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<p>It is widely believed that stress can affect teachers’ intention to change the workplace. This study investigates the implementation of educational policies and reforms as one of the key determinants of teachers’ intention to leave schools in Kazakhstan. Kazakhstan presents a unique case since the country endorsed several educational policies in recent years which directly impacted teaching and administrative practices within schools. Using the Teaching and Learning International Survey 2018 (TALIS) data with the country-specific questionnaire from a complex sample of 6566 teachers nested within 331 schools, this study constructs a statistical measure of external stress caused by the implementation of educational policies and test its impact on teachers’ intention to leave through a Bayesian multilevel logistic regression model. In addition, the analysis controls for sociodemographic, professional, and students related covariates, while considering the intrinsic dimension of stress stemming from workload, student behavior and expectation. Overall, the results suggest that stress caused by educational policies has a statistically significant positive effect on teachers’ intentions to transfer between schools, beyond and above teacher and student variables and intrinsic sources of stress. The results are discussed, and implications for researchers and policy makers to develop evidence-based policy interventions&#xa0;aimed at increasing teacher retention in contexts with intensive educational reforms are presented.</p>

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Stress stemming from educational reforms as a key determinant of teacher's turnover intentions: evidence from TALIS 2018

  • 期刊论文

  • 发表日期：

    2025年2月18日

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  • Danagul Nurmukhamed,
  • Aiymgul Chegenbayeva,
  • Kaidar Nurumov,
  • Daniel Hernández-Torrano

摘要

It is widely believed that stress can affect teachers’ intention to change the workplace. This study investigates the implementation of educational policies and reforms as one of the key determinants of teachers’ intention to leave schools in Kazakhstan. Kazakhstan presents a unique case since the country endorsed several educational policies in recent years which directly impacted teaching and administrative practices within schools. Using the Teaching and Learning International Survey 2018 (TALIS) data with the country-specific questionnaire from a complex sample of 6566 teachers nested within 331 schools, this study constructs a statistical measure of external stress caused by the implementation of educational policies and test its impact on teachers’ intention to leave through a Bayesian multilevel logistic regression model. In addition, the analysis controls for sociodemographic, professional, and students related covariates, while considering the intrinsic dimension of stress stemming from workload, student behavior and expectation. Overall, the results suggest that stress caused by educational policies has a statistically significant positive effect on teachers’ intentions to transfer between schools, beyond and above teacher and student variables and intrinsic sources of stress. The results are discussed, and implications for researchers and policy makers to develop evidence-based policy interventions aimed at increasing teacher retention in contexts with intensive educational reforms are presented.