Decreased public support for public education and economic factors impacting teachers’ already low salaries have increased stress in schools. According to average teacher starting salaries and age of graduation, most teachers entering the profession will be spending a disproportionate amount on housing with inadequate salary increases related to inflation. The literature is sparse on the impact of macro-economic factors affecting teachers’ intentions to leave and their wellbeing. Thus, this study sought to determine if housing cost and commute distance predicted teachers’ intention to leave as mediated by teacher wellbeing. Researchers hypothesized that higher housing costs and longer commute times would negatively affect wellbeing, and thus, increase teachers’ intentions to leave.
Data was collected using a cross-sectional online survey. Standardized measures assessed wellbeing and intention to leave; housing cost was measured ordinally as percentage spent each month; commute distance was a mileage range from home to school. Housing cost was coded dichotomously for 30% or less or 31% or more spent on housing. The sample of 1,037 certified, public, K-12th grade, general education classroom teachers were recruited via a closed social media group and publicly available emails from one randomly selected elementary, middle, and high school from 10% of counties in each state. Analysis consisted of descriptives and bivariate tests of mean differences in wellbeing and intention to leave across groups for housing cost, commute distance, and demographics. A multiple regression was tested to determine if housing cost and commute distance predicted wellbeing. Then, a mediation model was tested to see if wellbeing explained the impact of housing cost and commute distance on intention to leave.
Sample demographics included mainly graduate educated, 16 or more years’ experience, high school teachers from the Southern region of the U.S., who were white, female, and middle-aged. Also, most teachers paid 30% or less on housing and lived within 15 miles of their school. Teachers spending 30% or less on housing had significantly higher wellbeing and lower intention to leave compared to those paying 31% or more. Teacher wellbeing had a significantly, strong, negative relationship on intention to leave. The mediation model revealed that the effects of housing cost (a1 = -0.17, p<0.001) and commute distance (an = -0.07, p<0.01) were completely mediated by teacher wellbeing (b = -1.44).
This novel study is one of the first to examine housing cost and commute distance in the context of teachers, particularly regarding their wellbeing and retention. Housing cost and commute distance significantly affected their turnover intention by reducing their wellbeing. Strategies to improve retention related to housing cost include district provided subsidized housing, utilities assistance, down-payment assistance, or zero-interest loans. School districts can consider additional resources like on-site daycare. Additionally, public transit or rideshare vouchers and carpooling resources could help reduce commuting burdens. Advocating for changes in legislation to increase salaries and improve public transportation options, develop and implement large scale housing assistance programs for educators, and educating legislators on addressing historical barriers to housing for educators of color may also help improve wellbeing and retention.
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