Who Stays, Who Leaves? Teacher Turnover And Policy Changes Among Chilean Schools (2007–2024)

• In Event: From Certification to Retention: How Pathways and Supports Shape the Teaching Workforce (US, China, and Chile)

Abstract

Teacher mobility is understood as a multicausal process shaped by personal, organizational, and structural conditions. This study examines teacher turnover in the Chilean school system between 2007-2024, aiming to identify mobility patterns and analyze the individual, school, and policy-related factors that explain its variation. Using a longitudinal multilevel discrete-time hazard model, the analysis draws on administrative records for over 1.3 million teachers across 15 entry cohorts, incorporating demographic, employment, contextual, and policy variables. Results reveal substantial variation in turnover between schools, with the highest risk occurring during the first year of employment. Participation in recent educational reforms is associated with reduced turnover, although structural inequalities persist. These findings can inform policies aimed at improving and promoting more equitable teacher distribution.

Authors

• Alessandra Diaz-Sacco, Universidad de los Andes Chile

• Dany Lopez-Gonzalez, Pontificia Universidad Catolica de Chile

• Macarena Salas, Universidad San Sebastian

• Diego Carrasco, Pontificia Universidad Católica de Chile

• Jose-Ignacio Calderon, Universidad de Chile