ScholarWorks@중앙대학교

초록

Amid concerns that rising teacher exits increase social costs and erode instructional quality, this study identifies teacher- and school-level factors associated with elementary teachers’ intention to leave the profession. Using Wave 3 (2023) of the Korea Teacher Longitudinal Study (KTLS), we analyze responses from 398 teachers nested within 64 schools with two-level logistic multilevel models. Overall, 52% of respondents reported turnover intention. At the teacher-level, female gender, fewer years of service, staying in a classroom position, lower satisfaction with job stability, and lower future education competencies were associated with higher turnover intention. After adding school-level variables, the effects of gender and future education competencies were attenuated and became non-significant; in contrast, medium/small-city locale (vs. metropolitan) and supportive school culture were associated with lower turnover intention. These results indicate that while career orientations and satisfaction with features of teaching shape intentions, organizational context also matters. Policy levers include strengthened support for early-career teachers, diversified career pathways, and nurturing collaboration-rich school culture.

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