What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors

Abstract

This study investigates the determinants of teacher retention, focusing on the Flemish region of Belgium, where early-career teacher attrition presents a significant challenge. Employing a mixed methods approach, the research combines quantitative survey data (N = 133) and qualitative interviews (N = 12) to examine variables related to initial guidance (general support, learning and sharing with colleagues, mentoring) and the supportive school context (sense of belonging at school, cooperation, clear goals and support, appreciative school leadership). The findings demonstrate that key elements within the supportive school context—particularly sense of belonging, cooperation, clear goals, and appreciative leadership—have a positive influence on teacher retention. Conversely, general support within initial guidance exhibits a comparatively weaker predictive value. The qualitative analysis reveals inconsistencies in the provision and quality of initial guidance support across schools, which adversely impacts teachers’ professional integration and job satisfaction. The study concludes that the implementation of structured support systems, well-defined goals, and appreciative leadership are critical for improving retention rates. These findings underscore the necessity for schools to adopt both individualized and institutional strategies to address early-career teacher attrition effectively.

1. Introduction

The “war for talent” has become increasingly pronounced worldwide where various sectors are striving to combat shortages by improving job quality [1,2]. The educational landscape is notably affected by this trend [3,4]. More than 37% of the starting teachers in the Flemish part of Belgium leave the profession prematurely [5,6]. Teacher attrition, as a multifaceted phenomenon, results from a combination of individual, organizational, and systemic/contextual factors [7,8,9]. The repercussions of teacher attrition extend beyond individual educators, significantly impacting educational systems and student outcomes [10,11]. For beginning teachers, the “practice shock”, where the reality of teaching differs significantly from expectations, can lead to demotivation and even disillusionment [9,12]. Inadequate support structures and limited opportunities for professional development compound these challenges [13]. Recent studies emphasize the crucial role of organizational culture and leadership styles in teacher retention [14,15]. Despite extensive research on teacher attrition, significant gaps persist in understanding its multifaceted nature [16,17,18,19,20,21]. This mixed methods study aims to delve deeper into the complex interplay between teacher retention, initial guidance, and supportive school context.

2. Theoretical Framework

Understanding the dynamics of teacher retention and attrition is crucial for developing effective policies and interventions to ensure the stability and quality of the teaching workforce. Teacher retention refers to the ability of educational institutions to keep teachers in the profession and, more specifically, in their schools. The determinants of teacher retention are multifaceted, encompassing intrinsic factors such as job satisfaction, commitment to teaching, and extrinsic factors like working conditions, salary, administrative support, and opportunities for career advancement [4]. Teacher attrition, as the inverse of retention, describes the rate at which teachers leave the profession or transfer to other schools [22]. Attrition can be voluntary, where teachers leave for personal reasons, career changes, or dissatisfaction with the profession, or involuntary, due to layoffs, retirement, or health issues [21]. Addressing these issues requires comprehensive strategies that not only improve the immediate work environment but also offer long-term career growth and support for teachers.

2.1. The Job Demands–Resources Model to Explain Retention/Attrition

A critical aspect influencing the retention of starting teachers in their new school environment is their ability to perceive job requirements as feasible and motivating. This perception is supported by a set of school context variables. The ‘job demands-resources’ model provides a framework for understanding these mechanisms [23]. Every job involves both demands and resources. Job demands are defined as “aspects of the job that require sustained physical or mental effort and are therefore associated with certain physiological and psychological costs” [23]. Job demands are components at work that deplete energy, such as work overload, excessive challenges, interpersonal conflicts, and job insecurity. In contrast, job resources are defined as aspects of the job that facilitate goal achievement, reduce job demands and associated costs, or promote personal growth and development [24]. Examples of job resources include social support (which aids in achieving work goals), perceived control over work (which reduces perceived workload), and feedback (which enhances learning). From the perspective of school leaders aiming to retain teachers, both excessive job demands and inadequate job resources contribute to reduced job satisfaction. Conversely, providing abundant and appropriate job resources—rather than merely reducing job demands—is crucial for achieving school objectives effectively, fostering engagement, motivation, and job satisfaction. By enhancing resources such as social support, control over work, and feedback, schools can simultaneously promote teacher engagement [25]. However, in research focused on the retention orientation of starting teachers [26], an important factor remains the perceived severity of job demands. Initial guidance proves to be a crucial job resource [27]. However, research reveals that there is a critical need for a broader, supportive school context. Key resources that are positively associated with teachers’ job satisfaction [28] include a sense of belonging at school; this has been shown to significantly enhance teachers’ job satisfaction and overall well-being [29,30,31]. Fostering a strong sense of belonging can lead to improved engagement and reduced turnover rates among teachers [32], which in turn is related to a culture of collaboration and mutual support [33]. However, individual as well as collaborative efforts that teachers make can also be accompanied by uncertainty if there is no clarity about expectations and goals at school level [26,34]. Well-defined goals enhance motivation and performance [35]. Supportive and appreciative school leadership is crucial in providing the necessary resources and environment for teachers to achieve these goals effectively [31,36,37,38]. In this research, we focus on the following job resources, in line with the need for the provision of initial guidance: general support, quality of mentoring, and learning and sharing with other direct colleagues. In line with the need for a broader supportive school context: sense of belonging at school, cooperation, clear goals and support, and appreciative school leadership. We explain each of these seven variables included in our research model in more detail below.

2.2. Initial Guidance: General Support

Various mentoring approaches exist, with the intensity and form varying widely across schools, educational networks, and school sizes extending beyond a ‘one-size-fits-all’ approach where subject-specific colleagues can also contribute to initial guidance [20]. Its significance for starters is substantial, correlating closely with job satisfaction [39]. Effective mentoring of starting teachers encompasses three distinct but interconnected types of guidance: general support, work support, and learning support [40]. General support involves assisting starting teachers in learning to know the general organizational school (infra)structure, setting the basic work goals, and identifying appropriate strategies to achieve them in line with the educational vision of the school. This type of guidance is crucial for helping new teachers navigate the initial stages of their career, fostering clarity and direction [9,39]. It can be considered as a general support within initial guidance. Work and learning support are based on more complex interactions and therefore part of mentoring.

2.3. Initial Guidance: Mentoring

Mentoring—in the sense of a mentor who coaches and supports a group of starting teachers, individually as well as together with the group of starting teachers—stands out as the most prevalent form of initial guidance [41]. Sometimes, a distinction is made between a coordinating mentor–coach who coaches/supports the entire group and tutors who do this on a more individual and possibly subject-specific and/or grade level, but approaches and terminology hugely differ between countries [42]. Establishing a strong relationship with a mentor becomes pivotal in facilitating the practical and emotional transition into the teaching profession for starters. Mentoring relationships are enhancing teacher retention and also shape the professional identity and well-being of starting teachers [43]. For starting teachers, mentoring goes beyond mere technical guidance; it serves as a bridge to meld into the complex culture and norms of the school environment [27,44]. The presence of a mentor helps mitigate the feelings of isolation and overwhelm that new teachers frequently experience, thereby enhancing their resilience and job satisfaction [42]. This emotional backing is pivotal in fostering a sense of belonging and commitment to the profession, which are key predictors of teacher retention [44]. Structured mentoring for starting teachers is important [9,39,45,46,47]. Such approaches should encompass clear expectations and goals, along with a well-defined plan to ensure the effectiveness of the guidance provided [48,49]. In the absence of structure and clarity, starting teachers are prone to experience insecurities and job-related stress, which can significantly diminish the efficacy of the mentoring they receive. A clear, organized mentoring framework mitigates these issues, thereby enabling starting teachers to develop their skills and confidence more effectively [8,50]. Additionally, school mentoring should be conceptualized as a supportive mechanism rather than an evaluative one [50]. Its primary objective is to provide feedback, share experiences, and supply resources that facilitate the professional development of starting teachers [8,49]. The foundation of the mentor–starting teacher relationship must be mutual trust [48,51]. This trust is crucial for fostering a positive and nurturing environment that promotes growth and development [52].

2.4. Initial Guidance: Learning and Sharing with Colleagues

Creating opportunities for starting teachers to learn from colleagues in the school fosters a sense of community and shared purpose [4,44,53]. This may happen on a rather specific level with direct colleagues, for instance, by meetings with counterparts who teach the same courses, or by sharing (teaching) materials with (parallel) colleagues, or by means of coaching sessions with the school director or a member of the management team related to the specific teaching context of the starting teacher. But it may also happen on a broader school level as part of a collaborative school culture [54]. Teachers who engage in participative learning communities feel more supported and are more likely to remain in the profession [55]. Schools with strong learning communities exhibit higher rates of teacher retention and student achievement [56]. Furthermore, social capital, particularly the relationships and interactions among teachers, is crucial for enhancing instructional practices and stimulating student achievement [57].

2.5. Supportive School Context: Sense of Belonging at School

Strong affiliations with other teachers can reduce feelings of isolation among starting teachers and enhance their professional development [58]. The degree of social connectedness and affective engagement experienced by beginning teachers is critical to their retention [59]. Starting teachers grapple not only with fundamental teaching concerns but also with complex impact concerns that require comprehensive support beyond basic advice [55]. Positive feedback from peer mentoring, whether from fellow starting teachers or experienced colleagues, enhances motivation and perceived effectiveness [9]. Subject colleagues can provide continuous feedback and support through peer-group mentoring, acting as additional resources [42]. Comprehensive induction programs offer opportunities for new teachers to observe experienced educators, receive ongoing professional development, and engage in collaborative planning with colleagues. In addition to formal actions, informal actions are also important resources in supporting starting teachers’ professional growth [60]. Informal interactions, such as casual conversations and spontaneous advice from other teachers, provide immediate, context-specific support that is invaluable for starting teachers navigating the complexities of their roles [61]. Such interactions often foster a sense of belonging within the school community, which is imperative for retaining teachers [62].

2.6. Supportive School Context: Cooperation

Collaboration between individual teachers, especially new colleagues facing similar challenges and expert peers, has been shown to positively influence professional development and self-efficacy [63]. Teachers who engaged in frequent, high-quality collaboration with their peers reported higher levels of job satisfaction and were less likely to leave the profession [56,63,64,65]. Effective formal or informal cooperation requires deliberate efforts from school leaders to create opportunities for collaboration, support such cooperation, and set relevant expectations [64]. Incorporating the functioning of teacher teams into broader overarching policies can further enhance teacher retention by fostering a supportive and collaborative school culture [51]. Collaborative professional learning communities contribute to teachers’ sense of professional competence and commitment, which are crucial for retention [66].

2.7. Supportive School Context: Clear Goals and Support

Establishing clear goals and vision provide starting teachers with direction and purpose, helping them navigate their roles effectively within the school environment, so they are better equipped to plan and deliver instruction that meets the needs of diverse learners [50]. Moreover, clear goals contribute to increased job satisfaction and motivation among beginning teachers, fostering a sense of accomplishment and professional growth [13,36]. Teachers who are aware of the overarching goals of their school are more likely to perceive their work as meaningful and are better equipped to prioritize tasks that align with those goals. Moreover, clear goals facilitate collaboration among educators, enabling them to work towards common objectives and share best practices to improve teaching and learning outcomes [36]. However, in addition to setting clear goals, providing adequate support for teachers to reach these goals is essential for optimizing their effectiveness and fostering their professional growth [13,48]. Supportive school environments contribute to higher levels of job satisfaction and lower rates of teacher turnover [67]. Therefore, support mechanisms such as professional development, mentoring, and access to resources are crucial in enhancing teachers’ instructional practices and job satisfaction [9]. When teachers feel supported, they are more likely to remain in the profession and invest in their ongoing professional development [9], which is important for improving teachers’ instructional strategies, content knowledge, and classroom management skills [48]. Effective professional development programs are best tailored to teachers’ needs, provide ongoing support, and encourage reflective practice [68].

2.8. Supportive School Context: Appreciative School Leadership

Effective Human Resource Development (HRD) policies are crucial for supporting teachers, especially starting teachers, and promoting their retention in the profession [9]. This can be achieved through a multifaceted approach that combines, for instance, participative policy vision development and transformational leadership. Participative policy vision development involves teachers in decision-making processes [36]. Transformational leadership, characterized by visionary leadership and support for individual growth, inspires and motivates teachers [49,52]. At the core of these initiatives lies the enhancement of educational learning processes [69]. Implementing these strategies at the school level as a learning community necessitates robust support structures from the institution. This includes organizing time for qualitative cooperation as well as time for appreciative individual coaching [70].

3. Methodology

3.1. Research Questions

Based on the theoretical framework, the research questions are as follows:

• What explanatory value does the degree to which aspects of initial guidance are present in the school have for beginning teachers’ intention to remain teaching at their school, focusing on
  general support;
  mentoring;
  learning and sharing with colleagues and mentoring?
• What explanatory value does the perceived supportive nature of the school context have for beginning teachers’ intention to remain teaching at their school, focusing on
  sense of belonging at school;
  cooperation;
  clear goals and support;
  appreciative school leadership?
• What is the combined explanatory value of these perceived independent variables? Which variables have a greater explanatory value?
• Which explanations and interpretations are offered by beginning teachers regarding the potential impact of each independent variable?

3.2. Research Design

This study employs a mixed sequential equal status design, in which quantitative and qualitative data are collected and used in an integrated manner [71]. The triangulation of quantitative and qualitative data increases the relevance and depth of the analysis, and provides the opportunity to substantiate the relationship between variables [71]. On the one hand, survey data are used to assess how beginning teachers perceive these factors. For that goal, a focused questionnaire has been constructed and tested on the validity and reliability of the scale structure. On the other hand, in-depth interview data are gathered to delve into the interpretations offered by beginning teachers regarding the potential impact of these variables (Figure 1).

This study utilized data sourced from the Start-Wijs project conducted at the University of Antwerp in Belgium. Antwerp, the largest metropolitan area in Northern Belgium, is noted for its evolution into a migratory society characterized by superdiversity [72]. The Start-Wijs project is an educational network comprising multiple schools, graduate schools, and one university in Antwerp, dedicated to consolidating expertise in the professional development of starting teachers. A collaborative agreement was implemented to facilitate the participation of beginning teachers with fewer than five years of experience in completing the survey, with mentor–coaches and teacher trainers playing a pivotal role in encouraging their involvement.

3.3. Data Collection and Participants

The quantitative data were collected through a survey. To maximize response rates, several reminders were sent out by the coordinating mentor–coaches and the coordinators of teacher training programs towards their alumni. We primarily worked with a dataset comprising 133 starting teachers with 0–5 years of teaching experience in an urban educational context, all of whom responded to all the survey questions (N = 133). Participants were also asked if they were willing to participate in an interview, providing an email address for further arrangements if they agreed. This led to 12 semi-structured in-depth interviews with starting teachers, all conducted in their respective schools. Pseudonyms were used for their profiles in order to ensure anonymity (see Appendix B). All interviews were audiotaped and transcribed. The coding process involved detailed reading and successive open and focused coding [73].

3.4. Instruments, Data Processing, and Analysis

The survey was designed based on a comprehensive literature review focusing on Dutch and international studies, including meta-analyses [9,22,27,47,74,75,76,77,78]. The questionnaire primarily consisted of 6-point Likert scale questions. After a pilot test with several starting teachers, the survey was refined and administered via Qualtrics. To mitigate bias, the questionnaire was completed anonymously, with no identifying information such as teacher or school names being collected.

Firstly, descriptive statistics were calculated to provide an overview of the data and to test for normality. Following the descriptive analysis, exploratory and confirmatory factor analyses were conducted to uncover underlying relationships between the items within different variables, leading to 7 scales with a total of 27 items (see Appendix A). Cronbach’s alpha was used to assess the internal consistency of the scales, ensuring reliability for subsequent analyses [79]. Given the minimal amount of missing data, listwise exclusion was employed to handle these missing values. This method, although reducing the sample size, was appropriate due to the low proportion of missing data, thus minimizing potential biases [80]. With sufficiently high Cronbach’s alphas, single linear regression analyses were performed to examine the relationships between independent variables and outcomes. The analysis met the assumptions of multicollinearity, as indicated by tolerance values ranging from 0.608 to 0.906 and variance inflation factor (VIF) values ranging from 1.10 to 1.65, suggesting that multicollinearity was not a concern. Finally, multiple regression analyses were conducted in order to identify systematic variations in responses and understand the combined effect of all independent variables on the outcome variable [79]. The strength of the perceived relationship between the eight factors of effective professionalization and the outcome variables was examined through a single regression analysis (SRA) and multiple regression analysis (MRA). All assumptions of the regression analysis were met in each case. A statistical approach based on a stepwise linear regression analysis (SLRA) was used for each outcome variable to determine the factor(s) with the greatest statistical predictive value. For naming the extent to which the variance in the dependent variables is explained by the explanatory independent variables (R²), the following division was used: <10% weak, 10–25% moderately strong, 25–50% strong, 50% very strong, and 100% perfect [81]. To assess the perceived impact of predictors, standardized Beta coefficients (β) were calculated. These coefficients were interpreted as follows: coefficients below 0.10 indicated a ‘small’ effect, 0.10 to 0.30 indicated a ‘medium’ effect, and 0.50 or above indicated a ‘large’ effect [82].

The qualitative data based on the semi-structured interviews were analyzed using thematic analysis (see Appendix C). This process began with an in-depth reading of the interview transcripts to become familiar with the data. Open coding was then employed, where initial codes were generated to capture significant aspects of the data [73]. These codes were then organized into broader themes through focused coding, which involved grouping related codes and identifying overarching patterns by means of NVivo© 14. To ensure reliability and validity, the coding process was iterative and involved multiple readings of the transcripts.

4. Results

Table 1. Descriptive statistics for variables (scales and underlying items).

Dependent Variable			N	6-Point Scale	M	SD
To what extent would you like to remain a teacher in the long-term in the present school?			133	Totally disagree (1)-Totally agree (6)	4.65	1.50
Independent variables		α	N	6-Point Scale	M	SD
Initial guidance	General support	0.78	133	Totally disagree (1)-Totally agree (6)	3.56	1.04
	Learning and sharing with colleagues	0.79	133		4.42	1.23
	Mentoring 1	0.83	118		4.62	1.06
Supportive school context	Sense of belonging at school	0.85	133		5.06	0.81
	Cooperation	0.85	133		4.35	0.95
	Clear goals and support	0.87	133		4.33	1.09
	Appreciative school leadership	0.87	133		4.14	1.06

¹ Note: Mann-Whitney U Test: p = 0.84 Null hypothesis.

provides an overview of the experiences of 133 starting teachers, focusing on their perceptions of support and their intention to remain at their current school long term. On average, teachers rated their desire to stay at their school a 4.65, suggesting a generally positive outlook about their long-term prospects, though responses vary, as indicated by the standard deviation of 1.50. The independent variables are categorized into two domains: initial guidance and supportive school context. Regarding initial guidance, teachers rated general support relatively low, with a mean score of 3.56, reflecting that they might feel they receive only modest guidance. Learning and sharing with colleagues received a higher mean score of 4.42, indicating some opportunities for collaboration, but still on the lower end of the scale. In contrast, mentoring is perceived more favorably, with a mean score of 4.62, suggesting a stronger presence of mentoring in their experience. Hereby, the difference in the number of respondents (N = 118) is attributed to 15 teachers who indicated that they did not receive guidance from their mentor. The supportive school context is rated positively overall. Teachers feel a strong sense of belonging at their school, with a mean score of 5.06, indicating a positive and inclusive environment. Cooperation among staff also received a positive rating, with a mean of 4.35. The clarity of goals and support provided is rated at 4.33, showing generally favorable views, though with some variation. Appreciative school leadership is also seen positively, with a mean score of 4.14, reflecting a generally supportive perception of school leadership.

4.1. Exploring Starting Teachers’ Perspectives and Interpretations Regarding the Impact of Initial Guidance and Supportive School Context

To find an answer to the first, second, and last research questions, we employed single linear regression analyses (

Table 2. Single linear regression of the factors on teacher retention among starting teachers.

		Remain a Teacher in the Long-Term in the Present School
		N	R2
Initial guidance	General support	133	0.04 *
	Learning and sharing with colleagues	133	0.04 **
	Mentoring 1	118	0.12 ***
Supportive school context	Sense of belonging at school	133	0.33 ***
	Cooperation	133	0.30 ***
	Clear goals and support	133	0.30 ***
	Appreciative school leadership	133	0.33 ***

Note: * p < 0.05; ** p < 0.01; *** p < 0.001. ¹ Note: Mann-Whitney U Test: p = 0.84 Null hypothesis.

) along with in-depth interviews with starting teachers (N = 12). In the following paragraphs, we will overview the results of the impact of initial guidance and supportive school context.

Using single linear regression, the factor most strongly associated with teacher retention among starting teachers was sense of belonging at school (F(1,133) = 63.08, p < 0.001), which accounted for 33% of the variance in retention outcomes (R² = 0.33). Similarly, appreciative school leadership (F(1,133) = 63.38, p < 0.001) also explained 33% of the variance in teacher retention (R² = 0.33), underscoring its significant role in fostering retention. Cooperation among staff (F(1,133) = 56.76, p < 0.001) was another prominent predictor, explaining 30% of the variance (R² = 0.30), as was the presence of clear goals and support (F(1,133) = 57.00, p < 0.001), which similarly accounted for 30% of the variance (R² = 0.30). Mentoring (F(1,118) = 16.080, p < 0.001) emerged as a moderately significant factor, explaining 12% of the variance in teacher retention (R² = 0.12). By comparison, general support (F(1,133) = 5.04, p = 0.026) and learning and sharing with colleagues (F(1,133) = 5.81, p < 0.01) were the least predictive factors, each accounting for only 4% of the variance in retention outcomes (R² = 0.04).

4.1.1. Initial Guidance: General Support

General support of initial guidance (F(1,133) = 5.04, p = 0.026) showed a small significance in our sample of starting teachers. The interviews, on the other hand, provided a more nuanced insight into the teachers’ experiences (N = 12) regarding the general support of initial guidance. Teachers 1, 2, 3, 5, 7, 9, 10, 11, and 12 expressed notably more positive views regarding the structural support they experienced (code 1.1, 1.2, 1.3). Their positive perception stemmed from the consistent guidance they received, which they regarded as highly beneficial. These teachers emphasized the added value of introductory sessions for new teachers, group meetings with colleagues, and lesson observations conducted by expert teachers. They found that such initiatives provided crucial support, helping them navigate challenges like balancing administrative tasks with lesson preparation, delivering lessons effectively, and grading efficiently. This structured approach allowed them to overcome these difficulties more smoothly.

“There were periodic meetings. These sessions focused on classroom management or issues you were dealing with, so it was somewhat project-based. But they also conducted individual lesson observations, and that wasn’t to monitor you, but really to give advice and say, ‘We notice this is challenging, maybe you can approach it like this or that’. So it was genuinely for tips and guidance. And also upon request, if you were struggling with something and you asked for help, for instance, ‘I don’t know how to approach this lesson with that particular class’, you would receive support.”

(Respondent 1)

In contrast, teachers 4, 6, and 8 conveyed dissatisfaction with the structural adequacy of the initial guidance they received (code 1.1, 1.2, 1.3). They reported a significant lack of a systematic and coherent approach to early-career support, highlighting the absence of regular contact with mentors or support staff and the minimal availability of formalized resources or structured programs designed to assist them in their transition into the profession. Rather than benefiting from a proactive and supportive framework, these teachers found themselves in a position where they had to take the initiative. This involved independently identifying their challenges and actively seeking out assistance or solutions, often without adequate institutional support.

“In my first year, no, there was actually hardly any support. I was lucky to sit next to someone with a lot of experience within the school, so she kind of took on that role. We didn’t have any official meetings or anything like that, but she helped by occasionally explaining, yes, what the expectations were, what needed to be done.”

(Respondent 4)

Teachers 1, 2, 3, 4, 5, 6, 9, and 10 repeatedly emphasized the opportunities provided to them for attending professional development sessions and training workshops organized by the school as part of their induction process (code 1.4, 1.5). They underscored the significant value of these initiatives in facilitating their integration into the profession, both practically and theoretically, especially in relation to contemporary educational issues. Participation in these sessions not only enhanced their understanding of current pedagogical practices but also provided them with greater insight into ongoing educational debates, thereby equipping them with the knowledge necessary to navigate and contribute to critical discussions within the field.

“We are provided with professional development opportunities. Recently, we had a session on artificial intelligence, and we also received training on stress management. Additionally, we have subject-specific groups, ensuring that there are continuous opportunities for professional growth.”

(Respondent 9)

However, an important nuance was provided by teacher 4, who highlighted the difficulty of attending external professional development courses, largely due to the financial constraints faced by the school. Teacher 3 encountered a similar challenge but, due to her commitment, chose to personally finance external training programs to further her professional development.

“If you can cover the costs yourself, it’s not a problem, then you can do as much as you want. But if you really want to do it through the school, it’s the financial burden that makes it difficult, and that’s why it’s often declined.”

(Respondent 3)

Teachers 7, 8, 11, and 12, on the other hand, indicated that they were not provided with a structured opportunity for training and professional development as part of their induction process. They had to take the initiative themselves by requesting and actively pursuing these opportunities.

Lastly, teachers 2, 3, 5, 7, and 12 reported that they were assigned a specific mentor (code 1.6). This allowed them to quickly build a relationship with an expert teacher, which helped them navigate the teaching profession more easily. In contrast, the remaining seven teachers indicated that, despite receiving general support from the team, they were not assigned a specific mentor. Among these, teachers 4, 6, and 8 identified and experienced a lack of mentoring as a significant issue, as previously described.

“No, I don’t believe that is necessary. I don’t find it problematic. If I approach my colleagues with a question, I receive the support I need. I don’t require a mentor for assistance.”

(Respondent 10)

4.1.2. Learning and Sharing with Colleagues

Learning and sharing with colleagues, as the second aspect of initial guidance, demonstrated a weak relationship, accounting for only 4% of the variance (F(1,133) = 5.81, p < 0.01). Within the interviews, teachers 1, 2, 3, 5, 7, 9, 10, 11, and 12 reported that lesson materials were shared on a regular and structured basis (code 2.1). These teachers consistently highlighted the availability of sufficient opportunities to exchange materials and learn from colleagues, particularly on challenging topics such as classroom management. With the exception of teacher 9, shared folders were created on the school’s electronic learning platform, facilitating the seamless exchange of lesson materials between starters and experienced teachers. In addition, specific meetings were organized with more experienced teachers. These structured interactions were perceived positively, as the teachers received practical advice and actionable feedback, enabling them to refine and enhance their teaching practice. The remaining teachers, 4, 6, and 8 indicated that they were required to independently seek out lesson materials (code 2.1). Due to the lack of a formalized system for resource sharing, the responsibility fell towards starters themselves to initiate these exchanges, which often resulted in an inconsistent and fragmented process. Furthermore, some experienced teachers were hesitant to share their materials, further impeding the efficient dissemination of resources. This lack of structural support created barriers to the sharing of teaching materials among staff.

“You have to take the initiative. I sent emails to colleagues to ask if they have any materials they could share. So, I think it depends a bit on the goodwill of specific individuals.”

(Respondent 8)

Lesson observations, in contrast, were conducted on a regular basis for all teachers (N = 12) (code 2.2). These teachers highlighted the significant value of receiving structured feedback on their lessons and instructional preparations from more experienced colleagues. They stressed that this feedback was instrumental in refining their teaching practices, allowing them to incorporate new pedagogical methods, modify board schematics, and improve lesson planning. The opportunity to engage in such reflective practices not only enhanced their professional growth but also contributed to a deeper understanding of effective teaching strategies. Regular observations facilitated a continuous cycle of improvement, fostering an environment of ongoing learning and development, which these teachers regarded as essential to their professional success and overall confidence in the classroom.

“We also had observations, which I’m a huge fan of, I love observations. I really like being observed. I really appreciate getting tips and tricks, like ‘Yes, I did this, but why did you do that? What did you think of that?’ I think that’s one of the biggest advantages of initial guidance. After all, your lesson is your final product, so you get direct feedback on that. But I also think it’s very intensive for those involved in beginner guidance to have to observe all those lessons.”

(Respondent 7)

4.1.3. Mentoring

Using the Mann–Whitney U Test on our sample, we were able to investigate whether having a mentor influenced the desire to continue teaching at the respective school. For this purpose, we divided the dataset into teachers who indicated that they had a mentor (N = 118) and those who had not (N = 15). The result of this non-parametric test is the null hypothesis. Mentoring within our sample highlights the importance of mentoring in teacher retention, explaining 12% of the variance for remaining in the present school (F(1,118) = 16.08, p < 0.001). In the interviews, teachers 1, 2, 3, 5, 7, 9, 10, 11, and 12 reported that their mentor, or at least a member of the team, was consistently available and willing to provide support to them as new teachers (code 3.1). This consistent presence served as a crucial source of reassurance and stability for the starting teachers, offering them a vital foundation during their early professional development. The accessibility of such guidance was seen as an essential component in helping them navigate the challenges of the teaching profession. Moreover, they emphasized the pivotal role of mentoring in their professional journey. Having a mentor to rely on for coaching, addressing questions, uncertainties, and insecurities significantly enhanced their job satisfaction (code 3.2).

“I was also lucky at my school. I was assigned to a mentor who helped me a lot. He really tackled me at a moment, like You have to eat! If you don’t take care of your own, you can’t take care of anyone else!’ Really to that level. But it did work.”

(Respondent 3)

Across these interviews, notable variations were observed between schools in how mentoring and buddy systems are organized. Informal support from mentors (code 3.3) often took the form of spontaneous visits to classrooms, described by teachers as mentors “popping in at the classroom door”. These impromptu acts of support and guidance, even in the absence of a formal structure, were highlighted as crucial in assisting starting teachers during their transition into the profession. The remaining three teachers indicated that they lacked a specific mentor, which required them to independently seek out opportunities to ask questions or obtain tailored guidance. While they did receive support from the team, it was not provided in a structured or systematic manner aligned with school policy.

4.1.4. Sense of Belonging at School

The results of the single linear regression showed that sense of belonging at school explains 33% of the variation in teacher retention intention in the present school (F(1,333) = 63.08, p < 0.001), thus showing a strong relationship between both variables. Also, in the interviews, all teachers underscored the significance of experiencing a sense of belonging within the school environment (code 4.1). They noted that it is essential to be willing to collaborate with all colleagues, without making distinctions based on personal preferences. The social atmosphere among colleagues was identified as a crucial factor in influencing beginning teachers’ decisions to remain in the profession. Activities such as the organization of seasonal events, including Christmas celebrations and end-of-year gatherings, as well as informal social interactions, such as after-school drinks, were highlighted as key contributors to strengthening social bonds. These activities fostered professional relationships and cultivated a sense of community, thereby enhancing the overall support network for teachers. Moreover, teachers report that sense of belonging at school contributes to the well-being and professional growth of them.

“Yes, that is indeed very important, it has a very significant impact. I also noticed it in my previous jobs, that it really does have a major impact.”

(Respondent 5)

Nonetheless, teacher 6 reported experiencing negative incidents at their previous schools (code 4.2). He was compelled to change schools due to unresolved conflicts with members of the school administration. This conflict not only influenced their relationships with other colleagues but also adversely affected their motivation to continue teaching at that specific school. Additionally, all teachers reported very positive experiences with their parallel colleagues (code 4.3). Within their subject groups, teachers have more opportunities to establish close and informal relationships. This dynamic translates into the exchange of lesson materials, as well as the provision of social–emotional support and assistance. Such collegial interactions not only enhance professional collaboration but also contribute to a more cohesive and supportive work environment, which is essential for the overall well-being and development of educators.

“We are a very strong team. We are closely connected, and that bond was evident from the very first weeks. If there is something on your mind, you can immediately turn to someone for support. I have very warm and caring colleagues, so we really lift each other up.”

(Respondent 1)

4.1.5. Cooperation

With 30% variance explained for remaining in the present school (F(1,133) = 56.76, p < 0.001), cooperation underscores the importance of a collaborative working environment. Across all interviews, cooperation emerged as a pivotal factor influencing teachers’ decisions to remain in the profession. The starting teachers highlighted the significance of effective cooperation with their peers, encompassing the sharing of educational materials and the co-design of assessments (code 5.1). Furthermore, the guidance provided by experienced colleagues was identified as an essential component of their professional development (code 5.2). Teacher 4 remarked that he often needed to actively seek out this support, as it is not systematically integrated into the school’s framework, which can result in reliance on informal cooperation. The participants differentiated between formal cooperative initiatives (codes 5.3 and 5.4), such as project-based work focused on language policy and pedagogical strategies, and informal cooperations fostered through regular meeting groups. This distinction underscores the varying levels of collaboration and support within the educational environment.

“We occasionally engage in peer observations when a class is experiencing difficulties; I have made such requests over the past year. I ask for guidance on how to better address specific situations. This cooperative approach facilitates our mutual support. Additionally, we share educational materials among ourselves; when we develop resources, we organize them in shared folders, thereby enabling all colleagues to access and utilize these materials.”

(Respondent 10)

Cooperation is particularly effective for projects and project-related teaching materials, as noted by all interviewed teachers (code 5.5). They indicated that this collaborative approach not only alleviates their workload but also facilitates the exchange of diverse teaching strategies and ideas. Teacher 8 emphasized that when cooperation is systematically integrated into school policy, more teachers feel a sense of obligation to participate and are less likely to respond with hesitation.

“Yes, indeed, there is ample cooperation taking place. I also actively encourage this. For instance, I’m responsible for a project that I aim to implement across two grade levels in all economic tracks. I somewhat compel cooperation, but so far, this approach has yielded positive outcomes.”

(Respondent 7)

All teachers expressed that feeling supported and being able to rely on their colleagues significantly enhances their job satisfaction. In addition to formal support structures, informal interactions are crucial in fostering team cohesion among educators (code 5.6). Events such as holiday parties and informal gatherings outside of school hours are recognized as valuable opportunities for building friendships and strengthening interpersonal bonds within the teaching community. These social interactions contribute to a positive school climate, reinforcing a sense of belonging and collaboration that is essential for professional growth and retention in the teaching profession. The intertwining of formal and informal cooperation ultimately cultivates a more engaged and supportive educational environment.

4.1.6. Clear Goals and Support

Clear goals and support explaining 30% of the variance (F(1,133) = 57.00, p < 0.001) suggests a substantial impact on teachers’ intentions. The interviews further highlight that the support provided to teachers 1, 2, 3, 5, 7, 9, 11, and 12 is not only systematic but also tailored to align with the broader goals of the institution, reinforcing both individual pedagogical development and collective educational standards (codes 6.1, 6.2). These teachers emphasized that the school’s leadership fosters an environment where continuous professional growth is encouraged, and that this is embedded in the school’s strategic vision (code 6.2).

“Currently, we have a strong leadership team. They have real experience and fully support the teachers. When it comes to interactions with parents, they firmly stand by the teachers, saying, ‘No, sorry, but the teacher has said this, and as a school, we support that decision, so this is how we are going to proceed’.”

(Respondent 1)

The alignment between the school’s vision, the communicated objectives, and the resources available to teachers appears to be consistent, allowing teachers to clearly understand their role and the goals they need to meet (code 6.3).

“Yes, there is a very clear policy and vision, but how you implement that within your own classroom is entirely up to you. The leadership also strongly supports you if you come up with something different.”

(Respondent 5)

However, teachers 4, 6, and 8 expressed a different experience. They noted that the leadership team is not consistently involved in addressing their specific pedagogical challenges, which has resulted in gaps in the support they receive (code 6.1). These teachers also reported a lack of clarity in how the school’s overarching vision is applied to their daily teaching practices (code 6.2). Moreover, they felt that the objectives they are expected to achieve are not always communicated in a way that facilitates effective planning and instruction (code 6.3). This disparity suggests a need for more consistent and structured communication and support from the leadership team to ensure that all teachers, regardless of their individual circumstances, are adequately supported in both their professional growth and their contribution to the school’s educational quality.

“Yes, that was not the case for me. We just had a meeting about goals, but I felt that it went by very quickly. The session wasn’t very long, and they tried to provide so much information that not much of it stuck with me. It just felt very chaotic at the time.”

(Respondent 8)

Lastly, teachers 1, 3, 7, and 12 noted that their school’s leadership tends to adopt a steering rather than a strictly directive approach (codes 6.4, 6.5). This form of leadership provides guidance while still allowing some flexibility in the way decisions are implemented. These teachers appreciated the balance between autonomy and direction, feeling that they are supported without being micromanaged. This guiding leadership style ensures that there is still alignment with the school’s vision, but teachers are encouraged to find their own path within those boundaries.

“I think it’s more guiding. Definitely guiding. But I see that as a positive thing. A principal should say, ‘This is the direction we need to go’. It has to be good education, because that represents the name of your school. And the principal ensures that everyone is on the same page.”

(Respondent 3)

On the other hand, teachers 2, 5, 9, and 11 reported experiencing an even more flexible leadership approach, with greater autonomy in how they achieve their objectives (codes 6.4, 6.5). They are given considerable freedom to choose the methods and strategies they believe are most effective for reaching the goals set by the school. While some teachers thrive in this environment of professional independence, where creativity and personal teaching styles are valued, it is not without its challenges. Teacher 9, in particular, stressed that while this freedom can be empowering, it is not suitable for everyone. For some teachers, the lack of a structured and clearly defined didactic approach can be overwhelming, leading to uncertainty about how best to meet expectations. Teacher 9 further noted that this level of freedom can sometimes result in teachers leaving to join schools with a more structured pedagogical framework and a clearer educational vision (code 6.5). This suggests that a balance between autonomy and guidance is crucial, as too much flexibility without clear support can push some educators to seek environments with stronger leadership and instructional clarity.

“I do think there is a lot of freedom. It’s true, though, that some teachers start working here and then leave after a while because they feel it’s a bit too free. But that also depends on personality. You have to be able to fit into the team and the school. Yes, but personally, I feel there is a lot of freedom.”

(Respondent 9)

The remaining three teachers indicated that their leadership team adopts more of a laissez-faire approach (codes 6.4, 6.5). They expressed concerns about the excessive freedom provided, noting that this lack of structured guidance often leaves them without sufficient support for their didactic approaches. In this environment, teachers are given considerable autonomy, but some feel that the absence of clear direction from the leadership can result in uncertainty regarding the implementation of pedagogical strategies.

4.1.7. Appreciative School Leadership

Appreciative school leadership reinforcing the importance of teacher supportive policies explained over 33% (F(1,133) = 63.38, p < 0.001) of the variance. This strong assertion is also supported by the teachers during the interviews. Teachers 1, 2, 3, 5, 7, 9, 10, 11, and 12 emphasized that their school leader is highly committed to motivating the teachers (code 7.1). They mentioned that they can always turn to the leadership for help or advice whenever needed, creating a supportive environment that fosters professional growth and collaboration. This consistent availability of support contributes significantly to their motivation and sense of belonging within the school community.

“Because they are genuinely concerned about us as a team and as individuals. So, I always feel like I can reach out whenever I want, and the leadership is quite often present in the teachers’ lounge, so there is a sense of closeness. We know each other quite well.”

(Respondent 1)

In contrast, teachers 4, 6, and 8 expressed that their leadership team is not always present to inspire them (code 7.1). They attributed this absence to the leaders’ busy schedules and high workload, which limits their availability for direct interaction with teachers. This lack of engagement can lead to feelings of disconnect, making it more challenging for these teachers to feel motivated in their roles. Despite these differences, all teachers noted that motivation is present during formal meetings and organized activities (code 7.2). These structured moments provide opportunities for connection and professional development, reinforcing the importance of leadership presence during these critical times. This highlights the need for a balanced approach to leadership, where both formal and informal support mechanisms are in place to sustain teacher motivation across various contexts. Overall, the interviews reveal a nuanced picture of how leadership engagement impacts teacher motivation, illustrating the importance of consistent support and presence from school leaders. Lastly, all teachers indicated that their leadership team conveys a strong sense of appreciation for their efforts (code 7.3). This appreciation is evident not only in their daily interactions but also during staff meetings, where affirming words are regularly expressed. Teachers reported that the leadership makes a concerted effort to recognize individual and collective contributions, which fosters a culture of mutual respect and encouragement within the school environment.

“Yes, you can see that in the teachers’ lounge. He really tries to create a very pleasant atmosphere for us, and I think, yes, that’s wonderful because we do this for the children. But he does it for us, and that is truly admirable.”

(Respondent 3)

4.2. Comparing Factors Influencing Starting Teachers’ Retention Intentions

To address the third research question, multiple linear regression analysis was conducted (

Table 3. Multiple linear regression analysis of the perceived impact on teacher retention among starting teachers.

		Remain a Teacher in the Long-Term in the Present School
		Unstandardized Coefficients (b)	Standard Errors (Se)	Coefficients (β)
Initial guidance	General support	−0.109	0.176	−0.047
	Learning and sharing with colleagues	0.303	0.129	0.160 *
	Mentoring 1	0.036	0.110	0.025
Supportive school context	Sense of belonging at school	0.505	0.158	0.274 ***
	Cooperation	0.279	0.134	0.178 **
	Clear goals and support	0.244	0.124	0.169 **
	Appreciative school leadership	0.389	0.120	0.278 ***

Note: * p < 0.05; ** p < 0.01; *** p < 0.001. ¹ Note: Mann-Whitney U Test: p = 0.84 Null hypothesis.

). This analysis demonstrated a very strong explanatory value of the combination of factors, with F(1,118) = 19.01, p < 0.001, and R² = 0.55. In terms of initial guidance, the analysis shows that general support (β = −0.05, t = −0.62, p = 0.54) does not have a significant impact on long-term teacher retention. However, learning and sharing with colleagues (β = 0.160, t = 2.34, p < 0.05) is positively associated with retention, indicating that collaboration among peers contributes to teachers’ likelihood of staying at the same school. On the other hand, mentoring (β = 0.025, t = 0.33, p = 0.74) does not show a significant effect on retention, suggesting that it may not play a major role in influencing teachers’ long-term decisions to remain at their school. In the category of supportive school context, the analysis finds several strong predictors of teacher retention. A sense of belonging at school (β = 0.27, t = 3.20, p < 0.001) is one of the most powerful factors, demonstrating that teachers who feel connected and integrated into their school community are more likely to stay. Cooperation among colleagues (β = 0.18, t = 2.08, p < 0.01) also has a significant positive effect on retention, underscoring the importance of a collaborative work environment. Additionally, clear goals and support from the school (β = 0.17, t = 1.97, p < 0.01) contribute positively to retention, highlighting the value of structured guidance and transparent expectations. Finally, appreciative school leadership (β = 0.28, t = 3.23, p < 0.001) is another key factor, showing that supportive and appreciative leadership significantly encourages teachers to remain at the school.

5. Discussion and Conclusions

The aim of our mixed methods research was to investigate specific job resources, which in line with the JD-R framework could have a perceived impact on teacher retention intention among starting teachers. Overall, the findings from our analysis underscored the experienced pivotal role of a supportive school environment in enhancing teacher retention intention (Figure 2).

5.1. General Support

The SLR analysis identified a small but significant positive relationship between general perceived support and retention, whereas the MLR analysis revealed a negative coefficient, suggesting that providing support alone may not significantly improve retention [83]. Previous research [9,22,39,47,75,77,78,84] emphasizes that the quality of mentoring is key; without structured guidance and consistent interaction, especially during the first years of teaching, mentoring programs may not yield significant results, which aligns with our findings of statistical non-significance for general mentoring support. Qualitative data nuanced these findings, highlighting disparities in teachers’ experiences of general support. Teachers who felt adequately supported appreciated structured guidance through regular meetings and targeted advice, which helped them manage teaching demands. Such structured induction programs, including mentoring and professional development, facilitated smoother transitions into their roles. In contrast, teachers who felt underserved described insufficient systematic guidance, relying heavily on informal networks for support, which are not universally available, raising concerns about equity in teacher induction. Institutions should consider more flexible support systems to accommodate the varying professional development needs among starting teachers.

5.2. Learning and Sharing with Colleagues

Learning and sharing among colleagues exhibited low variance in the SLR and a significant coefficient in the MLR, consistent with prior research on cooperative practices in education [51,56]. Teachers who engage in professional learning communities (PLCs) with colleagues report increased support and stronger connections to their school, enhancing retention and development [85]. Kardos et al. underscore the role of PLCs in fostering sustained teacher growth [86], while Thoonen et al. emphasize their necessity for ongoing professional development [66]. Qualitative findings reveal that a subset of teachers benefited from structured, regular exchanges of lesson materials with experienced colleagues. This exchange, especially regarding challenging areas like classroom management, promoted a sense of community and collective problem solving, aiding teachers in refining instructional strategies and adapting more effectively to the classroom. When present, feedback on lesson plans and instructional methods was particularly valued, as it helped teachers navigate complexities and build confidence in their abilities. The unequal support and accessibility to resources, compounded by reluctance from some expert teachers to share materials, can lead to feelings of isolation and hinder professional development. Lesson observations were uniformly appreciated by all teachers as a key element of professional growth. These observations provided structured feedback on teaching practices, fostering continuous improvement and enhancing pedagogical skills. This cycle of feedback and reflection contributed to an environment that supported professional confidence and ongoing development.

5.3. Mentoring

While mentoring explains 12% of the variance in the SLR, the MLR did not show mentoring as a significant statistical predictor. It is possible that the impact is less pronounced when other factors are considered simultaneously, especially since Hobson et al. highlighted the crucial role of effective mentoring in improving teacher retention and development [42]. The interviews further illustrate its vital role in supporting starting teachers. The consistent presence was described as a critical source of stability, particularly during the challenging early stages of their careers. For many, having a mentor was not just about receiving advice, it represented a foundational support system that contributed to their confidence and effectiveness as educators. This suggests that effective mentoring should also address the broader challenges that starting teachers encounter in their transition to the profession. The interviews also reveal notable variations in how mentoring programs are structured across different schools. This reflects a potential gap in the support systems for new teachers and underscores the importance of establishing structured mentoring that ensures all teachers have support.

5.4. Sense of Belonging at School

The SLR analysis indicated that sense of belonging accounted for 33% of the variation in teachers’ retention intentions and emerged as the strongest predictor in the MLR. The quantitative analysis confirms this significant relationship. This highlights the critical role of emotional and social integration in the workplace, emphasizing that teachers who feel connected to their colleagues and the school community experience greater job satisfaction and commitment, consistent with previous research [12,16,36]. This finding also aligns with the existing research on workplace culture’s influence on employee retention, underscoring the importance of collaboration and social bonds [4]. According to other research, informal activities such as gatherings and seasonal celebrations strengthen these ties, fostering an inclusive environment [26]. Thus, school administrations should actively promote opportunities for social interaction to build a sense of community. Teachers also reported that a strong sense of belonging contributes to their overall well-being and professional growth. This underscores that a supportive school culture is essential for both personal and professional development [87]. Positive experiences among subject-specific colleagues further suggest that informal networks enhance professional collaboration, resource sharing, and emotional support, critical for sustaining teacher motivation. These measures can strengthen teacher retention by promoting a supportive, cohesive work environment.

5.5. Cooperation

The SLR with 30% variance explained, the MLR analysis as the third-highest predictor, and the qualitative analysis indicate that cooperation is a pivotal factor in fostering a cooperative working environment, which is crucial for sustaining teacher commitment. This aligns with other findings, which argued that cooperative practices among teachers lead to increased job satisfaction and a greater likelihood of remaining in the profession [51]. Encouraging teamwork and cooperation among teachers can create a supportive work culture that enhances retention. Supporting previous research found that teachers who engage in cooperative work with colleagues report higher levels of professional fulfilment and are more likely to stay in their schools [48,65,68,88]. The participants highlighted the importance of cooperation in sharing resources and co-designing assessments, reflecting a collective effort to improve pedagogical practices. Guidance from experienced colleagues was also deemed crucial for professional development. This reliance on informal cooperation reveals a gap that could be addressed through more structured support systems. Participants distinguished between formal cooperative initiatives, such as project-based work, and informal cooperation through regular meetings, underscoring varying cooperation levels within the school. All teachers expressed that peer support significantly enhanced job satisfaction. The interplay of formal and informal cooperation strengthens professional bonds and cultivates a more engaged educational environment. By promoting both structured initiatives and informal interactions, schools can enhance teacher satisfaction, commitment, and retention, benefiting educators.

5.6. Clear Goals and Support

Clear goals and support yielded a variance of 30% in the SLR and a significant coefficient in the MLR, suggesting that clarity in expectations and objectives significantly affects teacher retention. This supports the previous findings that clear expectations and adequate support structures are critical for teacher retention [27]. When teachers receive adequate support to achieve these objectives, their commitment to their roles increases [89]. Schools should prioritize establishing clear, achievable goals, consistent feedback, and provide the necessary resources to help teachers meet these expectations as previous research suggested [13,50]. A significant theme that emerged from the qualitative analysis is the alignment of leadership support with the strategic vision of the school, which facilitates professional growth and clarifies teachers’ roles within institutional objectives. This indicates that effective leadership is not merely about administrative oversight but also involves nurturing connections that bolster the educational environment. However, the interviews also revealed notable inconsistencies in leadership support, particularly in the practical application of the school’s vision and the clarity of its objectives. Such disorganization can lead to misunderstandings and frustrations among educators, impeding their ability to align their teaching practices with institutional goals effectively. Furthermore, a subset of teachers expressed concerns regarding a laissez-faire leadership style, which they perceived as insufficiently supportive.

5.7. Appreciative School Leadership

Appreciative school leadership emerges as a pivotal factor in reinforcing teacher-supportive policies, accounting for over 33% of the variance in the SLR and as the strongest predictor in the MLR. This significant assertion is corroborated by the qualitative analysis emphasizing the critical role of school leadership in fostering teacher motivation. Effective leaders who acknowledge and value their teachers’ contributions foster a positive work environment, leading to higher job satisfaction and retention [31,36,52,90,91]. Training leaders to practice appreciative and supportive behaviors can significantly enhance teacher morale and commitment to their roles [92]. The majority of teachers reported strong support from their leaders, highlighting consistent availability for guidance, which contributes to a nurturing environment conducive to professional growth, as previously mentioned [13].

6. Limitations and Recommendations

The purpose of this study is to demonstrate factors—as perceived by the participants—which influence retention intentions in their school. To be able to substantiate this, the mixed methods approach is important. The descriptive analysis of the surveys indicates trends, while the regression analyses on these data provide indications of the explanatory value of the surveyed factors within schools. The qualitative data collection provides (a) triangulation of the quantitatively provided insights and (b) deepening insights into underlying factors and mechanisms, which increases the robustness of the results. However, we do not claim to prove the effects of the independent variables we examined. For that goal, a randomized controlled trial would have to be designed, with control groups and randomization ensuring that beginning teachers form a random sample of the entire population. In the research field of retention/attrition of beginning teachers, this kind of research is scarce, also because it is very difficult to set up [75]. The results from exploratory research, such as this research design, contribute if they are designed sufficiently robustly and are eventually tested against the results of other studies within meta-analyses [75].

Although participants were allowed to choose for themselves to fill out the survey, which may have resulted in selection bias and endogeneity bias [93], our mixed methods approach supports this robustness. To enhance the robustness and applicability of future research, it is recommended that subsequent studies employ larger, more diverse, and stratified samples. Expanding the sample size and ensuring diversity in terms of geography, socioeconomic context, teaching subject, and career stage would strengthen the validity of the findings and allow for more nuanced conclusions. Such an approach would facilitate the validation of these findings and allow for the exploration of additional factors that influence teachers’ intentions to remain in the profession. Moreover, longitudinal studies would be instrumental in deepening our understanding of how these factors evolve over time and their long-term implications for teacher retention. Finally, while the inclusion of qualitative research in the current study enriched the findings by offering context-specific insights into the experiences of beginning teachers, future research could further augment this approach. Integrating a mixed methods framework that combines in-depth qualitative interviews or focus groups with larger-scale quantitative surveys would offer a more holistic view of the complex factors shaping teacher retention.