Exploring the effects of EdTech on teacher retention in modern classrooms

Purpose: The three primary objectives of this study are to ascertain the advantages of utilizing technology in educational settings, investigate the relationship between the usage of technology in education and instructors' retention decisions, and comprehend how teachers view the impact of technology in education.Design: This research employs quantitative method of data collection. Data were collected through questionnaires from a diverse sample of teachers varying in age and seniority. Statistical analyses were conducted to test the hypotheses and identify significant differences and relationships, while thematic analysis provided deeper insights into teachers' perceptions and experiences with technology in education.Findings: The study hypothesizes that there will be a significant difference between age groups regarding teachers' perceptions of technology in education, there will be a significant difference between levels of seniority concerning teachers' perceptions of technology in education, and there will be a significant relationship between teachers' perceptions of technology in education and their retention decisions. It is expected that younger teachers and those with less seniority will tend to have more positive perceptions of technology in education. Additionally, it is anticipated that positive perceptions of technology will correlate with higher retention intentions.Practical implications: The findings of this study underscore the critical role of technology in shaping teachers' experiences, perceptions and decisions to remain in the profession. Insights gained can inform policymakers and educational leaders in developing strategies and policies that leverage technology to enhance teacher retention and improve educational outcomes.Originality / Value: By offering empirical data on the connection between teacher retention and educational technology, this study adds to the body of previous work. Targeted interventions can be informed by its nuanced understanding of how various groups view and are impacted by educational technology.