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Chilean Principals' Intention to Leave Their School: A Job Demand and Resource Analysis

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Title: Chilean Principals' Intention to Leave Their School: A Job Demand and Resource Analysis
Language: English
Authors: Carmen Montecinos (ORCID 0000-0001-8382-1848), Claudio Allende (ORCID 0000-0002-6628-1787), Juan Pablo Valenzuela, Xavier Vanni (ORCID 0000-0001-7245-6427), Danilo Kuzmanic (ORCID 0000-0003-3414-518X)
Source: Journal of Educational Administration. 2026 64(1):61-76.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Principals, Administrator Attitudes, Intention, Persistence, Labor Turnover, Administrator Responsibility, Resources, Work Environment, Administrator Role, Stress Variables, Correlation, Elementary Secondary Education
Geographic Terms: Chile
Assessment and Survey Identifiers: Teaching and Learning International Survey
DOI: 10.1108/JEA-02-2025-0069
ISSN: 0957-8234
1758-7395
Abstract: Purpose: Using the Job Demands-Resources model, this study examined principals' intention to leave their school in relation to job demands that may limit a school's capacity to provide quality instruction and job resources that may have motivational and buffering effects on principals' responses to these demands. Design/methodology/approach: Based on data from an online questionnaire (N = 671), exploratory and confirmatory factor analyses alongside a structural equation model were used to examine relationships among job resources (work climate and support from upper management), job demands (teachers' disengagement and lack of resources), contributing to principals' job-related stress and organizational commitment as antecedents to principals' turnover intentions. Findings: Access to job resources correlates with higher affective organizational commitment. In contrast, demands associated with teacher disengagement are associated with increased job-related stress and turnover intentions. Principals with greater affective commitment exhibit a notable reduction in the association between these job demands and their turnover intention. Research limitations/implications: These include relying on turnover intentions as a proxy for actual turnover behavior and sampling only active principals; the use of a convenience sample; and testing relationship pathways among variables proposed by the theoretical model (JD-R), rather than testing for cause-and-effect relationships. Practical implications: Frequent turnover of school principals hinders sustained school improvement. This study identifies factors influencing turnover and retention, which can inform the implementation of policies and professional development programs that can address challenges related to job-related stress and resources that foster affective organizational commitment. Originality/value: This study addresses a gap in the research concerning the association of working conditions, motivational, and well-being characteristics of principals in Latin America, particularly in Chile. The research advances comprehension of international differences revealed by the TALIS surveys, specifically examining job demands and resources that affect principals' stress levels, organizational commitment, and intentions to leave their positions, which could be associated with specific policies that define the work demands and priorities of principals.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505665
Database: ERIC
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  Data: Chilean Principals' Intention to Leave Their School: A Job Demand and Resource Analysis
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  Data: <searchLink fieldCode="AR" term="%22Carmen+Montecinos%22">Carmen Montecinos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8382-1848">0000-0001-8382-1848</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claudio+Allende%22">Claudio Allende</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6628-1787">0000-0002-6628-1787</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juan+Pablo+Valenzuela%22">Juan Pablo Valenzuela</searchLink><br /><searchLink fieldCode="AR" term="%22Xavier+Vanni%22">Xavier Vanni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7245-6427">0000-0001-7245-6427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danilo+Kuzmanic%22">Danilo Kuzmanic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3414-518X">0000-0003-3414-518X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2026 64(1):61-76.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 16
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Turnover%22">Labor Turnover</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Responsibility%22">Administrator Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Teaching+and+Learning+International+Survey%22">Teaching and Learning International Survey</searchLink>
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  Data: 10.1108/JEA-02-2025-0069
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  Data: 0957-8234<br />1758-7395
– Name: Abstract
  Label: Abstract
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  Data: Purpose: Using the Job Demands-Resources model, this study examined principals' intention to leave their school in relation to job demands that may limit a school's capacity to provide quality instruction and job resources that may have motivational and buffering effects on principals' responses to these demands. Design/methodology/approach: Based on data from an online questionnaire (N = 671), exploratory and confirmatory factor analyses alongside a structural equation model were used to examine relationships among job resources (work climate and support from upper management), job demands (teachers' disengagement and lack of resources), contributing to principals' job-related stress and organizational commitment as antecedents to principals' turnover intentions. Findings: Access to job resources correlates with higher affective organizational commitment. In contrast, demands associated with teacher disengagement are associated with increased job-related stress and turnover intentions. Principals with greater affective commitment exhibit a notable reduction in the association between these job demands and their turnover intention. Research limitations/implications: These include relying on turnover intentions as a proxy for actual turnover behavior and sampling only active principals; the use of a convenience sample; and testing relationship pathways among variables proposed by the theoretical model (JD-R), rather than testing for cause-and-effect relationships. Practical implications: Frequent turnover of school principals hinders sustained school improvement. This study identifies factors influencing turnover and retention, which can inform the implementation of policies and professional development programs that can address challenges related to job-related stress and resources that foster affective organizational commitment. Originality/value: This study addresses a gap in the research concerning the association of working conditions, motivational, and well-being characteristics of principals in Latin America, particularly in Chile. The research advances comprehension of international differences revealed by the TALIS surveys, specifically examining job demands and resources that affect principals' stress levels, organizational commitment, and intentions to leave their positions, which could be associated with specific policies that define the work demands and priorities of principals.
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  Data: 2026
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        Value: 10.1108/JEA-02-2025-0069
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      – Text: English
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        PageCount: 16
        StartPage: 61
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Principals
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Intention
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      – SubjectFull: Persistence
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      – SubjectFull: Labor Turnover
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      – SubjectFull: Resources
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      – SubjectFull: Work Environment
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      – SubjectFull: Chile
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