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Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students
Abstract
Low-achieving students often are taught by the least-qualified teachers. These disparities begin when teachers take their first jobs, and in urban areas they are worsened by teachers' sub- sequent decisions to transfer and quit. Such quits and transfers increase disparities in at least two ways. First, more qualified teachers are substantially more likely to leave schools hav- ing the lowest-achieving students. For example, of the new teachers hired in New York City's lowest-achieving schools in 1996-1998, 28 percent scored in the lowest quartile on the general-knowledge certification exam.1 Of those remaining in the same schools five years later, 44 percent had scores in the lowest quartile. In contrast, 22 percent of the new teachers in the higher-achieving schools were in the lowest quartile, which only increased to 24 percent for those remaining after five years.2 Second, the generally high teacher turnover in lower- performing schools disadvantage students in those schools since the effectiveness of teachers increases over the first few years of their careers. Twenty-seven percent of first-year teachers in New York City's lower-performing schools do not return the following year, compared to 15 percent in the quartile of schools having the relatively highest student achievement.
... The study controlled for teachers' years of experience, gender, tenured status, perceptions of the infrastructure, class size, and workload. All these variables have been connected to teacher turnover in previous studies (Aelterman et al., 2002;Boe et al., 1997;Boyd et al., 2005;Simon & Johnson, 2015). In the other study, which focused on teachers' ...
... On the one hand research has showed evidence that men are more likely to leave teaching compared to women (Imazeki, 2005) and that male teachers have both more intentions to leave the profession (Borman & Dowling, 2008) as intentions to transfer schools (Boyd et al., 2005). ...
... In the next model we controlled for migrant composition (Mueller et al., 1999), years of experience (Boe et al., 1997), working conditions (Boyd et al., 2011;Simon & Johnson, 2015), sex (Boyd et al., 2005) and tenure (Aelterman et al., 2002), as research showed that these characteristics cannot be neglected. Male teachers are more likely to transfer schools than female teachers (Boyd et al., 2005) and teachers without a tenured position are often more dissatisfied with the outline of their careers (Aelterman et al., 2002). ...
... As indicated, some "selective" programs actively recruit graduates of highly selective colleges. Although the evidence of their instructional effectiveness is mixed (e.g., Brantlinger and Griffin 2019), such teachers have been found to leave teaching at higher rates than those from less-selective colleges (Boyd et al. 2005;Kelly and Northrup 2015). However, rather than being an effect of college selectivity, this may be because so many elite college graduates enter teaching through selective, fast-track programs such as TFA and the Teaching Fellowsprograms that facilitate an easy entry into, and possibly also out of, teaching (Brantlinger 2020;Carver-Thomas and Darling-Hammond 2017;Redding and Smith 2016). ...
... It also may be because elite college graduates tend to be dissatisfied with teaching as a career choice and have higher-status career alternatives (Brantlinger 2021;Kelly and Northrup 2015). Generally recruited as part of national, rather than local, initiatives, selective college graduates tend to have weak ties to local schools and, hypothetically at least (Boyd et al. 2005), this also may facilitate their exit. ...
... This measure indicated whether a teacher had lived in the city as an adolescent and, at least at one point, had close ties to New Yorkers. Our use of it as a proxy for a teacher's status as a district insider or outsider is consistent with the "draw of home" study (Boyd et al. 2005) that showed that, in the state of New York, new teachers express a preference to teach in schools close to where they grew up or in schools with similar student demographics. We used the teacher race measure as a second-order indicator of a teacher's status as an insider or outsider, assuming that it signaled a teacher's ethnoracial and cultural affiliations with the predominantly Black and Latinx students in neighborhood NYC public schools. ...
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized
their initial training.
Methods: To understand the extent to which individual preparation approaches might distribute different retention benefits to different teacher subgroups, the study examined teacher preparation as an interactive system. Drawing on administrative data from New York City Public Schools and project survey data, the study used logistic regression to model the 3-, 5-, and 8-year retention of 617 secondary mathematics teachers who entered teaching through a high-profile alternative teacher-certification program.
Findings: Community insiders—defined in this study as the graduates of New York City high schools—had markedly and significantly estimated higher odds of district retention than that of community outsiders at all three points in time. Black community insiders who entered teaching with prior career experience were shown to have particularly high odds of retention in the district.
Implications: The results indicate that the recruitment and development of community-based teachers, and particularly those who are Black career changers, promise to improve retention in district schools. They also support the thesis that retention and other program-level outcomes are the product of interactions between certain types of teachers working in particular (e.g., highly racially segregated) schools and the initial training they receive in teacher-certification programs.
... This may be particularly true of novice teachers (Fantilli and Macdougall 2009;Rivkin 2010b, 2010a;Ingersoll 2001;Marinell et al. 2013), but research is scarce regarding other teacher characteristics associated with higher turnover rates. Issues related to attrition in lowsocioeconomic status (SES) settings have been found in Sweden, Canada, the USA, Australia, Chile, and England (Allen, Burgess, and Mayo 2018;Carver-Thomas and Darling-Hammond 2017;Den;Elacqua, Hincapie, and Martinez 2019;Ingersoll 2002;Karsentil and Collin, 2013;Lindqvist et al., 2014;Loeb et al., 2005;Scafidi et al., 2007). A high teacher attrition rate hinders school climate and the success of students (Hanushek, Rivkin, and Schiman 2016). ...
... It therefore goes without saying that it is in the interest of education systems to keep teachers in hard-to-staff settings. In the context of this article, hard-to-staff signifies a socioeconomically disadvantaged context, and stems from previous work demonstrating issues of attrition in such settings (Bonesrønning, Falch, and Strøm 2005;Boyd et al. 2005;Darling-Hammond 1997;Hanushek et al., 2001;Scafidi, Sjoquist, and Stinebrickner 2007). This may be a school with a high proportion of socioeconomically disadvantaged (low-SES) students in more segregated school systems, or a classroom with a high proportion of low-SES students in case a system does not practice mixed ability grouping within schools. ...
... Over and above this, I expand on previous research and investigate whether the consequences of appraisal interact with the classroom SES-turnover slope. Given that monetary sanctions and incentives are increasingly common consequences of appraisal in high-stakes accountability systems (OECD 2021), it is relevant to determine whether the relationship between accountability and teacher turnover intentions varies according to these consequences as past evidence on the importance of such incentives is mixed (Boyd et al. 2005;Falch 2011;Feng 2009;Hanushek, Kain, and Rivkin 2004;Jerrim and Sims 2021). ...
Student performance data is increasingly used to monitor and evaluate teachers. This study examines whether the turnover intentions – if teachers would change schools given the chance – of teachers in socioeconomically disadvantaged classrooms are moderated by teacher appraisal practices based on student academic performance data at the school system-level. Three-level hierarchical modelling in 46 education systems is conducted based on the Teaching and Learning International Survey (TALIS) from 2018. Results show that the effect of classroom socioeconomic composition on teacher turnover intentions increases as a function of performance-based teacher appraisal. However, this is only true when the appraisal is conducted by external authorities, and not so when conducted by the school management team. The models are then re-run by school consequences of appraisal such as dismissal, financial bonuses, or sanctions, and then by teacher characteristics, including gender, experience, and teaching subject. Experienced teachers in socioeconomically disadvantaged classrooms are more likely to change schools in school systems with more performance data-based teacher appraisal. These results underscore the potential pitfalls of performance data-based accountability systems for students in socioeconomically disadvantaged educational settings.
... The recruitment and retention of science instructors, particularly within the public education sector, is a matter of great importance for educational policymakers and administrators. According to Boyd et al. (2015), the efficacy of science education programmes is contingent upon not just the quantity of science teachers, but also the stability and contentment of the teaching profession. It is crucial to comprehend the factors contributing to the elevated attrition rate among male science instructors in Ekiti State, and to juxtapose this phenomenon with the turnover experienced by their female counterparts. ...
... The mean value for male science teachers (7.38) was notably higher than the mean value for female science teachers (3.66), suggesting that male science teachers left the teaching service at a higher rate than their female counterparts. This result is consistent with previous studies that have identified factors contributing to higher turnover among male teachers, including limited career advancement opportunities, job dissatisfaction, and the pursuit of better-paying positions in the private sector (Boyd et al., 2015;Orubuloye, 2011). In the context of science education, it is crucial to understand why male science teachers are leaving their positions at a higher rate, as their departure may have implications for the quality and continuity of science instruction. ...
This study sought to investigate the disparity in turnover rates between male and female science teachers in public secondary schools in Ekiti State, Nigeria, and examined differences in their conditions of service. Utilizing an ex-post facto research design, data were collected from 712 science teachers and 112 principals from a selection of 112 schools, drawn from a population of 2,950 science teachers and 205 principals. A specially designed inventory, "Science Teachers Turnover Inventory (STTI)," was employed for data collection. The study found a significant difference in turnover rates between male and female science teachers. The calculated t-value (t-cal) of 5.771 exceeded the critical t-value (t-table) of 1.96 at a 0.05 level of significance, leading to the rejection of the first null hypothesis. However, the analysis revealed no significant difference in the conditions of service for male and female science teachers. The t-cal (1.02) was less than the t-table (1.96) at a 0.05 level of significance, leading to the retention of the null hypothesis. The results indicate a need for policy changes to address the high turnover of male science teachers in Ekiti State's public secondary schools, potentially impacting the quality of science education. Recommendations include encouraging male science teachers through special allowances and funding in-service training programs to improve their retention and professional development.
... In other words, highly qualified and experienced teachers tend to transfer to more resourced, predominantly Whiter districts. These findings have since been bolstered by several other studies within the teacher mobility literature that utilize similar observable quality measures to distinguish different teachers (Boyd et al., 2008(Boyd et al., , 2011a(Boyd et al., , 2005Clotfelter et al., 2011). ...
... For example, the preference for urban environments is reflected in the dwindling supply of teachers in rural areas (McClure & Reeves, 2004) and may be due in part to challenges specific to rural schools such as lower salary, isolation, and the need for teachers to teach many more subjects (Lazarev et al., 2017). Evidence from New York City and Chicago substantiates teacher school preferences are influenced by the proximity to a teacher's home (Boyd et al., 2005;Engel et al., 2014). To this point, prior work has found rural districts face significantly more difficulty staffing classrooms than urban and suburban districts (Goldhaber et al., 2020). ...
There is continued concern over the inequitable distribution of highly experienced and effective teachers among historically marginalized student populations. Using longitudinal data from Tennessee, this study assesses whether students of racially/ethnically minoritized and economically disadvantaged backgrounds have unequal exposure to teachers based on alternate definitions of teaching quality. We find minoritized and economically disadvantaged students are 5 to 15 percentage points less likely to be exposed to high-quality teachers. These teacher quality gaps tend to be the largest in urban school contexts. Moreover, school-level exposure gaps tend to be associated with several school, district, and neighborhood factors.
... As a result of expense and misalignment, many novice educators do not have access to expert guidance and must develop their skills on the job, leading to missed learning opportunities for students. This dynamic disproportionately harms students from under-served communities who have the most to gain from improved educational experiences (Boyd et al., 2005, Darling-Hammond and Berry, 2006, Lankford et al., 2002. ...
Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately hurts students from under-served communities, who stand to gain the most from high-quality education and are most likely to be taught by inexperienced educators. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study presents the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working on mathematics with tutors randomly assigned to have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. relative to the control group. We find that Tutor CoPilot costs only $20 per-tutor annually, based on the tutors’ usage during the study. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use strategies that foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student, aligning with high-quality teaching practices. Tutor interviews qualitatively highlight how Tutor CoPilot’s guidance helps them to respond to student needs, though tutors flag common issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains in real time, bridge gaps in skills and create a future where high-quality education is accessible to all students.
... The development, support and capacity building of PSTs capable of thriving in disadvantaged schools is a perennial challenge across both developed and developing nations (Boyd et al., 2005). However, schools in low-SES communities (both rural and urban) nevertheless need capable teachers. ...
Despite being cast in the popular imagination as the lucky country, a land of sunlit plains and gold sandy beaches, Australia’s educational landscape is highly diverse, stratified, and complex. Disparities between different regions, peoples, systems and policy implications have led some Initial Teacher Education (ITE) providers to ensure a dedicated focus within their teacher training programs towards the explicit development of teacher capacities for disadvantaged schools. This chapter analyses the reflections of (n = 10) ITE academics via semi-structured interviews, from across Australia. Using critical pedagogy as a theoretical lens, the research explores what enables and constrains the development of those wishing to serve in schools with students who are metaphorically waiting for Superman. Findings from this study suggest that interrupting educational disadvantage is complex and requires multifaceted, contextually based responses.
... In our review, several studies with weaker evidence suggested that the ethnic composition of the student population in schools has differential effects on the retention of teachers from different ethnic backgrounds. Boyd et al. (2005), for example, found that White teachers were twice as likely to transfer out of school or to leave the teaching profession entirely where the student population was predominantly non-White compared to schools with predominantly White student bodies. Similar findings were observed in studies in Georgia (Scafidi et al., 2007) and Wisconsin (Imazeki, 2005). ...
This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several countries. The review followed a conventional protocol, beginning with a search of key educational, psychological and sociological databases, followed by intensive screening and weighting the strength of evidence of each included report. Fifty‐one studies relevant to the research question were finally included in the review. There is strong evidence that the ethnic match between school leaders and teachers is strongly linked to the hiring and retention of minority ethnic teachers. Although there is some evidence that the student ethnicity of the school may be an important factor in the retention of ethnic minority teachers, this chiefly applies to Black teachers in the studies found from the USA. The entry qualifications and assessment criteria for certification to teach were deemed potential barriers to ethnic minority prospective teachers entering teaching. There is no good evidence that alternative certification of teachers increased the probability of ethnic minority teachers being hired or retained, but there are certain supportive features of alternative pathways that could improve their chances.
... As a result of expense and misalignment, many novice educators do not have access to expert guidance and must develop their skills on the job, leading to missed learning opportunities for students. This dynamic disproportionately harms students from under-served communities who have the most to gain from improved educational experiences (Boyd et al., 2005, Darling-Hammond and Berry, 2006, Lankford et al., 2002. ...
Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.
... For example, a policy promoting mother-tongue education in rural communities might face challenges in recruiting and retaining skilled educators. This is against the reality that most educators prefer urban areas (Boyd et al., 2005). Over and above this aspect, while the language policy may prioritize indigenous languages, societal attitudes, and perceptions may undermine its effectiveness. ...
Whereas South Africa has made significant strides after the official end of colonialism and apartheid in 1994 concerning the advancement of indigenous South African languages, there are observable challenges that demonstrate endurance even in the post-colonial and post-apartheid contexts. In particular, there are enduring challenges in the teaching and learning of these languages within the basic and higher education system. With this view in mind, the aim herein is to explore and discuss four noteworthy challenges that obstruct the optimal teaching and learning of indigenous languages in the South African context. It must be noted that this article concentrates on indigenous South African languages in general, and not specific ones. The objective is to uncover and sensitize the language and education policymakers as well as affected stakeholders such as parents, learners, and students that challenges in the context of language in education exhibit determination, hence the necessity to scholarly revisit them in a bid to solicit reasonable solutions to the conundrum. The four noteworthy challenges, which are discussed in the body of this scholarly discourse, are recognized as a source of discussion. The findings and discussion underline that challenges within the language in education in the South African context are multifaceted. One of these challenges could be pinned on colonial and apartheid legacies that appraised oppressive languages to the detriment of indigenous South African languages and dialects. In fact, the Bantu Education Act of 1953 is implicated in this article as one of the principal drivers of the subjugation of these languages. In the same vein, this article implicates some post-colonial and post-apartheid perceptions towards the subjugation of these vernacular languages. The closing remarks highlight the necessity to recurrently debate challenges of indigenous languages within the
... The exodus of large numbers of Early Career Teachers (ECTs) from the profession is a major concern throughout the western world (Pamu, 2010;Smith & Ingersoll, 2004;Smithers & Robinson, 2003;Wang, 2007). A substantial body of research has been conducted internationally to investigate the factors that contribute to ECT attrition (Borman & Dowling, 2008;Boyd et al., 2005;Ewing & Manuel, 2005;Feng, 2006;Joerger, 2002). Some international studies have found that as many as 50% of new teachers leave within the first five years of starting teaching (Canadian Teachers' Federation, 2004;Cooper & Davey, 2011;Ingersoll, 2003;Ryan et al., 2017), and more recently up to 40% of ECTs in Australia (Carroll et al, 2020)and Finland (Räsänen et al., 2020) leave the profession within their first five years. ...
... This is achieved through interviews, personality assessments, and teaching probes (Johnson & Birkeland, 2003). Furthermore, through online platforms and specialised recruitment tools, private schools can publish detailed job descriptions and search for candidates with specific qualifications (Boyd et al., 2005). ...
This paper explores the processes involved in talent acquisition practices, including recruitment, selection, and professional development within the context of private schools in Greece. Unlike the standardized recruitment and selection processes observed in the Greek public educational sector, which assess formal qualifications alongside social criteria, the private sector in Greece adopts a talent acquisition approach primarily based on job-matching theory. The theoretical section of the paper examines the divergence in talent acquisition processes between the Greek public and private educational sectors. In the empirical research section, the study presents findings from qualitative research conducted through semi-structured interviews with 15 managers from private schools in Northern Greece. Thematic analysis was employed for data analysis, with convenience sampling utilized as the sampling method. The research aims to capture managers' perspectives on selection methods, training practices, and professional development initiatives for educational staff. The findings highlight the emphasis placed on soft skills during the recruitment process, the diverse blend of skills and qualifications that form the occupational profile demanded and the significant role of managers in facilitating the professional growth of educational staff.
... However, public schools with larger concentrations of Black students tend to have the highest teacher turnover rates (Hanushek et al., 2004), with student race and achievement as the strongest predictors of such turnover, even compared to teacher salary. Thus, beyond the initial challenges of Black American students experiencing a disproportionate number of transient, novice, and substitute teachers (Boyd et al., 2005;Hanushek & Rivkin, 2009;Lankford et al., 2002;Ronfeldt et al., 2013), negotiating the psychological and emotional toll of being unwanted and underserved can be discouraging, if not debilitating. ...
The authors take first steps in racializing Eccles and Wigfield’s situated expectancy-value theory (SEVT). SEVT was initially developed to explain gender differences in motivation for and choice of science, technology, engineering, and mathematics majors and careers but has been mostly silent on issues of race and racism in motivation research. Thus, the authors focus on Black American adolescents’ school experiences and reconceptualize three parts of the model: SEVT’s conceptualization of the cultural milieu, its portrayal of the socialization of motivation in school and at home, and aspects of individuals’ subjective task values, one of the key constructs in the model. To “break down silos” we connect SEVT to critical race theory by suggesting the cultural milieu “box” in the model be reimagined to include the impact of systemic racism and discrimination, power differentials, school segregation, and inequities in teacher quality and transience. Regarding racial socialization patterns within schools, we propose the notion of stage-culture-environment misfit, and evaluate teachers’ beliefs, biases, and cultural (in)competence. We also connect SEVT to empirical research on racial-ethnic socialization, specifically how the parents of Black children prepare them for discriminatory experiences and foster healthy racial identities. Turning to individuals’ subjective task values, we suggest expanding the perceived cost aspect of task value to include racialized opportunity cost. We also extend intrinsic and attainment aspects of task value through integrating the emergent literature on Black joy. We conclude by suggesting critical pragmaticism as a possible broad framework in which motivation researchers from different perspectives can work together.
... Several studies have shown that teachers' working conditions greatly influence their job satisfaction, retention, and school outcomes (Bryk and Schneider, 2002; Johnson and the Project on the Next Generation of Teachers, 2004;McLaughlin and Talbert, 2001;Rosenholtz, 1989). Researchers have examined fairly concrete aspects of working conditions, such as material resources and facilities (Johnson et al., 2012;Ladd, 2011;Boyd et al., 2005), as well as the amount of professional development offered and time for planning and collaboration (Johnson et al., 2012;Ladd, 2011). ...
The study assessed the perception of junior secondary school teacher to their level of motivation in Bo district, Southern Region of Sierra Leone. It adopted a descriptive research design to collect data on a sample size of 298 teachers. Self-administered perception questionnaire on teacher motivation (SAPQTM) was developed on the basis of the objectives of the study. Data was collected and analyzed using descriptive statistics (frequencies, %) and inferential statistics (regression). Results revealed that majority of the respondents were male (73.5) and only few (26.5) were females and very young. According to the results, majority of the respondents, 59.10%, rated their level of motivation as low; this implies that there is a motivation problem of teachers in Bo district that includes pay, material possession, prestige, and positive evaluation from others. The study therefore recommends that government has to be serious about implementing motivating programmes to encourage and improve the level of teachers' motivation. Development partners and government should devise ways of motivating schools administrators and teachers, so as to compensate them for the extra workloads they are undertaking to manage their schools. Awards could be instituted for better performance. Areas such as school and pupil discipline, teacher performance, pupil attendance and achievement and community and parent participation in school activities should be rewarded to serve as motivation. The Sierra Leone Teachers Union (SLTU) must be seen advocating for medical, housing, and transportation allowances for teachers and finally, teacher education institutions must do more research on factors influencing teachers' motivation in secondary schools.
... Nevertheless, this type of residential factor, which has been shown to be very important for teachers' choice of schools (Boyd et al., 2005), is unlikely to explain all or even most of teacher segregation within large urban districts such as Los Angeles or New York City. 5 Residential segregation, in other words, is only one of the pre-hire factors that may contribute to teacher segregation. Among other factors are self-segregation and discrimination. ...
Although the past few decades have seen many empirical studies of student segregation by race and eth-nicity in U.S. public schools, research on the segregation of teachers is extremely limited. Insofar as diversity is a resource for both students and teachers, one that has been shown to have implications for outcomes among both groups, teacher segregation is important, as it represents the distribution of that resource, within and between districts. In this paper, we present a straightforward descriptive analysis of teacher segregation by race and ethnici-ty in the two largest U.S. school districts-New York City and the Los Angeles Unified School District. We find meaningful levels of teacher segregation in these districts, particularly of Black teachers from their White, Hispanic, and Asian colleagues. We also find that, unlike student segregation, teacher segregation is driven as much by the separation of minority teachers from each other as it is by the separation of White teachers from minority teachers. Finally, our results suggest that teacher segregation is related systematically to that of students, which can have a rather drastic effect on the experiences of those students. Black students in New York City and Los Angeles, for example, are four to five times more likely to have a Black teacher than are their White peers. Recent efforts to improve teacher diversity must include close attention to teacher segregation, and states and districts should be collecting the data necessary to do so.
... Therefore, we grouped study participants by their WICS scores: the lowest quartile vs. the others. This yielded a sufficient number of participants to estimate analytic model fit of associations with workplace ageism (Boyd et al., 2005). First, bivariate analyses were conducted comparing the two groups (bottom 25% vs. other 75%) in terms of their sociodemographic characteristics, general ageism in the non-work context, and workplace sexism, using chi-square tests for categorical variables and independent-sample t tests for continuous variables. ...
This study aimed to examine the association of workplace-based ageism with (a) ageism in non-work contexts and (b) workplace-based sexism. Data came from an online survey of workers in South Korea, with a sample stratified by gender and age group (N = 600; mean age = 43.6 years, range 20–74). Workplace-based ageism was measured using the Workplace Intergenerational Climate Scale (WICS). Other measures included the Fraboni Ageism Scale (FAS) and the Workplace Sexism Culture Scale (WSCS). A series of logistic regression models for endorsing the most workplace ageism (i.e., scoring in WICS bottom quartile) were estimated. Results showed that with each unit increase in FAS scores, the probability of belonging to the WICS bottom quartile increased by 7% while controlling for sociodemographic characteristics [odds ratio (OR) = 1.07, 95% confidence interval (CI) = 1.04–1.10, p < 0.01]. Likewise, when WSCS scores increased by one unit, the probability of belonging to the WICS bottom quartile increased by 8% while controlling for sociodemographic characteristics (OR = 1.08, 95% CI = 1.04–1.12, p < 0.01). Findings suggest that ageism and sexism may be intertwined across workplace and non-work contexts.
... Consequently, these schools may have a slower pace of instruction, greater absenteeism, more disorderly classrooms, and a mix of student peers who may struggle to assist one another with learning (Kahlenberg 2001;Willms 2010). Second, elementary schools with a large proportion of low-income students suffer from higher rates of teacher attrition, and they may have difficulty recruiting and retaining the most qualified teachers (Boyd et al. 2005;Borman and Dowling 2008). Finally, schools with many poor students enroll fewer high-achieving children, who may help to engender an academic climate that prioritizes creativity and scholastic excellence rather than obedience and discipline (Esposito 1999;Kahlenberg 2001). ...
... One cause of the teacher shortage is large numbers of teachers leaving the profession (García & Weiss, 2020). This turnover of teachers is detrimental to student outcomes and is likewise more pronounced in so-called "low performing schools" (Boyd et al., 2005;Ronfeldt et al., 2013). Developing a professional environment that encourages teachers to stay in the teaching is a crucial part of addressing the teacher shortage. ...
The complexity of contemporary schools necessitates principals supporting teachers to become teacher leaders while also supporting their instructional practices. Drawing on data from the 2018 Teaching and Learning International Survey, principal and teacher surveys examined how principal instructional support and a climate of shared leadership are associated with teacher satisfaction. Findings suggest that more frequent principal instructional support led to lower teacher satisfaction. Meanwhile, shared leadership was associated with increased levels of teacher satisfaction.
... In the need norm, students often reflect the belief that resources should go to those who carry the greatest need in the population (Forsyth, 2018). As evidenced by the growing body of literature surrounding needs-based focus for education, low-performing students often experienced the largest amount of need for help from the instructor to understand the material or in accomplishing classroom tasks (e.g., Athanases & Achinstein, 2003;Bauman & Lucy, 2021;Boyd et al., 2005;Chien et al., 2006;Noddings, 2005). ...
Professors often overlook or even ignore the negative feedback in their Student Evaluations of Teachings (SETs) for many reasons. Most notably, negative feedback appears unimportant if the instructor is overtly amicable or teaches well. However, there is potential for teaching improvements through a detailed evaluation of students' negative feedback. In this study, we present empirical support that the negative feedback in SETs can be useful to understand how students perceive elements of classroom justice through the evaluation of negative comments by students. We qualitatively explore negative comments from multiple entry-level accounting courses at the post-secondary level to identify potential avenues for improvement in teaching, encourage all instructors to take negative comments seriously, and read them with a positive frame of mind. After presenting the themes derived from our analysis, we discuss teaching implications and potential for improvements in the classroom.
... (i) Teacher qualifications in High poverty schools(Clotfelter et al. 2005; Goldhaber and Anthony 2007) (ii) Teachers leaving High poverty schools for lower-needs (low-poverty) schools in the district(Boyd et al. 2005;Clotfelter et al. 2005; Feng 2009;Ingersoll 2001;Ingersoll et al. 2012;Marinell and Coca 2013; Ronfeldt et al. 2013) (iii) Accountability pressures on High poverty urban schools(Darling-Hammond 2004) Therefore, many urban schools are filled with science and other subject area teachers who have the least experience and subpar pedagogical skills(Borman and Dowling 2008;Clotfelter et al. 2006;Ingersoll 2001). ...
... In the hypothesis tests, teachers' age, gender, home-school distance, and students' socioeconomic status (SES) were controlled. Now that, in teacher mobility studies, it was observed that teachers tend to work at the schools close their homes (Cannata, 2010), experienced teachers are more prone to leave the schools with low student SES profiles and move to the schools with higher SES profiles (Boyd et al., 2005;Smith & Ingersoll, 2004), teachers' age has effect on their mobility such that both older and younger teachers bear a higher possibility of leaving the teaching profession (Guarino et al., 2006) and female teachers have a higher probability of leaving the profession than male teachers (Borman, & Dowling, 2008;Guarino et al., 2006). Two models within the frame of the hypothesis and control variables of the current study were developed as seen in Figure 1 and Figure 2. ...
The purpose of this study was to explore the effects of teachers' P-O fit levels on their turnover intentions and the role of psychological well-being in this relationship. Data collected from 507 teachers, through the scales measuring teachers' P-O fit, well-being and intent to leave the teaching profession and intent to move to another school, was analyzed in a 3-step regression model. The analysis showed that teachers' P-O perceptions had a direct and significant effect on their intent to move to another school and intent to leave the profession. Both of these effects were partially mediated by their well-being levels.
... These challenges with retention can be largely attributed to factors related to working conditions, including the demands on and environment for teachers. Teachers consistently decide to leave the profession for similar reasons: lack of autonomy, pressures from testing accountability, large class sizes, lack of administrative support, dissatisfaction with teaching assignments, too few opportunities for advancement within the profession, and/or inadequate salaries (Adamson & Darling-Hammond, 2011;Boyd et al., 2005;Carver-Thomas & Darling-Hammond, 2017;Farinde et al., 2016). ...
In this chapter we first outline how the pandemic unfolded United Kingdom before highlighting the key thinking and strategies Singapore adopted in policy responses towards the crisis. The two key principles of Singapore’s approach, science, and social responsibility, contributed greatly to its success in handling the public health crisis. This chapter will elaborate on these principles and examine how these policies were carried out in the educational realm. We look at how Singapore relied on its strengths of proactive rational planning and execution to facilitate the transition to home-based learning (HBL) and the subsequent re-opening of schools. Concomitant with policies to address health and well-being for all students were strategies to ensure continuity of learning, student engagement, and innovation in the new learning environment. The use of online learning portals such as the Student Learning Space enabled all students from primary to pre-university levels to have equal access to quality curriculum resources. Professional development and preparation of teachers pertaining to facilitating new modes of learning were as important as implementation measures. Given the unexpected impact of the pandemic and the need for scalability there were also many challenges to ensure equitable access and holistic well-being for vulnerable groups of students. Looking forward, we discuss the implications of the pandemic on Singapore’s education scene, such as how it elevated core issues related to curriculum, pedagogy, and design of learning environments. We talk about opportunities for some of these issues to be addressed in policy and research, and how doing so can better build an adaptable education system for the twenty-first century.
... These challenges with retention can be largely attributed to factors related to working conditions, including the demands on and environment for teachers. Teachers consistently decide to leave the profession for similar reasons: lack of autonomy, pressures from testing accountability, large class sizes, lack of administrative support, dissatisfaction with teaching assignments, too few opportunities for advancement within the profession, and/or inadequate salaries (Adamson & Darling-Hammond, 2011;Boyd et al., 2005;Carver-Thomas & Darling-Hammond, 2017;Farinde et al., 2016). ...
This chapter reviews the evidence of the impact on children’s education from the school closures, implemented over the period March-June 2020, as part of the lockdown measures put in place to control the spread of the Covid-19 virus. The sources of information are surveys of the adult population, parents/guardians of school-age children, teachers and students based on representative samples as well as achievement tests that were accessible by early 2021. The lockdowns and associated closures of schools implemented in response to the arrival of the Covid-19 pandemic represented a sudden and unprecedented event for which school authorities, teachers, parents, and students were unprepared. While distance and remote education arrangements were put in place at short notice, they represented an imperfect substitute to in-person schooling. In the short-term, the consequences of school closures and lockdowns appear to have been modest in scale and impact in the reviewed countries. For most (though by no means for all) children, missing 8–18 weeks of face-to-face schooling appears not to have had dramatic consequences for either their academic or broader development, or led to the significant widening of pre-existing inequalities. However, a definitive assessment of the impact of the school closures in the first half of 2020 will not be possible for some time.
... These challenges with retention can be largely attributed to factors related to working conditions, including the demands on and environment for teachers. Teachers consistently decide to leave the profession for similar reasons: lack of autonomy, pressures from testing accountability, large class sizes, lack of administrative support, dissatisfaction with teaching assignments, too few opportunities for advancement within the profession, and/or inadequate salaries (Adamson & Darling-Hammond, 2011;Boyd et al., 2005;Carver-Thomas & Darling-Hammond, 2017;Farinde et al., 2016). ...
Shortly after the COVID-19 pandemic arrived in the United States, schools across the country had to enact significant, rapid changes to their instructional models, and schools varied widely in their access to the resources needed to support these efforts. Researchers across the U.S. quickly launched surveys, website reviews, and other data-collection methods to document these shifts. In this chapter, we draw on this research to describe the U.S. K-12 educational context, the policies states adopted, the practices and resources schools offered, and the potential effects on students’ academic, social, and emotional learning. In these discussions we draw particular attention to inequities in educational opportunities across schools serving different student populations. We then discuss how different sources of data will be needed to help identify educational needs and mitigate disparities in instruction and learning post-pandemic.
... These challenges with retention can be largely attributed to factors related to working conditions, including the demands on and environment for teachers. Teachers consistently decide to leave the profession for similar reasons: lack of autonomy, pressures from testing accountability, large class sizes, lack of administrative support, dissatisfaction with teaching assignments, too few opportunities for advancement within the profession, and/or inadequate salaries (Adamson & Darling-Hammond, 2011;Boyd et al., 2005;Carver-Thomas & Darling-Hammond, 2017;Farinde et al., 2016). ...
This chapter concludes the book, drawing on the preceding chapters to identify overarching themes that summarize the nature of the educational impact of COVID-19. It describes the educational loss that was created by the pandemic, particularly for disadvantaged students and more so in countries with lower levels of per capita income. Those losses were the result of impacts of the pandemic on poverty and household conditions, as well as the result of insufficient capacity of remote instruction to adequately sustain opportunity to learn. The efforts to maintain educational opportunity and to close equity gaps during the pandemic in some countries are also discussed, in the context of the role of educational inequality before the pandemic and of initial conditions to support remote instruction. The chapter examines also some of the silver linings resulting from the pandemic in the education sector, such as the greater recognition of the importance of schools, and of in person schooling, and the necessity to support the emotional and social development of students, in addition to their cognitive development. The chapter concludes discussing the challenges ahead created by the pandemic and underscores the urgency of maintaining the priority of education and remediating those learning losses during the remaining period of the pandemic and in the immediate aftermath, to mitigate the likely increase in poverty and social inequality that would result from the educational losses during COVID-19.
... These challenges with retention can be largely attributed to factors related to working conditions, including the demands on and environment for teachers. Teachers consistently decide to leave the profession for similar reasons: lack of autonomy, pressures from testing accountability, large class sizes, lack of administrative support, dissatisfaction with teaching assignments, too few opportunities for advancement within the profession, and/or inadequate salaries (Adamson & Darling-Hammond, 2011;Boyd et al., 2005;Carver-Thomas & Darling-Hammond, 2017;Farinde et al., 2016). ...
The chapter examines the difficult conditions under which states, and municipalities had to struggle to ensure learning continued during the social isolation demanded by the COVID-19 crisis in the country. Although it seemed reasonable to expect that the Federal government would respect the constitution and coordinate the educational response to the pandemic, that simply did not happen. The Minister of Education did not consider that such a responsibility should be carried out at the federal level. In the absence of leadership from the central government, the two organizations that congregate subnational secretaries decided to support their members and promote the exchange of practices, with some support from civil society organizations. Through the think tank established by the senior author of this chapter at a private university, CEIPE- Center for Excellence and Innovation in Education Policies, at the Getúlio Vargas Foundation, she participated in this effort, mentoring state and municipal level secretaries in their efforts to provide distance learning through a combination of media, such as TV, radio, and digital platforms. The chapter includes her own anecdotal observations of this national effort, drawing on interviews with secretaries and their teams as well as documents related to the experience as the evidence basis of the chapter. Unfortunately, this is not a story of triumph, since Brazil has been one of the countries with more months of schools being completely or partially closed. In addition to the ineffective approach to fighting the disease, which made Brazil’s rate of infection and deaths much worse than many countries in Latin America, the fact that mayoral elections coincided with COVID-19, introduced political reasons for schools to remain closed. The final part of the chapter draws lessons learned and discusses future possibilities for the future of education in Brazil.
... School support in different districts was also identified as a key factor influencing teacher mobility, with teachers tending to move to such districts when they have a say in school curriculum development and scheduling [44]. Moreover, student characteristics are also associated with teacher mobility, with teachers tending to be more likely to travel to schools and districts with fewer minority students and higher academic achievement [45,46]. Feng and Sass find that in the Florida region, first-and second-rate teachers have higher turnover rates than average-quality teachers. ...
In the post pandemic era, most of the countries are facing challenges in economic recovery, while investing in creative human capital such as teachers by increasing their salaries can be one of the policy options for governments to drive development. Housing price, however, may impact the working of these policies. Using the panel data of 31 provincial regions in China during 2006–2018, we evaluated the relationship between housing price, the improvement in teacher salary, and sustainable regional economic development. From the perspective of imbalanced regional development, we discovered the heterogeneity in the rate of return on education investment in terms of teacher salary. Higher teacher salary plays a more active role in the sustainable development of underdeveloped regions, and the crowding-out effect of housing price in Western China is the most intense. The results further provide some policy implications on efficiently promoting the coordinated development of sustainable regional economies by improving the creative human capital cultivators’ salaries. This paper verifies the significance of housing price dynamics from a new perspective based on educational investment. Overall, our study provides theoretical support for improving teachers’ income to promote regional economic development and further provides guidance for the government to carry out macro control to promote regional economic development with changes in housing price dynamics. Our study aims to link land systems, particularly the housing market, to sustainability and public policy.
The problem of the effectiveness of synergetic modeling of pedagogical research is considered. A set of principles of trinitarian-synergetic modeling is being developed that is conducive to the effective identification of pedagogical patterns: the substantiation of “non-essential ” elements of the model is no less a significant task than the comprehensive accounting of “essential”; with increasing complexity of the system, the possibility of its accurate description decreases; the synthesis of a set of relatively autonomous models harmonizes the approach to modeling associated with the description of the most significant manifestations of the process under study the study of educational processes should be carried out through the prism of coherence - nonlinearity - openness, interpenetrability of components and subsystems of the model; the death of the system at the bifurcation point is associated with the return of the macro-level parameters of their degrees of freedom to the chaos of the micro-level; the birth of the macro-level is determined by the direct interaction of mega- and micro-levels, as a result of which its emergent properties appear. The modeling potential of the principles is verified by the example of the problems of professional formation of a university teacher. To identify the most significant elements and processes, a structural and functional analysis of the activity of a university teacher is used. At the same time, the initial understanding is that the specifics of changing a university teacher as a professional teacher is related to the learning process carried out by him. As a result, the following trinitarian-synergetic models are being developed: professional self-development of a teacher, the co-creative learning process and the formation of a university teacher in a socio-cultural environment. The description of the professional selfdevelopment of the teacher is revealed in the most detailed way.
Previous public management and organizational theory literature focuses primarily on the employee- and organizational-level characteristics that influence employee turnover. However, other potential determinants of employee turnover, such as factors external to the organization, are understudied. the current paper addresses this gap in the literature by examining the effect of the interaction between environmental shocks and budgetary constraints on employee turnover. Using a nationally representative teacher-level dataset, this paper tests the hypothesis that, after the passage of the No Child Left Behind Act (NCLB), teachers in states with binding tax and expenditure limitations (TELs) on school districts become more likely to turnover than their counterparts in other states. This paper finds evidence to support this hypothesis. Following the passage of NCLB, a teacher in a state with a binding TEL is 8.7 percentage points more likely to leave the teaching profession relative to all other teachers. This result is primarily driven by those teachers in states without a prior school accountability policy. Overall, this study adds to prior research on public employee turnover, TELs, and school accountability.
Background/Context
High teacher turnover has directed a great deal of scholarly attention toward the connection between teacher retention and teacher working conditions. Prior work has identified a set of key working conditions associated with teacher retention, including supportive school leadership, school safety, a collaborative professional community, a manageable workload, and autonomy. These working conditions are often identified using Likert-based surveys, which allow for the analysis of large and representative samples but cannot fully show the nuance of teachers’ experiences.
Purpose/Objective/Research Question/Focus of Study
This study examines why teachers leave their positions and how these reasons for leaving appear differently in Likert-style fixed-response questions and free-response questions. This comparison can reveal important distinctions in teachers’ understanding of how their working conditions can contribute to their turnover that may be hidden in simpler surveys.
Research Design
This study takes advantage of teacher exit surveys administered by a large urban district that included both fixed- and free-response questions about why teachers left their positions. I use a convergent mixed-methods design to examine how reasons for leaving converged and diverged across question types across the entire sample and within individual teachers.
Conclusions or Recommendations
I find confirmatory evidence that, when given the opportunity to describe their reasons for leaving in their own words, many teachers identify the same general categories of reasons as identified in Likert questions: school leadership, evaluations, workload, personal reasons, pay, and student behavior. Additionally, teacher free responses add new shades of meaning to our understanding of working conditions. The outsized importance of school leadership, already well established in prior literature, was strongly tied to the influence of school leadership on other aspects of teacher work that are generally considered as separate working conditions. Teachers who left because of student behavior concerns had diverse and often contradictory proposed policy solutions to increase student safety, and teachers who left for personal reasons like retirement or having children were still responsive to more malleable aspects of their work. Finally, many teachers were concerned about their workload, specifically unnecessary work added by school and district policy.
Dezavantajlı bölgelerdeki öğretmen sirkülasyonu, eğitim öğretim sürecini olumsuz yönde etkileyen bir dizi soruna yol açmaktadır. Bu sorunların çözüme kavuşturulması, eğitim faaliyetlerinin etkinliğinin artırılmasında büyük bir önem taşımaktadır. Bu çalışmanın amacı; öğretmen sirkülasyonunun nedenlerini, eğitim sürecine olan etkilerini ve bu sorunların çözümü için önerileri araştırmayı amaçlamaktadır. Araştırma, nitel bir durum çalışması şeklinde yürütülmüş ve çalışma grubu Karadeniz Bölgesinde bulunan dezavantajlı bir bölgede görev yapmış öğretmenler ve okul yöneticilerinden oluşmaktadır. Katılımcılar, ölçüt örnekleme ile belirlenmiştir. Araştırmada, yarı yapılandırılmış iki farklı görüşme formu kullanılmıştır. Elde edilen bulgulara göre; öğretmen sirkülasyonunun sebepleri arasında özel sebepler ve çevresel faktörlerin öne çıktığı, bununla birlikte okul şartlarından, meslektaşlardan ve yöneticilerden kaynaklı sebeplerin de olduğu belirlenmiştir. Öğretmen sirkülasyonunun; öğrenci başarısı ve motivasyonu ile kurum kültürü ve aidiyeti üzerinde olumsuz etkileri olduğu sonucuna ulaşılmıştır. Araştırma sonuçları, katılımcıların okul yönetimi, il/ilçe milli eğitim müdürlükleri ve genel kurumsal düzeyde öneriler sunduğunu göstermektedir. Sorunun çok yönlü değerlendirilmesi ve bu önerilerin dikkate alınması ile öğretmen sirkülasyonunun azaltılması ve bu sayede eğitim öğretim sürecinde ortaya çıkan olumsuz etkilerin en aza indirilmesi hedeflenmektedir.
The “Like Me: Diversifying the Educator Workforce” program was developed at Lourdes University to address the disparate proportion of teachers of color in local classrooms as compared to the students of color. To gauge the impact of “Like Me” recruitment efforts, faculty at Lourdes University conducted a qualitative study eliciting information about how students applied to the program, factors that influenced their decision-making, and reasons behind their selection of education as a career. The findings underlined the strong influence that trusted adults play in the recruitment process. Additionally, financial support was an important factor in facilitating enrollment in the program.
The Chinese government regards teacher mobility as a policy tool to allocate teacher resources in counties and has carried out the teacher mobility policy for nearly 30 years, but the relationship between teacher mobility and student development in China is unclear, hindering the in-depth implementation of related policies. Based on the SESS 2019 survey China Suzhou data, this study analyzed the effects of teacher mobility on students' social and emotional skills development using OLS regression methods, interaction terms, and conditional quantile regression with 10-year-old and 15-year-old students as the research subjects. The study found that teacher mobility had a significant positive effect on students' social and emotional skills. These effects did not differ significantly between male and female student groups, but the effects differed significantly between students from different family socioeconomic statuses, with students from higher family socioeconomic statuses benefiting more. The quantile regression results found that teacher mobility had a significant effect on students in the low and high quartiles of social and emotional development (Q10%, Q25%, and Q90%), and a non-significant effect on students in the middle quartile (Q50% and Q75%). Therefore, in China, governmental departments should take effective measures to continuously and deeply promote the teacher mobility policy in order to promote the development of students' social and emotional skills, but they also need to be wary of generating new problems of educational inequality.
The current study aimed to evaluate whether institutional incentive system mediates the relationship between self-efficacy and teachers’ commitment. In this study, the researcher selected the 200 public elementary school teachers in Talomo-A District, Division of Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, multiple linear regression analysis, and Structural equation model using mediation analysis. Findings revealed that the institutional incentive system and teachers’ commitment in Talomo-A District in Davao City were described as extensive, while teachers’ self- efficacy was rated as moderately extensive. Further, correlation analysis demonstrated that there is a significant relationship among teachers’ self-efficacy, commitment, and institutional incentive system. Evidently, SEM using mediation analysis proved that institutional incentive system partially mediates the relationship between self-efficacy and teacher’s commitment in Talomo-A District in Davao City. In other words, the institutional incentive system is a significant mediator on the relationship between self-efficacy and teachers’ commitment in Talomo-A District in Davao City.
The purpose of the current study was to determine if symbolic leadership orientation mediated the association between teachers' commitment and supervisory effectiveness. The present investigation's respondents were the 198 public elementary school teachers in Davao Central District, Division of Davao City, chosen by the investigator. The respondents were chosen using a stratified random sampling technique. A descriptive-correlational strategy was used in a non- experimental quantitative research design. The following statistical techniques were applied to the gathered data: mean, Pearson moment product correlation, multiple linear regression analysis, and mediation analysis using a structural equation model. The results showed that the dedication of instructors, the supervisory effectiveness of the school heads, and their symbolic leadership orientation were all characterized as extensive. Furthermore, correlation research showed that the symbolic leadership orientation of school heads, the efficacy of their supervision, and the dedication of instructors are significantly correlated.
Given urban school and district administrators’ historical challenges with recruiting and retaining a high-quality, racially diverse teacher workforce, there is a need to better understand the factors shaping why graduates return to teach in their home district. This descriptive study examines the high school students who returned to teach in their home district—a large urban district in the southeastern United States. White female, economically privileged, and higher achieving graduates returned to teach at the highest rates, although notable differences by race/ethnicity were observed. Implications for urban teacher recruitment are discussed.
The study was about motivational practices and teachers’ performance in private secondary schools in Mbarara District, Uganda. The study aimed at; establishing the relationship between administrative support and teachers‟ performance. The cross-sectional and descriptive survey designs were adopted on a sample of 214 comprising Board of governors, PTA Chair persons, head teachers and teachers from selected private secondary schools. Data analysis involved use of descriptive statistics and of Pearson correlation coefficient to determine the relationship between motivational practices and teachers‟ performance. Descriptive results revealed that administrative support had vital role on teachers’ performance. The findings also showed that there was a statistically positive relationship between administrative support and teachers performance. Thus, it was recommended that administrators should provide a conducive work environment to teachers leading to good performance.
School psychologists have the psychological and consultative expertise necessary to support teachers who are vulnerable to stress. Transactional theory offers a lens to guide such support, as it posits that each teacher’s unique appraisals of their work demands and resources determine the degree to which they are at risk for stress. This study used a multiphase sequential mixed method design with a transactional theory lens to examine the association of leadership quality and stability with teachers’ ratings of workplace conditions. The four phases consisted of (a) input from an expert panel, (b) scale development and validation, (c) interviews with key informants, and (d) multilevel modeling informed by all previous phases. Through key informant interviews, district-level administrators provided ratings of the quality and stability of school leadership. The researchers examined the associations between these ratings and teacher appraisals of classroom demands, classroom resources, job satisfaction, and perceived levels of instructional support collected via a district-wide climate survey. Multilevel models with key informant ratings and school characteristics at Level 2 (Nschools = 47) and teacher characteristics and perceptions at Level 1 (Nteachers = 1,850) demonstrated that the quality and stability of school leadership were associated with teachers’ appraisals of their occupational demands and resources, job satisfaction, and ratings of instructional support. Findings show that the quality and stability of school leadership play an important role in the incidence of stress vulnerability, suggesting important pathways for school psychologists seeking to promote the occupational health of teachers.
This study, using data from the American Teacher Panel survey given by the RAND corporation in 2017, examined teachers’ experiences with teacher leadership (TL) in the United States. Geographic features like urbanicity and teacher demographic characteristics were used to predict different components of TL. Black, Indigenous, and people of color (BIPOC) teachers reported lower levels of principal leadership quality, teacher influence, and shared decision-making; however, they reported higher teacher agency than their white colleagues. Similarly, teachers in schools with populations that were majority low-income and BIPOC reported lower levels of principal leadership quality, teacher influence, and shared decision-making.
Although there is a wealth of research on educational tracking, little research investigates students’ own track perception. Based on theoretical insights from ethnic and identity studies, we study how public regard and teachers’ track communication affect students’ chauvinistic track attitudes. Chauvinism is a less desirable way of identification, causing between-group prejudice and hostility. The School, Identity and Society survey, involving 4500 adolescents from 64 Belgian schools is analyzed, using multilevel modelling. The findings show that chauvinism breaks down into two concepts, cognitive and social track chauvinism. These are mostly employed by students who feel low public regard, as protection against their public status. Teachers’ track communication correlates with students’ track chauvinism, both through students’ individual perception of teachers’ communication and through schoolwide cultures of chauvinistic teacher communication.
The state of language education in Australia has long been described as paradoxical. Oscillating between periods of increased attention and seeming invisibility, over the last thirty years, the language learning sector has been punctuated by a succession of aspirational declarations and funding injections with little long-term impact on its overall standing. Despite the increasingly multilingual makeup of Australian society, language education at all levels has largely remained stuck amidst monolingualising education policies and alarmist discourses. The latest instance of this paradoxical condition is a fee-reduction incentive for university students to study a language, which, in practice, stands to further weaken the language offerings in many Higher Education institutions. In this paper, we use the imagery of circularities and ripples to explore the challenges facing language education across sectors in Australia. Through data collected in Queensland secondary schools, we discuss how these challenges transcend the traditional delineation of macro-, meso-, and micro-levels of language policy and planning. We argue that challenges go both in circles within the same level (circularity) and flow outwards to other levels (ripples), which include Higher Education. For this reason, siloed approaches to funding and scholarly research contribute to a wicked state of inertia and, ultimately, diminish opportunities to break free from these cycles in the future. We conclude by acknowledging our complicit roles and ethical responsibilities as Higher Education scholars in the perpetuation of these cycles, as but a first step in engaging productively with the possibilities of leveraging these rippling circularities.
Using a natural experiment, we examine the causal effect of a team incentive scheme on teachers in a Chinese middle school that intended to help the school’s students improve in their weak subjects. The scheme was successful, the average treatment effect is positively significant in math and total scores. The most improvement observed in top students’ weak subjects. The top students weak in math, English and social science improved in those subjects by 0.12, 0.10, 0.16 standard deviations, respectively. Students at the bottom 20% of the testing distribution also improved in Chinese and math.
This study examined the prevalence of teacher tracking in a population of 1,822 mathematics teachers in 184 high schools in a single state. Results showed that 70% of teachers were tracked by course level, course track, or both. Three fourths of high schools tracked at least 58% of their mathematics teachers. We also found significant differences in teaching assignments across quintiles of years of experience at a teacher’s current school. First-quintile teachers were the most likely to be assigned low-track or entry-level courses. In contrast, fifth-quintile teachers were the most likely to be assigned high-track or upper-level courses. These findings indicate that the tracking of mathematics teachers is a prevalent and persistent inequitable structure in most high schools.
This paper uses rich new data on New York State teachers to: determine how much variation in the average attributes of teachers exists across schools, identify schools that have the least-qualified teachers, assess whether the distribution has changed over time, and determine how the distribution of teachers is impacted by attrition and transfer, as well as by the job matches between teachers and schools at the start of careers. Our results show striking differences in the qualifications of teachers across schools. Urban schools, in particular, have lesser-qualified teachers; and New York City stands out among urban areas. Low-income, low-achieving and non-white students, particularly those in urban areas, find themselves in classes with many of the least skilled teachers. Salary variation rarely compensates for the apparent difficulties of teaching in urban settings and, in some cases, contributes to the disparities.
Conventional models predict that workers consider employment opportunities and monetary rewards expected over their lifetimes when making current period decisions such as whether to quit a job. This article tests the hypothesis that later career opportunities affect quit decisions by examining the relationship between teaching and school administration. Evidence on the extent to which administrative positions are available to teachers, and the salary premia associated with them, is presented. Discrete time logit-hazard models of teacher quits, estimated using data from New York State, provide some support for the hypothesis, though the magnitudes of the estimated effects are small. Copyright 1996 by University of Chicago Press.
Important policy decisions rest on the relationship between teacher salaries and the quality of teachers, but the evidence about the strength of any such relationship is thin. This paper relies upon the matched panel data of the UTD Texas School Project to investigate how shifts in salary schedules affect the composition of teachers within a district. The panel data permit separation of shifts in salary schedules from movement along given schedules, and thus the analysis is much more closely related to existing policy proposals. In analyses both of teacher mobility and of student performance, teacher salaries are shown to have a modest impact. Teacher mobility is more affected by characteristics of the students (income, race, and achievement) than by salary schedules. Salaries are also weakly related to performance on teacher certification tests appearing to be relevant only in districts doing high levels of hiring, but preliminary examination shows that the certification tests are not significantly related to student achievement. The only significant relationship between salaries and student achievement holds (implausibly) for existing experienced teachers and not for new hires or for probationary teachers.
Using longitudinal data, this article examines mobility and wage equilibration patterns for instructional personnel for kindergarten through the twelfth grade. The study concludes that (1) contrary to popular belief, educators are at least as responsive as other workers to interoccupational wage differences in deciding to change occupations; (2) educators paid above (below) the wage they could expect in the economy at large experience less (greater) than average wage growth; (3) educators are responsive to wage differentials within teaching in deciding to change districts but not as strongly responsive as to wage differentials between teaching and other occupations; and (4) educators paid above (below) the average wage for educators with similar qualifications experience less (greater) than average wage growth from one school year to the next.
: Mixed logit models, also called random-parameters or error-components logit, are a generalization of standard logit that do not exhibit the restrictive "independence from irrelevant alternatives" property and explicitly account for correlations in unobserved utility over repeated choices by each customer. Mixed logits are estimated for households' choices of appliances under utility-sponsored programs that offer rebates or loans on high-efficiency appliances. JEL Codes: C15, C23, C25, D12, L68, L94, Q40 2 Mixed Logit with Repeated Choices: Households' Choices of Appliance Efficiency Level 1. Introduction Mixed logit (also called random-parameters logit) generalizes standard logit by allowing the parameter associated with each observed variable (e.g., its coefficient) to vary randomly across customers. The moments of the distribution of customer-specific parameters are estimated. Variance in the unobserved customer-specific parameters induces correlation over alternatives in the ...
Many school districts experience difficulties attracting and retaining teachers, and the impending retirement of a substantial fraction of public school teachers raises the specter of severe shortages in some public schools. Schools in urban areas serving economically disadvantaged and minority students appear parlicularly vulnerable. This paper investigates those factors that affect the probabilities that teachers switch schools or exit the public schools entirely. The results indicate that teacher mobility is much more strongly related to characteristics of the students, particularly race and achievement, than to salary, although salary exerts a modest impact once compensating differentials are taken into account.
Richard Murnane, Judith Singer, and John Willett analyze data from a larger study on the factors influencing career paths of teachers, focusing specifically on the career paths of White teachers in North Carolina who were first hired between 1976 and 1978. Using methodology known as "hazards modeling," the authors explore the relationship between the risk of leaving teaching, on the one hand, and teacher salary and opportunity cost, on the other hand. By employing hazards models, they are able to examine simultaneously various predictors of risk of leaving teaching — gender, National Teacher Examination (NTE) score, subject specialty, and the level of teaching (elementary or secondary) — and to determine whether the effects of these predictors remain constant or vary across teachers' careers. The authors conclude by discussing implications for policy and for teacher supply and demand models.
This paper provides new information about the interrelated issues of teacher turnover (both within and across school districts and inside and outside of teaching) and the importance of school characteristics using new administrative data on Georgia teachers and the elementary schools in which they teach. Simple descriptive statistics indicate that teachers are more likely to change schools if they begin their teaching careers in schools with lower student test scores, schools with lower income students, or schools that have higher proportions of minority students. A competing risks model of transitions out of first teaching jobs allows us to separate the importance of these highly correlated school characteristics. The estimates from the model imply that teachers are much more likely to exit schools with large proportions of minority students, and that the other bivariate statistical relationships associated with student test scores and poverty rates are largely spurious in nature. Thus we find that, while the notion that teachers are more likely to leave high poverty schools is correct, it occurs because teachers are more likely to leave a particular type of poor school - that which has a large proportion of minority students. A simple theoretical framework explores the conditions under which high turnover rates should be viewed as being indicative of lower school quality.
In this paper, we analyze the decision by teachers to leave the profession in a dependent competing risks framework. The econometric model allows for a flexible, semiparametric specification of the duration-dependence structure and of the unobserved heterogeneity distribution in each exit-specific hazard function. Our results obtained for a large sample of UK teachers affirm the importance of teacher salaries and opportunity wages in the turnover decision of teachers and illustrate the insight gained from differentiating between multiple destinations or exit types. © 1999 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology
Utilizing a unique dataset that follows the careers of all New York State public school teachers over the past twenty years, this paper asks: what is the typical career path of a teacher? How do career paths differ across schools and across teachers with different characteristics? And how do career paths contribute to the observed distribution of teachers across schools? Like other studies we find substantial turnover of teachers in the first few years of teaching. We find that some relationships have been quite stable over time, such as higher quit rates of teachers from more selective colleges. However other relationships have changed including the age of entry into teaching and the quit rates in urban vs. suburban schools. Our results demonstrate the importance of the initial matching of teachers to schools in determining the distribution of teacher qualifications across schools both within regions and between regions and the importance of transfers in the disparities within regions. While quit behavior sometimes contributes to the systematic differences it is of secondary importance.
A number of studies have found that teachers are prone to leave schools serving high proportions of low-achieving, low-income, and minority students for more economically and educationally advantaged schools. In schools with very high turnover rates, this can pose a number of challenges, including lack of continuity in instruction, lack of adequate teaching expertise for making curriculum decisions and providing support and mentoring, and lost time and resources for replacement and training. If high rates of turnover are caused largely by student characteristics, then policy strategies to correct the problem are limited. However, due to data constraints, little research has sought to disentangle the effects of student demographic factors from occupational factors such as salaries and working conditions that may also influence turnover and are amenable to policy interventions. Using California teacher survey data linked to district data on salaries and staffing patterns, this study examines a range of school conditions as well as demographic factors and finds that high levels of school turnover are strongly affected by poor working conditions and low salaries, as well as by student characteristics. Although schools' racial compositions and proportions of low-income students predict teacher turnover, salaries and working conditions-including large class sizes, facilities problems, multitrack schools, and lack of textbooks-are strong and significant factors in predicting high rates of turnover. Furthermore, when these conditions are taken into account, the influence of student characteristics on turnover is substantially reduced.
This paper explores a little-understood aspect of labor markets, their spatial geography. Using data from New York State, we find teacher labor markets to be geographically very small. Teachers express preferences to teach close to where they grew up and, controlling for proximity, they prefer areas with characteristics similar to their hometown. We discuss implications of these preferences for the successful recruitment of teachers, including the potential benefits of local recruiting and training. We also discuss implications for the modeling of teacher labor markets, including the possible biases that arise in estimates of compensating differentials when distance is omitted from the analyses. This study contributes to the literature on the geography of labor markets more generally by employing data on residential location during childhood instead of current residence, which may be endogenous to job choice. © 2005 by the Association for Public Policy Analysis and Management.
This paper focuses on one potentially important contributor to the achievement gap between black and white students, differences in their exposure to novice teachers. We present a model that explores the pressures that may lead school administrators to distribute novice teachers unequally across or within schools. Using a rich micro-level data set provided by the North Carolina Department of Public Instruction, we find that novice teachers are distributed among schools and among classrooms within schools in a way that disadvantages black students.
This study empirically investigates, via an occupational mobility model, the effect of a wage differential between a teacher's actual or current wage and the wage that could be earned in alternative occupations upon the decision of primary and secondary school teachers to leave the teaching profession. As extensions to previous studies, a different specification of the alternative wage variable is integrated into the mobility model. Additionally, the empirical specification includes an income variable to partially capture family decision-making effects on the mobility decision.
This paper examines both the timing of exits from the teaching profession and the reasons for these exits. Approximately 67 percent of exiting female teachers leave the work force altogether. The presence of a newborn child is the single most important determinant of exits for females. The paper discusses why studies of quit behavior that simply include a person's total number of children may fail to capture the true importance of fertility behavior on a female's quit decision. It also examines the return rates of departing teachers and compares the exit behavior of teachers to that of nonteachers.
This paper utilizes recent simulation techniques in a two-stage estimation method which is applicable for a wide range of statistical models in the presence of missing data. The first stage of the method provides a way to estimate (and simulate from) the joint distribution of missing variables when the missing variables are continuous, binary, or ordered discrete. The second stage uses the first-stage estimates to ''integrate'' out the effects of the missing variables and obtain model estimates. The implementation of the method in this paper allows theoretically important, partially missing wage and school characteristic variables-which are not necessarily independently determined-to be included in a proportional hazard model of teacher attrition. © 2000 by the President and Fellows of Harvard College and the Massachusetts Institute of Technolog
This paper examines the effect of class load and other factors on teacher turnover. Unlike previous studies, class load characteristics--class size, number of classes taught, and percentage of class time spent in areas outside a teacher's certification area--are included along with salary, personal characteristics, and district characteristics in a discrete time hazard model to simulate the effects of changing classroom characteristics on high school teacher turnover. The results indicate that class load characteristics are important correlates of job turnover. Policy implications for school districts, given a growing school-age population, are discussed. Copyright 1996 by Oxford University Press.
The problem of teacher supply in the United Kingdom has generated considerable concern recently. This paper studies a large cohort of graduates and their decision whether to become teachers or not. A full structure model of the individual's decision is estimated, which corrects for possible sample selection bias and models endogenously the role of relative earnings. The findings provide support for the estimation procedure used and attest to the importance of relative pay in the individual graduate's career decision. Copyright 1990 by Royal Economic Society.
This paper examines the relationship between occupational choice and participation decisions by women. It is motivated by recent policy debate in the U.K. concerning the supply of teachers where about sixty per cent of teachers are female and the recruitment of women is vital to the maintenance of the labour force in teaching. Models of earnings determination, occupational choice and labour force participation are estimated for a large sample of female graduates. The choice of occupation and labour market status is modelled as a joint decision between: (i) teaching and non-teaching; and (ii) working and not-working. Estimates from alternative models show that participation decisions are correlated with occupational choice, with individuals who choose teaching being more likely to work. The choice of occupation is also affected by the earnings differential between teaching and non teaching suggesting that teacher shortages could be alleviated by raising teacher's earnings.
This paper models the transitions between states defined in terms of work and welfare status as a discrete-time competing-risk model with unobserved heterogeneity. A random-effects logit model is estimated with a panel drawn from Wisconsin administrative records. Unobservables are assumed to follow a discrete distribution. The most striking result is that welfare recipients were substantially less likely to start working while remaining on welfare afterthe 1981 changes in program rules.
This study quantifies the relationships among the personal and professional attributes of elementary and secondary teachers, the financial, institutional, and demographic characteristics of school districts, and the retention behavior of teachers employed by these districts. A decision to continue teaching in the same district the following year is negatively related to property wealth and the percentage of Indians and Asians in the student population, is positively correlated to teaching experience, salary, an elementary teaching assignment, and district enrollment, and is a quadratic function of age and pupil-certificated staff ratios.
Using data from a national longitudinal survey, current duration analysis techniques are used to examine the first spell in teaching for a sample of certified elementary and secondary school teachers. A rich set of observable demographic and school characteristics is included in a proportional hazard model which also accomodates unobservable differences (heterogeneity)in both individuals and schools. The estimates of the model indicate that the length of a teacher's first spell in teaching is more responsive to wages than improved working conditions such as smaller student-teacher ratios. The paper also finds that marriage and fertility variables, which have not been included in previous models of teacher attrition, are important determinants of the length of time that a teacher remains in the field.
This paper shows that teachers ending their first employment spells are more likely to transfer to another teaching position when state teacher salaries are increased or when they are leaving districts with high central office spending. Teachers are also more likely to leave teaching when they end spells in districts with high spending for classified instructional staff. The research is based on a new longitudinal dataset providing information on the career histories of 9,756 Washington teachers. The empirical work uses a generalized variant of a transition probability model and conducts simulations to explore the influence of omportant policy variables.
This study investigates the labour force behaviour of older married couples in Germany. Monthly observations from the first 11 waves of the German Socio-Economic Panel (GSOEP) are used to describe and analyse the relationship between the labour force behaviour of husbands and wives. The empirical model is a discrete time, competing risks hazard model of transitions among labour force states defined by the employment status of both spouses. The analysis indicates that the probability of one spouse exiting employment is much larger if the other spouse is not employed than if the other spouse is employed. Similarly, one member of a couple is much more likely to enter employment if the spouse is employed than if the spouse is not employed. Observed covariates, including wages and retirement benefits, help to explain these patterns, but unobserved preferences for shared leisure also appear to
An Exit Survey of New Teachers Who Left the New York City Public Schools Within One Year. Division of Human Resources
- F Smith
Smith, F. (2003) An Exit Survey of New Teachers Who Left the New York City Public Schools Within One
Year. Division of Human Resources, New York City Department of Education.
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A descriptive analysis of the New York State and New York City teaching force. Report prepared for the New York Supreme Court case Campaign for Fiscal Equity v
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prepared for the New York Supreme Court case Campaign for Fiscal Equity v. New York State.