Teachers’ Intention to Leave: Educational Policies as External Factor of Stress

Conference: The Barcelona Conference on Education (BCE2022)
Title: Teachers’ Intention to Leave: Educational Policies as External Factor of Stress
Stream: Educational Policy, Leadership, Management & Administration
Presentation Type: Oral Presentation
Authors:
Aiymgul Myrzabekova, Information-analytics Center under the Ministry of Education and Science of the Republic of Kazakhstan, Kazakhstan
Danagul Nurmukhamed, Information-analytics Center under the Ministry of Education and Science of the Republic of Kazakhstan, Kazakhstan
Kaidar Nurumov, Information-analytics Center under the Ministry of Education and Science of the Republic of Kazakhstan, Kazakhstan
Assem Zhulbarissova, Information-analytics Center under the Ministry of Education and Science of the Republic of Kazakhstan, Kazakhstan

Abstract:

It is widely believed that stress can affect teachers’ intention to change the workplace. While existing research primarily focuses on the intrinsic sources of stress stemming from the school climate, the current attempt analyzes educational policies as one of the determinants of teachers’ intention to leave schools. In this respect, Kazakhstan presents a unique case, since the country endorsed several educational policies which directly impacted teaching and administrative practices within schools. Using Teaching and Learning International Survey 2018 (TALIS) data with the country-specific questionnaire we construct a statistical measure of stress caused by the implementation of educational policies and test its impact on teachers’ intention to leave through the generalized ordered regression. In addition, we control for sociodemographic, professional, working conditions and students related covariates. Overall, our results suggest that stress caused by the educational policies has a statistically significant positive effect on teachers’ intentions to leave schools. Both, policymakers and educational scholars could find these results beneficial. For the former careful planning and addressing negative effects of the educational policies is critical for retaining qualified teachers at schools. For the latter, accounting for exogenous sources of stress can lead to a more complete understanding of why teachers decide to change their schools.



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress


Share this Presentation