An examination of the influence of personal, professional, and school district characteristics on public school teacher retention

Theobald, Neil D.

doi:10.1016/0272-7757(90)90005-p

Cited by 126 publications

(97 citation statements)

References 8 publications

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“…Feng, 2010), Georgia (Scafidi, Sjoquist and Stinebrickner, 2007), Kentucky , Michigan (Gershenson, 2012), York (Brewer, 1996), Texas , Washington (Theobald, 1990), Wisconsin (Imezeki, 2005); and internationally in Italy (Barbieri, Rossetti and Sestito, 2011), Norway , Sweden (Karbownik, 2014) and Venezuela (Ortega, 2010) 19 . The broad conclusion from these papers is that school quality and working conditions matter for attracting and retaining teachers, particularly those of higher quality, but particular factors differ across sites in both whether they matter and how much they matter.…”

Section: The Use Of Administrative Data Around the Worldmentioning

confidence: 99%

Education Research and Administrative Data

Figlio¹,

Karbownik²,

Salvanes³

2015

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Thanks to extraordinary and exponential improvements in data storage and computing capacities, it is now possible to collect, manage, and analyze data in magnitudes and in manners that would have been inconceivable just a short time ago. As the world has developed this remarkable capacity to store and analyze data, so have the world's governments developed large-scale, comprehensive data files on tax programs, workforce information, benefit programs, health, and education. While these data are collected for purely administrative purposes, they represent remarkable new opportunities for expanding our knowledge. This chapter describes some of the benefits and challenges associated with the use of administrative data in education research. We also offer specific case studies of data that have been developed in both the Nordic countries and the United States, and offer an (incomplete) inventory of data sets used by social scientists to study education questions on every inhabited continent on earth.

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Section: The Use Of Administrative Data Around the Worldmentioning

confidence: 99%

Education Research and Administrative Data

Figlio¹,

Karbownik²,

Salvanes³

2015

View full text Add to dashboard Cite

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“…Brewer (1996,) Rees (1991), Mont and Rees (1996) (all studying New York), Murnane and Olsen (1989) (Michigan), Murnane and Olsen (1990) (North Carolina), Theobald (1990), and…”

Section: The Literature On the Supply Of Teachersmentioning

confidence: 99%

Recruiting and Retaining Teachers in the UK: An Analysis of Graduate Occupation Choice from the 1960s to the 1990s

2007

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This paper examines the market for teachers in the UK from 1960 to the mid 1990s using graduate cohort data from 5 separate cohorts. The use of this data allows us to simulate the effect of possible teacher pay rises over time. We find that relative wages in teaching compared to alternative professions have a significant impact on the likelihood of graduates choosing to teach, although the impact depends upon the market situation at the time. The wage effect on the supply of teachers is strongest at times of low relative teachers' wages, or following a period of decline in those wages. It is also strongest for those individuals who have more recently graduated.

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“…As noted by some (e.g., Barro, 1992;Boe & Gilford, 1992), researchers have focused far less frequently on explaining teacher turnover as a function of the characteristics of schools. To be sure, a number of analysts have compared or controlled for turnover differences across different types of schools (e.g., Bacharach & Bamberger, 1990;Bobbitt et al, 1994;Boe et al, 1998;Heyns, 1988;Miech & Elder, 1996;Murnane, 1981;Sclan, 1993;Theobald, 1990). However, few have examined in detail which characteristics and conditions of schools are related to teacher turnover, especially with large-scale or representative data.…”

Section: Research On Teacher Turnovermentioning

confidence: 99%

Teacher Turnover, Teacher Shortages, and the Organization of Schools

2001

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Contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. Contemporary theory also holds that these staffing problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirements and student enrollments. This analysis investigates the possibility that there are other factors that might have an impact on teacher turnover levels, and, in turn, the staffing problems of schools, factors rooted in the organizational characteristics and conditions of schools. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey, a large, comprehensive, nationally representative survey of teachers and schools conducted by the National Center for Education Statistics. The results of this analysis show that, net of teacher effects, there are significant effects of school characteristics and organizational conditions on teacher turnover which have largely been overlooked by previous research. For example, the data show that while high-poverty public schools have moderately higher rates, contrary to conventional wisdom, neither larger schools, nor public schools in large school districts, nor urban public schools have especially high rates of teacher turnover. In contrast, small private schools stand out for their high rates of turnover. Moreover, the data show, again contrary to popular wisdom, that the amount of turnover accounted for by retirement is relatively minor, especially when compared to that resulting from two related causes -teacher job dissatisfaction and teachers pursuing other jobs. The data show that, in particular, low salaries, inadequate support from the school administration, student discipline problems, and limited faculty input into school decision-making all contribute to higher rates of turnover, after controlling for the characteristics of both teachers and schools. The results of this investigation suggest that school staffing problems are neither synonymous with, nor primarily due to, teacher shortages in the conventional sense of a deficit in the supply of teachers. Rather, this study suggests that school staffing problems are primarily due to excess demand resulting from a "revolving door" -where large numbers of teachers depart their jobs for reasons other than retirement. This study also suggests that popular education initiatives, such as teacher recruitment programs, will not solve the staffing problems of such schools if they do not also address the organizational sources of low teacher retention.

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An examination of the influence of personal, professional, and school district characteristics on public school teacher retention

Cited by 126 publications

References 8 publications

Education Research and Administrative Data

Education Research and Administrative Data

Recruiting and Retaining Teachers in the UK: An Analysis of Graduate Occupation Choice from the 1960s to the 1990s

Teacher Turnover, Teacher Shortages, and the Organization of Schools

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