For years, researchers studying organizations and management have been interested in how Ill individuals "fit" with their work environment (Kristof-Brown, Zimmerman, & Johnson, 2005), finding strong relationships betIen increased fit and positive employment outcomes, including increased performance and retention (Kristof-Brown et al., 2005; Lauver & Kristof-Brown, 2001). Using two different datasets (Schools and Staffing Survey/Teacher Follow-up Survey and the Michigan-Indiana Early Career Teacher Study), I explore how teachers' perceptions of "fitting in" with organizational goals and values, job requirements, and close professional colleagues impact teacher mobility. I create a series of multinomial logistic regression models to explore how increased fit is related to teacher mobility. In doing so, I find evidence that the more teachers believe they fit in at their school, the less likely they are to move to a new school for the next academic year or exit teaching entirely. I also find that the more teachers believe they are a good fit for the requirements of teaching, the less likely they are to leave teaching. Finally, I find that, for early career teachers, fitting in with a group of close colleagues predicts loIr rates of teacher turnover.
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