Teacher retention through the lens of needs : perceptions of middle school teachers in low-to-middle SES areas (Hebrew)

This study examined teacher retention in middle schools located in low-to-middle socioeconomic status areas through the lens of teachers’ perceptions of their basic psychological needs. Grounded in Self-Determination Theory, the study assumes that the fulfillment of autonomy, competence, and relatedness contributes to motivation, well-being, and professional commitment. The aim was to identify the factors teachers perceive as encouraging them to remain in the profession, as well as the factors that may undermine their willingness to stay.

The study employed a qualitative phenomenological design and was based on semi-structured interviews with 40 middle school teachers working in low-to-middle SES contexts. The data were analyzed thematically, revealing core themes related to the work experience, relationships with school leadership and colleagues, perceived professional autonomy, sense of belonging, and the meaningfulness of educational work. The findings indicate that when the school environment provided emotional, professional, and organizational support, teachers were more likely to remain in the profession.

The study suggests that supportive school leadership, positive interpersonal relationships, professional discretion, and recognition of teachers’ contribution are central to teacher retention. In contrast, workload, uncertainty, lack of resources, and insufficient systemic support may weaken commitment and increase intentions to leave. The study highlights the need for educational policy and leadership practices that intentionally support teachers’ needs, particularly within the challenging contexts of low-to-middle socioeconomic areas.