An analysis of factors associated with teacher turnover in American overseas schools

The purpose of this study was to investigate teacher turnover in American international schools (AIS) in the Near East South Asia Council of Overseas Schools (NESA) region to determine the reasons for overseas-hired teacher turnover, and to find the teacher turnover rates and in these schools. The literature review established that a high rate of teacher turnover has deleterious effects on student achievement, and that reasons for teacher turnover are related to factors associated with teacher characteristics, school characteristics, and organizational conditions. The literature also revealed that an average teacher turnover rate of 17 percent was common for schools in the United States.;Two surveys were sent to the heads of all NESA full member schools. The International Teacher Mobility Survey (ITMS) was randomly distributed by school heads to overseas-hired teachers on continuing contracts. The total number of completed surveys was 248, or 43 percent of the number sent. The other survey, also sent to all NESA full member school heads, requested information about overseas-hired teacher turnover rates for the past three years. This survey had a 55 percent return rate.;A compositing routine using confirmatory factor analysis was applied to the ITMS survey data resulting in factors loading on three categories: teacher characteristics, school characteristics, and organizational conditions. Logistic regression was used to determine the relationships between the three categories and teacher stay or move decisions. An analysis of a series nested models that included the statistically significant predictors of teacher turnover was undertaken. For the teacher turnover rates, descriptive statistics were compiled and indicated a teacher turnover rate of 17 percent, almost identical the rate in the U.S.;The findings of reasons for overseas-hired teacher turnover in AOSs in the NESA region indicated that the primary reason teachers remain at, or leave AOSs in their perceptions of the effectiveness of their school head. Other reasons included salary, teachers' perceptions of their input into decision making, and age as a categorical variable. The characteristics that determined teachers' perceptions of effective leadership are those most often associated with transformational leadership.