Intent to Stay in Teaching

Lisrel Analyses Were Used to Examine the Effects of Work-Related Variables on Two Groups of Special Educators' Intent to Stay in Teaching. The Final Sample Included 658 Special Educators (159 Teachers of Students With Emotional Disorders and 499 Special Educators From Other Special Education Areas). Results Indicated That for Both Groups of Teachers, the Most Important Determinant of Intent to Stay in Teaching Was Workplace Conditions. For Both Groups, Job Satisfaction Had the Strongest Direct Positive Effect on Intent to Stay and Role-Related Problems Had Negative Effects on Intent to Stay. Principal Support Influenced Intent Indirectly Through Role-Related Problems and Job Satisfaction. Further, Stress Had an Adverse Indirect Effect on Intent to Stay Through Job Satisfaction and Professional Commitment.