Turnover intentions among Icelandic elementary school teachers : exploring burnout, personality, and self-reported reasons for leaving

Abstract

Turnover intentions and burnout among teachers are becoming increasingly challenging for educational systems, yet little is known about the individual differences that contribute to some teachers reacting to stressors differently. This study examined the predictive power of personality on burnout, and the role of both personality traits and burnout in predicting turnover intentions among elementary school teachers in the Reykjavík area. A quantitative survey was used, with 151 teachers responding to the following scales: HEXACO-18, BAT-12, and a three-item turnover intentions list, alongside an open-ended question about reasons for turnover intentions, which was answered only by participants who reported elevated tendencies towards turnover intentions. Correlation analysis revealed a strong relationship between burnout and turnover intentions, while extraversion was the only personality trait associated with turnover intentions. Extraversion, emotionality, and conscientiousness did however correlate with burnout. Hierarchical regression showed that conscientiousness and extraversion are protective factors against burnout, while emotionality is a risk factor. Personalities‘ and burnout‘s combined effects explained over a third of the variance in turnover intentions, most prominently burnout, more specifically, mental distance. Furthermore, self-reported reasons for turnover intentions emphasized workload, lack of resources, poor leadership, and underappreciation as reasons for thoughts of leaving. In conclusion, burnout is the strongest predictor of turnover intentions, while personality plays a minor role. Teacher retention initiatives should focus on both structural changes, such as workload management to reduce burnout, and increasing societal recognition of the value of the teaching profession.