Teacher Turnover Pathways: Linking Classroom Chaos, Job Demands, Executive Functioning Difficulties, Well-being, and Turnover Intention

• In Event: AERA Poster Session Sunday 11:45 am
  In Poster Session: Early Education and Child Development

Abstract

This study examined how job demands and classroom chaos influence turnover intention among early childhood educators, and whether executive functioning difficulties and mental well-being mediate these effects. Data were collected from 290 educators across a Midwest state Head Start program. Path analysis revealed that both job demands, and classroom chaos were significant positive predictors of turnover intention, suggesting that higher stress levels contribute to educators’ desire to leave the profession. However, executive functioning difficulties and mental well-being did not significantly mediate these relationships. The absence of significant mediation by executive functioning difficulties and well-being indicates that focusing solely on these individual-level factors may not effectively reduce turnover risk without addressing broader organizational or systemic conditions.

Authors

• Prabhath Palle Waththage, University of Missouri

• Uma Awasthi, University of Missouri

• Vrushali Gadkari, University of Missouri

• Aileen Garcia, University of Missouri

• Shinyoung Jeon, University of Missouri