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Exploring the Relationship Between Teacher Empowerment and Retention in International Schools: A Cross-Regional Analysis and Insights From East Asia
Abstract
The problem is empowerment is not clearly defined and therefore perceived as vague. Turnover of high-quality teachers negatively impacts school culture and student achievement and is costly. A quantitative study to investigate the relationship between teacher retention and empowerment was conducted by the author in international schools in East Asia. A moderate correlation (r=.393) between structural empowerment and teacher retention and a modest correlation (r=.323) between psychological empowerment and retention was found. The purpose of this study was to investigate the relationship between teacher empowerment and retention in other geographical regions, the Middle East, Africa, and Europe, and compare them to the original study. Another aim was to explain and provide insights into some of the findings of the original study. Similarities and differences between international schools in the investigated regions, a potential relationship between access to support and competence, and a difference between retention in Type A, B, and C schools were identified.
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