Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave

The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that predicted teachers' intent-to-leave. To enhance generalizability, this study also tested whether the structural coefficients were invariant across teacher gender and grade level. With one exception, the models appeared largely invariant across gender and grade level. Supplementing the structural models, measurement invariance and equality of latent factor means were also explored. ► We examine measurement invariance for eight scales across gender and grade level. ► We tested for latent factor mean differences between gender and grade level. ► We present models that considered relationships between eight variables. ► We present a relatively invariant model that predicts teachers' intent-to-leave.