The DOI matches its Crossref record; 41 of the 42 references it cites were found in a registry or an index.
Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover
Abstract
The purpose of this study was to measure and explore factors influencing K-12 online teachers’ turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. Using a quantitative survey design, the study included responses from 108 participants. The results revealed that K-12 online teachers intend to remain teaching in the online setting in the immediate, intermediate, and long-term future. A logistic regression model indicated schedule flexibility, mentoring, number of students, number of years teaching experience, and affective commitment are predictors of online teacher’s likelihood of turnover. These results inform K-12 online school leaders who seek to retain new hires of statistically significant variables that influence online teacher retention.
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“A study conducted in the US found that affective organisational commitment is a key significant negative predictor of online K-12 teachers' probability of turnover (Larkin, Lokey-Vega, & Brantley-Dias, 2018).”
From Principals' digital transformational leadership, teachers' commitment, and school effectiveness (2025) · cites this paper as Larkin, Lokey-Vega, & Brantley-Dias, 2018
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Cited by
Sorted by citations
The impact of learner-, instructor-, and course-level factors on online learning
Zheng, B., Lin, C., & Kwon, J. B. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103851 · Cited by 118
First and Second Order Barriers to Teaching in K-12 Online Learning
Tawfik, A. A., Shepherd, C. E., Gatewood, J. D., & Gish-Lieberman, J. J. (2021) · TechTrends · doi:10.1007/s11528-021-00648-y · Cited by 80
Principals' digital transformational leadership, teachers' commitment, and school effectiveness
Berkovich, I., & Hassan, T. (2025) · Education Inquiry · doi:10.1080/20004508.2023.2173705 · Cited by 51
Lin, H., Lin, J., Chen, C.-C., Hsu, C.-H., Bing-sen, L., & Lin, T. (2021) · Healthcare · doi:10.3390/healthcare9111569 · Cited by 25
Wu, C., Lin, H., Lai, S.-Y., Tseng, K.-C., & Hsu, C.-H. (2021) · Healthcare · doi:10.3390/healthcare9060713 · Cited by 13
Metadata
- Authors
- Larkin, I., Lokey-Vega, A., & Brantley-Dias, L.
- Affiliations
- Kennesaw State University (US)
- Kennesaw State University
- ORCID
- Lokey-Vega, Anissa
- Venue
- Journal of Online Learning Research
- Published
- 2018
- Volume
- 4
- Issue
- 1
- Pages
- 53-85
- ISSN
- 2374-1473 (ISSN-L)
- OpenAlex
- W2804541141
- Cited by
- 13
- References
- 42
- Citations by year
- 2024: 1 · 2023: 2 · 2022: 1 · 2021: 6 · 2020: 1 · 2019: 2
- FWCI
- 7.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Online Learning Research (publishedVersion)
- Journal of Online Learning Research
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher retention, online schools, turnover intention, job satisfaction, organizational commitment, affective commitment, schedule flexibility, mentoring, teaching experience, theory of reasoned action, theory of planned behavior
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover. https://app.cochat.ai/papers/10.70725/349809kveshm
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- Larkin, I., Lokey-Vega, A., & Brantley-Dias, L. (2018). Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover. Journal of Online Learning Research. https://doi.org/10.70725/349809kveshm
