University of Oulu

Räsänen, K., Pietarinen, J., Pyhältö, K. et al. Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Soc Psychol Educ 23, 837–859 (2020).

Why leave the teaching profession? : a longitudinal approach to the prevalence and persistence of teacher turnover intentions

Saved in:
Author: Räsänen, Katariina1; Pietarinen, Janne2; Pyhältö, Kirsi3,4;
Organizations: 1School of Applied Educational Science and Teacher Education, University of Eastern Finland, Yliopistonkatu 2, PL 111, 80101, Joensuu, Finland
2School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
3Faculty of Educational Sciences, University of Oulu, Oulu, Finland
4Centre for University Teaching and Learning, University of Helsinki, Helsinki, Finland
5School of Education, University of Tampere, Tampere, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.7 MB)
Persistent link:
Language: English
Published: Springer Nature, 2020
Publish Date: 2021-11-17


Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover intentions were remarkably persistent, but the reasons for them varied significantly. Lack of professional commitment and factors related to the school system and workload were the main reasons for teacher turnover intention. The results suggest several factors that should be improved simultaneously in the teaching profession to increase teacher job satisfaction and retention.

see all

Series: Social psychology of education
ISSN: 1381-2890
ISSN-E: 1573-1928
ISSN-L: 1381-2890
Volume: 23
Issue: 4
Pages: 837 - 859
DOI: 10.1007/s11218-020-09567-x
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: Open access funding provided by University of Eastern Finland (UEF) including Kuopio University Hospital. This work was supported by the Ministry of Education and Culture under Grant (6600567); the Academy of Finland under Grant Number (295022) and the Doctoral Programme in Educational Studies, Philosophical Faculty, University of Eastern Finland.
Copyright information: © The Author(s) 2020. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit