Understanding the relationship between Colorado K-12 teachers’ perception of school factors with their intent to stay
Year: 2025
Type: dissertation
Abstract: This study examines the relationship between Colorado teachers’ perceptions of school-based factors and their intent to remain in their current roles. Using data from the 2022 Teaching and Learning Conditions in Colorado (TLCC) survey, I explored how teacher satisfaction staff leadership, student conduct, instructional practices and support, professional development, time, and facilities and resources predict teacher intent to stay. This study uses descriptive statistics, proportions testing, and OLS regression models. Results indicate that dissatisfaction with staff leadership is the strongest predictor of a teacher’s intent to leave, although all six school factors were statistically significant across Colorado. Additionally, differences did emerge between rural and non-rural school teachers, as well as elementary vs secondary school teachers, in both teachers’ perceptions and their intent to stay.
Author: Nichols, Jennifer
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Colorado Department of Education
OpenAlex ID: W7134159740
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