Independent school teacher satisfaction: A study of commitment and intent to stay in the profession

This study attempts to show whether a correlation exists in independent schools between a teacher's personal satisfaction characteristics and both teacher commitment and the likelihood that a teacher will remain in the profession (retention). There is significant literature available on person-environment fit and teacher satisfaction and retention in public schools, but there is no current research on independent schools in this area. This study attempts to fill in the research gap for independent schools.; To study the extent to which personal job satisfaction among independent school teachers influences their commitment to independent school teaching and intent to stay in the profession, a quantitative, non-random survey questionnaire was sent, via school email, to 333 independent school teachers. The teachers were selected from a random sample of 75 NAIS schools, and all were coeducational, preschool and kindergarten-12th grade day schools with student populations of 300 or more. The teachers surveyed had less than 5 years of teaching experience. Thirty-two schools provided a list of faculty email addresses to be contacted, and 136 independent school teachers completed the survey.; The findings indicate that the degree of satisfaction with independent school teaching among these teachers significantly impacts their level of commitment to, and intent to stay in independent school teaching. The findings show that as satisfaction increases so does commitment and intent to stay. The results of the survey also indicate that adjustment to the work environment plays a significant role in determining commitment and intent to stay or leave among relatively new teachers.; Based on these findings, independent school administrators should strongly consider a teaching candidate's personal characteristics, and the degree to which the candidate is likely to be satisfied with teaching as a career, in the hiring process. Furthermore, administrators must devote considerable attention to their new faculty once they are on campus through mentor and training programs, because adjustment to the school environment is equally significant in predicting whether or not a teacher will feel committed to, and less likely to leave the school.