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The Relationship between Perceived Retention of School Teachers and their Job Satisfaction: Evidence from a Longitudinal Study in Russia

Student: Ekaterina Atlasova

Supervisor: Natalia Volkova

Faculty: St.Petersburg School of Economics and Management

Educational Programme: Management (Bachelor)

Year of Graduation: 2021

While much attention is paid to the problems and experiences of students in school, their interaction with teachers, the condition of teachers is rarely studied, especially in the Russian context. However, it should be understood that a teacher is not just a school employee. This is also a person, to one degree or another, responsible for children’s and/or adolescent knowledge and also for the safety of pupils. Moreover, a strong teaching staff increases the status of the school, which gives it additional bonuses such as the formation of unique collective knowledge, higher employee productivity, strong internal motivation and positive impact on student involvement in the educational process. In this regard, it is especially important to have tools that explain how to keep strong teachers in the school. This study used a quantitative analysis of data using a representative survey «The Russia Longitudinal Monitoring Survey». Panel logistic regression was used to examine the factors influencing teacher retention in Russia. The analysis revealed connections between retention and: a) job satisfaction, b) the type of settlement in which the teacher lives, c) the presence of higher education, d) the presence of children. Key words: perceived retention, job satisfaction, Russian teachers. Key words: perceived retention, job satisfaction, Russian teachers.

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