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Journal articles on the topic 'Teacher turnover Teachers Teachers Teachers'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiven

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Ronfeldt, Matthew, and Kiel McQueen. "Does New Teacher Induction Really Improve Retention?" Journal of Teacher Education 68, no. 4 (2017): 394–410. http://dx.doi.org/10.1177/0022487117702583.

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Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predic

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Cullen, Julie Berry, Cory Koedel, and Eric Parsons. "The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality." Education Finance and Policy 16, no. 1 (2021): 7–41. http://dx.doi.org/10.1162/edfp_a_00292.

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We study how the introduction of a rigorous teacher evaluation system in a large urban school district affects the quality composition of teacher turnovers. With the implementation of the new system, we document increased turnover among the least effective teachers and decreased turnover among the most effective teachers, relative to teachers in the middle of the distribution. Our findings demonstrate that the alignment between personnel decisions and teacher effectiveness can be improved through targeted personnel policies. However, the change in the composition of exiters brought on by the p

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James, Jessalynn, and James H. Wyckoff. "Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools." AERA Open 6, no. 2 (2020): 233285842093223. http://dx.doi.org/10.1177/2332858420932235.

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Teacher turnover is an enduring concern in education policy and can incur substantial costs to students. Policies often address turnover broadly, yet effects turn on net differences in the effectiveness of exiting and entering teachers, in addition to the disruption dealt to classrooms. Recent research has shown mixed effects of teacher evaluation policies, but even where evaluation-induced differential turnover initially benefited students, gains might disappear or reverse as the stock of less effective teachers exits and if more effective teachers view high-stakes evaluation as burdensome. W

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Sohn, Kitae. "Teacher turnover: An issue of workgroup racial diversity." education policy analysis archives 17 (June 10, 2009): 11. http://dx.doi.org/10.14507/epaa.v17n11.2009.

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One neglected aspect of the teacher labor supply is a recent increase in the proportion of minority teachers. Using the Schools and Staffing Survey and the Teacher Follow-up Survey, one can estimate the relationship between workgroup racial diversity and the turnover of White teachers. This approach finds that young White teachers are more likely to stay in their original schools when the proportion of minority teachers is smaller. However, the opposite pattern emerges for older teachers. This poses a policy dilemma for recruiting and retaining teachers on the one hand and diversifying teachin

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Carver-Thomas, Desiree, and Linda Darling-Hammond. "The trouble with teacher turnover: How teacher attrition affects students and schools." education policy analysis archives 27 (April 8, 2019): 36. http://dx.doi.org/10.14507/epaa.27.3699.

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Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language dev

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Redding, Christopher, and Gary T. Henry. "Leaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover." American Educational Research Journal 56, no. 1 (2018): 204–36. http://dx.doi.org/10.3102/0002831218790542.

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Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, university-based programs are most likely to move schools, and alternate entry and out-of-state prepared teachers are more likely to leave teaching, both du

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Guin, Kacey. "Chronic Teacher Turnover in Urban Elementary Schools." education policy analysis archives 12 (August 16, 2004): 42. http://dx.doi.org/10.14507/epaa.v12n42.2004.

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This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high

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Henry, Gary T., and Christopher Redding. "The Consequences of Leaving School Early: The Effects of Within-Year and End-of-Year Teacher Turnover." Education Finance and Policy 15, no. 2 (2020): 332–56. http://dx.doi.org/10.1162/edfp_a_00274.

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Using unique administrative data from North Carolina that allow us to separate classroom teacher turnover during the school year from end-of-year turnover, we find students who lose their teacher during the school year have significantly lower test score gains (on average −7.5 percent of a standard deviation unit) than those students whose teachers stay. Moreover, the turnover of other teachers during the year lowers achievement gains, whereas end-of-year teacher turnover appears to have little effect on achievement. The harmful effects of within-year turnover cannot be explained by other extr

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Redding, Christopher, Laura Neergaard Booker, Thomas M. Smith, and Laura M. Desimone. "School administrators’ direct and indirect influences on middle school math teachers’ turnover." Journal of Educational Administration 57, no. 6 (2019): 708–30. http://dx.doi.org/10.1108/jea-10-2018-0190.

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Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive admi

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Wright, Diane S., Meena M. Balgopal, Laura B. Sample McMeeking, and Andrea E. Weinberg. "Developing Resilient K-12 STEM Teachers." Advances in Developing Human Resources 21, no. 1 (2018): 16–34. http://dx.doi.org/10.1177/1523422318814483.

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The Problem The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecologi

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Wronowski, Meredith L., and Angela Urick. "Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB." education policy analysis archives 27 (July 29, 2019): 86. http://dx.doi.org/10.14507/epaa.27.3858.

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The purpose of this study is to determine the relationship between teachers’ perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized by teacher responses to the Schools and Staffing Surveys and Teacher Follow-up Surveys from the National Center for Education Statistics. We tested the relationship of de-professionalization and demoralization to turnover with two competing structura

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Bassok, Daphna, Anna J. Markowitz, Laura Bellows, and Katharine Sadowski. "New Evidence on Teacher Turnover in Early Childhood." Educational Evaluation and Policy Analysis 43, no. 1 (2021): 172–80. http://dx.doi.org/10.3102/0162373720985340.

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This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the foll

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Grissom, Jason A., and Brendan Bartanen. "Strategic Retention: Principal Effectiveness and Teacher Turnover in Multiple-Measure Teacher Evaluation Systems." American Educational Research Journal 56, no. 2 (2018): 514–55. http://dx.doi.org/10.3102/0002831218797931.

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Studies link principal effectiveness to lower average rates of teacher turnover. However, principals need not target retention efforts equally to all teachers. Instead, strong principals may seek to strategically influence the composition of their school’s teaching force by retaining high performers and not retaining lower performers. We investigate such strategic retention behaviors with longitudinal data from Tennessee. Using multiple measures of teacher and principal effectiveness, we document that indeed more effective principals see lower rates of teacher turnover, on average. Moreover, t

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Zhou, Lin. "Research on the Loss and Motivation of Teachers in the Civilian-Run Colleges and Universities." Advanced Materials Research 998-999 (July 2014): 1713–16. http://dx.doi.org/10.4028/www.scientific.net/amr.998-999.1713.

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The paper introduces the conception of civilian-run colleges and civilian-run colleges' teacher and teachers' turnover, analyses the reasons from external society factor, civilian-run colleges' human resources management factor and teacher' individual factor, then puts forward some measures of stabilizing teachers. Since teachers' turnover is the foremost factor in human resources management of civilian-run colleges, when analyzing reasons it involved every aspect of human resources management, so the paper put emphases on effective measures to control teachers' turnover, such as establishing

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Olsen, Amanda, and Francis Huang. "Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey." education policy analysis archives 27 (February 11, 2019): 11. http://dx.doi.org/10.14507/epaa.27.4174.

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Although turnover rates are alarmingly high for early career and veteran teachers, turnover rates are even higher for those who identify as a teacher of color. To increase the retention of teachers, job satisfaction has become an important construct to analyze. Teacher cooperation and principal support within the school are two influential factors that directly relate to job satisfaction. Using the restricted 2011-2012 Schools and Staffing Survey, a nationally representative dataset, principal support, teacher cooperation, and their moderation effects were analyzed in relation to teacher job s

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Hart, Ann Weaver. "Work Feature Values of Today's and Tomorrow's Teachers: Work Redesign as an Incentive and School Improvement Policy." Educational Evaluation and Policy Analysis 16, no. 4 (1994): 458–73. http://dx.doi.org/10.3102/01623737016004458.

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Although school reform policies often aim to recruit and retain talented and high-achieving teachers, little systematic investigation of the impacts of work redesign on teachers' turnover decisions exists. The impacts of varied teacher work and career redesign incentives, therefore, remain uncertain, particularly as they affect the best teachers. This article presents the policy implications of studies of teachers' responses to features of work redesign as they relate to future career choice decisions, teacher labor market, and teacher supply in specific target areas.

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Adnot, Melinda, Thomas Dee, Veronica Katz, and James Wyckoff. "Teacher Turnover, Teacher Quality, and Student Achievement in DCPS." Educational Evaluation and Policy Analysis 39, no. 1 (2016): 54–76. http://dx.doi.org/10.3102/0162373716663646.

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In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based o

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Räsänen, Katariina, Janne Pietarinen, Kirsi Pyhältö, Tiina Soini, and Pertti Väisänen. "Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions." Social Psychology of Education 23, no. 4 (2020): 837–59. http://dx.doi.org/10.1007/s11218-020-09567-x.

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Abstract Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions, and persistence of such intentions in 5-year follow-up among Finnish teachers. Longitudinal survey data were collected from Finnish comprehensive school teachers in 2010 (T1 n = 2310) and 2016 (T2 n = 1450). The results showed that 50% of the teachers had turnover intentions. Turnover intentions were remarkably persistent, but the reasons for them varied significantly. Lack of professional commitment and factors related to th

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Krieg, John M., Dan Goldhaber, and Roddy Theobald. "Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching." Journal of Teacher Education 71, no. 2 (2019): 218–32. http://dx.doi.org/10.1177/0022487119858983.

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We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers”) and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candi

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Johnson, Detra D. "Predictors of Teachers’ Turnover and Transfer Intentions: A Multiple Mediation Model of Teacher Engagement." Journal of Education Human Resources 39, no. 3 (2021): 322–49. http://dx.doi.org/10.3138/jehr-2020-0017.

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The purpose of this research was to examine how teachers’ level of engagement might predict their likelihood of leaving their current positions. This study used cross-sectional survey data gathered on 188 elementary school teachers. A multiple mediation model was used to examine the effects of organizational (individual-level climate, psychological climate) and personal (burnout, engagement, job stress) predictors on turnover and transfer intentions. Results from the study confirmed that individual-level climate was a significant predictor of teachers’ engagement, job stress, and burnout, whic

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Ingersoll, Richard M., and Henry May. "The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover." Educational Evaluation and Policy Analysis 34, no. 4 (2012): 435–64. http://dx.doi.org/10.3102/0162373712454326.

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This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. The data are from the nationally representative Schools and Staffing Survey and the Teacher Follow-Up Survey. Over the past two decades, rates of mathematics and science teacher turnover have increased but, contrary to conventional wisdom, have not been consistently different than those of other teachers. Also, contrary to conventional wisdom, mathematics and science teachers were also no more likely than other teachers to take noneducation jobs, such as in technological fields or to

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Jackson, Karen M. "Influence Matters: The Link between Principal and Teacher Influence over School Policy and Teacher Turnover." Journal of School Leadership 22, no. 5 (2012): 875–901. http://dx.doi.org/10.1177/105268461202200503.

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This study outlines the relationship between teachers’ and principals’ perceptions of their influence over policies within their school and teachers’ actual employment decisions—specifically, teachers’ decisions to stay (continue their affiliation with their school), to move (transfer to a different school), or to leave the teaching profession. This article outlines a theoretical orientation that brings the exercise of influence within an organization together with three theories of school leadership to focus on the extent to which teachers’ and principals’ perceptions of their exercise of inf

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Borman, Geoffrey D., and N. Maritza Dowling. "Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research." Review of Educational Research 78, no. 3 (2008): 367–409. http://dx.doi.org/10.3102/0034654308321455.

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This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers are important predictors of turnover. Attributes of teachers’ schools, including organizational characteristics, student body composition, and resources (instructional spending and teacher salaries), are also key moderators. The evidence suggests that attrition from teaching is (a) not necessarily “healthy” turnover, (b) influenced by various pers

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Lee, Ye Hoon. "Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching." European Physical Education Review 25, no. 1 (2017): 236–53. http://dx.doi.org/10.1177/1356336x17719559.

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Grounded upon the conservation of resources theory, this study sought to examine the relationships between the three emotional labor strategies, teacher burnout, and turnover intention among physical education teachers. A total of 613 high-school physical education teachers from 47 states across the United States completed online questionnaires that measured the proposed variables. The goodness-of-fit statistics indicated that the structural model showed a reasonable fit, χ2(605) = 1391.26 = 2.30, p < 0.01; RMSEA = .05; TLI = .93; CFI = .93. The results also revealed that teacher burnout wa

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Willis, Kanequa Dismuke. "Student Performance on End of Year State Assessments and Correlation to Teacher’s Worth." Journal of Education and Culture Studies 4, no. 2 (2020): p139. http://dx.doi.org/10.22158/jecs.v4n2p139.

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This study explored how accountability over the years has shifted with attention mainly focusing how well students are performing on their end of the year assessments and how that determines a teacher’s worth. Through these assessments, the teachers are being told of their worth if a student meets their goal or being told of their ineffectiveness when the teachers and students fail to measure up. Teachers were considered to have value-added as an educator when their students attained their goals. Other educators faced dismissal or reassignment when their students did not meet their goals. The

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Redding, Christopher, and Gary T. Henry. "New Evidence on the Frequency of Teacher Turnover: Accounting for Within-Year Turnover." Educational Researcher 47, no. 9 (2018): 577–93. http://dx.doi.org/10.3102/0013189x18814450.

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Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence. On average, over 4.6% of teachers turn over during the school year, which amounts to 25% of total annual turnover. Teachers transfer within districts at higher rates at the beginning of the school year and leave teaching at higher rates at the beginning of the spring semester. Higher performing teachers are less likely to turn over during the school year and less likely to turn over within the year than at the end of the year. Teach for America

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Boe, Erling E., Lynne H. Cook, and Robert J. Sunderland. "Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration." Exceptional Children 75, no. 1 (2008): 7–31. http://dx.doi.org/10.1177/001440290807500101.

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The purposes of this research were to quantify trends in three components of teacher turnover and to investigate claims of excessive teacher turnover as the predominant source of teacher shortages. Attrition and teaching area transfer rates were comparable in special and general education and increased substantially from 1991–1992 to 2000–2001. School migration was stable over years, but higher in special than general education. Although annual turnover was high and increased to 1 in 4 teachers (25.6%) by 2000–2001, teacher attrition was lower than in other occupations. Evidence suggests that

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Darling-Hammond, Linda, and Anne Podolsky. "Breaking the cycle of teacher shortages: What kind of policies can make a difference?" education policy analysis archives 27 (April 8, 2019): 34. http://dx.doi.org/10.14507/epaa.27.4633.

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Teacher shortages have recurred in the United States over many decades. This article introduces a special issue of EPAA that seeks to better understand the factors that contribute to the insufficient supply and inequitable distribution of qualified teachers, as well as the recurrences of teacher shortages. Together, the six articles in this issue help provide an empirical understanding of the current state of the supply, demand, and distribution of America’s public school teachers. This lead article provides an overview of the current status of teaching in the U.S. and outlines the volume’s fi

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De Jong, David, and Ayana Campoli. "Curricular coaches’ impact on retention for early-career elementary teachers in the USA." International Journal of Mentoring and Coaching in Education 7, no. 2 (2018): 191–200. http://dx.doi.org/10.1108/ijmce-09-2017-0064.

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Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach I

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Ford, Timothy G., and Patrick B. Forsyth. "Teacher corps stability: articulating the social capital enabled when teachers stay." Journal of Educational Administration 59, no. 2 (2021): 233–52. http://dx.doi.org/10.1108/jea-02-2020-0036.

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PurposeThe evidence is strong that the instability of teacher rosters in urban school settings has negative consequences for student learning, but our concern is with the opposite phenomenon: What is the value added to the organization when a school's teaching roster is stable over time? Our theory of teacher corps stability hinges on the claim that the stability of a teacher corps over time is a sine qua non that, under certain conditions, permits formation of the social capital needed to catalyze school effectiveness.Design/methodology/approachWe test this claim using longitudinal data from

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Yada, Takumi, Eija Räikkönen, Kyoko Imai-Matsumura, Hiroshi Shimada, Rihei Koike, and Aini-Kristiina Jäppinen. "Prosociality as a mediator between teacher collaboration and turnover intention." International Journal of Educational Management 34, no. 3 (2019): 535–48. http://dx.doi.org/10.1108/ijem-10-2018-0309.

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Purpose The purpose of this paper is to investigate the mediating role of prosociality, which is defined in terms of helping and benefitting others, between teacher collaboration and their turnover intentions. Prosociality was measured as prosocial impact and prosocial motivation. Design/methodology/approach This study was conducted through a cross-sectional survey of 260 elementary and junior high school teachers in Japan. A structural equational model was employed to examine the mediating roles of prosocial impact and prosocial motivation in the relationships between teacher collaboration an

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Shirrell, Matthew. "The Effects of Subgroup-Specific Accountability on Teacher Turnover and Attrition." Education Finance and Policy 13, no. 3 (2018): 333–68. http://dx.doi.org/10.1162/edfp_a_00227.

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The No Child Left Behind Act of 2001 required states to set cutoffs to determine which schools were subject to accountability for their racial/ethnic subgroups. Using a regression discontinuity design and data from North Carolina, this study examines the effects of this policy on teacher turnover and attrition. Subgroup-specific accountability had no overall effects on teacher turnover or attrition, but the policy caused black teachers who taught in schools that were held accountable for the black student subgroup to leave teaching at significantly lower rates, compared with black teachers who

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Wynn, Susan R., and Kathleen M. Brown. "Principal Leadership and Professional Learning Communities: What Beginning Teachers Value." International Journal of Educational Reform 17, no. 1 (2008): 37–63. http://dx.doi.org/10.1177/105678790801700104.

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Beginning teachers in the United States continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High turnover rates negatively affect instruction and, ultimately, student achievement. The purpose of this empirical inquiry of beginning-teacher retention issues is to better understand what new teachers value in a school leader within the context of professional learning communities. Twelve schools with low beginning-teacher attrition and transfer request rates were identified, and focus group interviews were conducted with four to six new teache

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Dorji, Sherab, Patcharin Sirasoonthorn, and Kantabhat Anusaksathien. "School Teachers in Rural Bhutan: Quality of Work Life, Well-Being and the Risks of Resignation." South Asia Research 39, no. 3 (2019): 270–84. http://dx.doi.org/10.1177/0262728019872038.

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In Bhutan, recent increases in annual teacher attrition rates, particularly in rural areas, pose significant challenges for the government and concerned agencies in terms of retaining qualified teachers and reducing teacher attrition rates and turnover. This article, partly based on a field study exploring the quality of work life (QWL) and well-being of school teachers in rural Bhutan, explores the possible reasons why such teachers might seek to resign. Using mixed methodology, the study reveals poor QWL and well-being of teachers, caused by a variety of factors. In view of such findings, th

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Sorbet, Stefanie, and Patricia Kohler-Evans. "How Educational Leaders Can Initiate Mentoring Relationships to Support Their Newest Faculty Members." Social Science, Humanities and Sustainability Research 2, no. 1 (2021): p7. http://dx.doi.org/10.22158/sshsr.v2n1p7.

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The number of teachers who enter and exit the field of education within their first five years in the profession is said to be near 40-50 percent (Ingersoll, 2012). First-year public school teacher attrition rates have increased from 21.4% in 1988 to 28.5% in 2004 (Ingersoll & Merrill, 2010). At a time when the number of new teachers exiting the profession within the first five years is 40-50 percent (Ingersoll, 2012), something must be done to support new teachers so they can remain and become successful in their field. Research suggests that students who receive instruction from high qua

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Kang, Seok, and David C. Berliner. "Characteristics of Teacher Induction Programs and Turnover Rates of Beginning Teachers." Teacher Educator 47, no. 4 (2012): 268–82. http://dx.doi.org/10.1080/08878730.2012.707758.

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Darling-Hammond, Linda, and Gary Sykes. "Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge." education policy analysis archives 11 (September 17, 2003): 33. http://dx.doi.org/10.14507/epaa.v11n33.2003.

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Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qua

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Staiger, Douglas O., and Jonah E. Rockoff. "Searching for Effective Teachers with Imperfect Information." Journal of Economic Perspectives 24, no. 3 (2010): 97–118. http://dx.doi.org/10.1257/jep.24.3.97.

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Over the past four decades, empirical researchers—many of them economists—have accumulated an impressive amount of evidence on teachers. In this paper, we ask what the existing evidence implies for how school leaders might recruit, evaluate, and retain teachers. We begin by summarizing the evidence on five key points, referring to existing work and to evidence we have accumulated from our research with the nation's two largest school districts: Los Angeles and New York City. First, teachers display considerable heterogeneity in their effects on student achievement gains. Second, estimates of t

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Burkhauser, Susan. "How Much Do School Principals Matter When It Comes to Teacher Working Conditions?" Educational Evaluation and Policy Analysis 39, no. 1 (2016): 126–45. http://dx.doi.org/10.3102/0162373716668028.

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Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers’ perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers’ perceptions of four measures of their working conditions and their principal. It finds that teacher ratings of the school envi

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Fuller, Edward J., Liz Hollingworth, and Andrew Pendola. "The Every Student Succeeds Act, State Efforts to Improve Access to Effective Educators, and the Importance of School Leadership." Educational Administration Quarterly 53, no. 5 (2017): 727–56. http://dx.doi.org/10.1177/0013161x17711481.

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Purpose: Our primary purpose is to examine the degree to which state equity plans identify the distribution of principals and principal turnover as factors influencing three leadership mechanisms that affect student access to effective teachers—namely, hiring of teachers, building instructional capacity of teachers, and managing teacher turnover. Research Design: This study relies on document analyses of 52 plans (50 states, Washington, D.C., and Puerto Rico) submitted by states in 2015 to the U.S. Department of Education. These plans included the identification of root causes of the inequitab

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Sorensen, Lucy C., and Helen F. Ladd. "The Hidden Costs of Teacher Turnover." AERA Open 6, no. 1 (2020): 233285842090581. http://dx.doi.org/10.1177/2332858420905812.

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High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring, and training costs. Others are more hidden and take the form of changes to the composition and quality of the teaching staff. This study focuses on the latter. We ask how schools respond to spells of high teacher turnover and assess organizational and human capital effects. Our analysis uses two decades of administrative data on math and English language arts middle school teachers in North Carolina to determine scho

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White, Terrenda. "Teachers of Color and Urban Charter Schools: Race, School Culture, and Teacher Turnover in the Charter Sector." Journal of Transformative Leadership & Policy Studies 7, no. 1 (2018): 27–42. http://dx.doi.org/10.36851/jtlps.v7i1.496.

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This article explores working conditions in charter schools with varying rates of teacher turnover. Ethnographic data with 28 racially diverse teachers explores teachers’ experiences, their explanations for moving charter schools, and patterns of movement when teachers leave a charter school for another school. A brief conceptual framework was used to understand multiple dimensions of working conditions in charter schools for teachers of color. Findings indicate teachers most often made structural moves between charter types, primarily from charters managed by nonprofit organizations to standa

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Ford, Timothy G., Jentre Olsen, Jam Khojasteh, Jordan Ware, and Angela Urick. "The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave." Journal of Educational Administration 57, no. 6 (2019): 615–34. http://dx.doi.org/10.1108/jea-09-2018-0185.

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Purpose The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. The purpose of this paper is to explore how leader actions might bring about positive teacher outcomes through meeting teachers’ psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational. Design/methodology/approach Using a sample of over 1,500 teachers from 73 schools in a large, high-poverty, urban Midwestern school district, the authors applied a multilevel path analys

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Wei, Xin, Deepa Patel, and Viki M. Young. "Opening the “black box”: Organizational differences between charter schools and traditional public schools." Education Policy Analysis Archives 22 (January 18, 2014): 3. http://dx.doi.org/10.14507/epaa.v22n3.2014.

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Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers rep

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Jabbar, Huriya, Jesse Chanin, Jamie Haynes, and Sara Slaughter. "Teacher Power and the Politics of Union Organizing in the Charter Sector." Educational Policy 34, no. 1 (2019): 211–38. http://dx.doi.org/10.1177/0895904819881776.

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Despite the growing media attention paid to charter-school unions, comparatively little empirical research exists. Drawing on interview data from two cities (Detroit, MI, and New Orleans, LA), our exploratory study examined charter-school teachers’ motivations for organizing, the political and power dimensions, and the framing of unions by both teachers and administrations. We found that improving teacher retention, and thus school stability, was a central motivation for teacher organizers, whereas, simultaneously, high teacher turnover stymied union drives. We also found that charter administ

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Nguyen, Tuan D. "Examining the Teacher Labor Market in Different Rural Contexts: Variations by Urbanicity and Rural States." AERA Open 6, no. 4 (2020): 233285842096633. http://dx.doi.org/10.1177/2332858420966336.

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Using repeated cross-sectional nationally representative data, we demonstrate how the teacher labor markets for rural contexts are different from those in urban-suburban areas. We also show that teacher attrition is not uniform across various rural settings. In particular, novice teachers in rural schools in sparsely populated states are more likely to turn over than novice teachers in urban-suburban schools in sparsely populated states. We also examine how teacher and school characteristics are associated with turnover in different rural contexts. The findings indicate there should be a conce

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Williams, Sheneka M., Walker A. Swain, and Jerome A. Graham. "Race, Climate, and Turnover: An Examination of the Teacher Labor Market in Rural Georgia." AERA Open 7 (January 2021): 233285842199551. http://dx.doi.org/10.1177/2332858421995514.

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Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlight two subsets of schools as struggling to attract and retain well-credentialed, effective educators—predominantly Black schools and rural schools. However, research has rarely explicitly examined the schools that meet both these criteria. We use administrative records and unique climate survey data from Georgia to examine how the int

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Everitt, William. "Non-Peruvian teacher attrition in Lima’s international school sector: Power, agency and identity." Management in Education 34, no. 2 (2019): 50–60. http://dx.doi.org/10.1177/0892020619885939.

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This research is an enquiry into non-Peruvian teacher turnover in Lima’s international school sector. The findings are based on interviews conducted in November 2017 with educators employed in this field. Drawing its theoretical basis from phenomenology, the investigation adopts a case-study methodology. Through the lenses of power and agency, interview analysis focuses on schools’ leadership policies and styles together with teachers’ ideas regarding their own identities and professional status. In terms of teachers’ experiences, agency and school administrations, the findings testify to a wi

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Mirra, Nicole, and John Rogers. "The Overwhelming Need: How the Unequal Political Economy Shapes Urban Teachers’ Working Conditions." Urban Education 55, no. 7 (2016): 1045–75. http://dx.doi.org/10.1177/0042085916668952.

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Although the literature on teacher working conditions often cites student- and school-level factors as contributors to teacher turnover in high-poverty urban schools, the larger context of social and economic inequality within which these factors are situated is often overlooked. This mixed-methods study draws upon a survey of nearly 800 California public high school teachers and case studies of two high-poverty urban high schools to highlight the ways that inequality structures teacher time and student learning in these schools. We highlight efforts teachers make to meet student needs and exe

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