Supporting and Retaining Teachers in the Profession: K-means Clustering Analysis of Teacher Profile Survey Data

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Abstract

This study explores how perceptions of administrative support, morale, belonging, safety, and workload relate to teacher retention intentions across a diverse California workforce. Using data from over 4,600 educators, k-means clustering identified three workplace experience profiles. Regression analyses revealed significant links between profile membership and teachers’ intentions to stay or leave the profession. Teachers reporting stronger support and safety were most likely to remain, while those with high morale but low support were more likely to consider leaving. Findings underscore the need for differentiated retention strategies responsive to teachers' varied experiences. Grounded in the Job Demands–Resources Model and Organizational Support Theory, this study informs policy and practice aimed at improving working conditions and supporting educator stability.

Authors

• Ha Eun Kim, University of California - Los Angeles (Center for the Transformation of Schools)

• Erika Yagi, University of California - Los Angeles

• Stanley L. Johnson, University of California - Los Angeles