacher job satisfaction and retention. In this mixed methods study conducted in the United States, we categorise public schools in the state of Virginia into four TWC classes – Supportive, Structured, Unstructured and Unsupportive. Analysis of statewide data reveal that teachers in Supportive schools have the highest retention and satisfaction, while those in Unsupportive schools experience the greatest attrition and the least satisfaction. Analysis of teacher focus groups highlight that TWC such as leadership, community and collegiality motivate teachers to stay, whereas non-TWC factors such as pay, benefits and burnout drive departures. Leadership was identified as a reason for leaving in Structured, Unstructured and Unsupportive classes, but was not mentioned in any Supportive school focus group. Our findings emphasise the central role of school leadership in fostering positive TWC and suggest a targeted approach based on current teachers’ perceptions of TWC. It informs leadership preparation and practices for cultivating TWC conducive to teacher stability.