Supporting classroom management to improve job satisfaction and teacher retention

Teacher job satisfaction and retention are critical issues with far-reaching implications for educational quality. Satisfied teachers are more likely to remain in the profession, contributing to stability and better student outcomes, whereas dissatisfied teachers often consider leaving, exacerbating teacher shortages. Survey research was conducted with PK-12 teachers (n=664) to explore predictors of teacher job satisfaction and its impact on retention. We employed hierarchical multiple regression analysis and structural equation modeling to explore the roles of demographic variables, principal support, teacher autonomy, and self-efficacy with classroom management. The findings reveal that strong administrative support, high teacher autonomy, and robust self-efficacy in classroom management significantly enhance job satisfaction, which in turn increases the likelihood of teachers remaining in the classroom. The study underscores the importance of supportive leadership, empowering teachers, and building their confidence in managing classrooms to improve job satisfaction and retention. These insights offer actionable steps for schools and districts to better support teachers and address retention challenges.