Across the world, countries are dealing with persisting teacher shortages and the state of the teaching profession is in steady decline (Kraft & Lyon, 2024). These shortages have played a major role in increasing demands and responsibilities of teachers and expectations towards them, forcing teachers out of the profession before retirement (Sutcher et al., 2019). The related teacher turnover hinders students’ achievement (Atteberry et al., 2017). Reasons why teachers leave their schools have been on scholars’ radar over the last decades, resulting in a clear picture of the factors contributing to teacher attrition (e.g., Pressley et al., 2026). Understanding about teacher well-being, negative effects of work load, and the importance of support is derived from these studies and has informed practice and policy. However, it is important to separate teacher attrition from teacher retention as different conclusions can be drawn regarding either, since retention is not only beneficial for shortages but also to improve educational quality (Sincock et al., 2026).

Considering this, research that considers why teachers are committed to and intent to remain teaching will provide understanding that facilitate the promotion of an inspiring work environment. Commitment is the strength of the bond with a given workplace target (Wang et al., 2021). In previous research, teachers who report higher commitment have lower turnover intentions (Moodie, 2025) and their students have higher academic achievement (Li et al., 2022). Committed teachers are driven by values to care for students and enthusiasm for the subject they teach (Fransson & Frelin, 2016). They are deeply motivated to provide quality education to their students and are motivated by interacting with them (Fransson & Frelin, 2016). 

Over the years, theorists have proposed various conceptualisations to commitment (e.g., Klein et al., 2012; Meyer & Allen, 1991; Wang et al., 2021). The common denominator in these conceptualisations is the intention to continue the bond with a given target. Traditionally, this target would be the employing organisation, but in more recent research commitment is viewed as directed at any part of the organisation instead.  Meyer and Allen (1991) proposed a multidimensional model with three distinct mindsets that reflected on an affective bond with the organisation, a sense of obligation to the organisation (normative), and a lack of alternatives but to stay in the organisation. Critics stated that the normative and continuance mindset are rather an influence on one’s intentions to stay in the organisation than commitment itself (Solinger et al., 2008). This laid the foundations for Klein et al.'s (2012) target-neutral approach to commitment as a psychological bond based on dedication and responsibility (Klein et al., 2012).

This symposium builds on the premise that understanding why teachers do not leave, provides input for continuous retention. Commitment is put forth an explanation for this, which provided the opportunity to look at the phenomenon of retention from various angles. Recently, commitment research is evolving from a primarily quantitative field to a field that acknowledges the relevance of more interpretive and person-centered methodological approaches. Building upon these developments, this symposium provides insights on how teachers are bonded to their work and how this relates to their intentions to provide quality education and remain in teaching. Here, we present first results from three large-scale and longitudinal studies, performed in different countries, in which we aim to understand teacher commitment throughout their career.  

Atteberry e.a. (2017). Teacher Churning: Reassignment Rates and Implications for Student Achievement. Educational Evaluation and Policy Analysis Fransson e.a. (2016). Highly committed teachers: What makes them tick? A study of sustained commitment. Teachers and Teaching Klein e.a. (2012). Reconceptualizing workplace commitment to redress a stretched construct: Revisiting assumptions and removing confounds. Academy of Management Review Kraft & Lyon (2024). The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction Over the Last Half Century. American Educational Research Journal Li e.a. (2022). School Leadership Enhances Secondary Students’ Achievement in Rural China Through Teacher Commitment and Collaborative Culture. Frontiers in Psychology Meyer & Allen (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review Moodie (2025). Occupational commitment and turnover intentions among expatriate English teachers in Asia: A close replication and extension of McInerney e.a. (2015). Language Teaching Pressley e.a. (2026). Why teachers leave: Insights from teachers leaving or preparing to leave the profession. TATE Sincock e.a. (2026). Bolstering teacher retention through collaborative professional development. Professional Development in Education Solinger e.a. (2008). Beyond the three-component model of organizational commitment. Journal of Applied Psychology Sutcher e.a. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives Wang, e.a. (2021). Preservice teacher professional commitment: A conceptual model and literature review. TATE