Doctor of Philosophy (PhD)


School of Leadership and Human Resource Development

Document Type




Teacher attrition is a major problem facing education today. Some literature reports as many as half of all teachers leave the profession within the first five years. The current study sought to examine the role of resources as moderators to the impacts of job stress and job satisfaction on quit intention in early career teachers. Drawing from conservation of resource theory, findings from this study show that high levels of job stress and low levels of job satisfaction are related to increased quit intention. However, results from this study showed no difference in the stress, satisfaction, and quit intention relationship for early career teachers compared to mid-career or veteran teachers. Additionally only the resources of informal mentoring and communities of practice were moderate the relationship between job stress, job satisfaction, and quit intention. Finally, rewards were found to be the resource with the strongest relationship to quit intention. Practical and theoretical implications for reducing quit intention through the presence of valid resources are discussed.



Committee Chair

Rizzuto, Tracey