TEACHER TURNOVER: EFFECTS, MECHANISMS AND ORGANISATIONAL RESPONSES

Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.

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School administrators’ direct and indirect influences on middle school math teachers’ turnover

Journal of Educational Administration ◽

10.1108/jea-10-2018-0190 ◽

2019 ◽

Vol 57 (6) ◽

pp. 708-730

Author(s):

Christopher Redding ◽

Laura Neergaard Booker ◽

Thomas M. Smith ◽

Laura M. Desimone

Keyword(s):

Professional Development ◽

Beginning Teachers ◽

Teacher Quality ◽

New Teachers ◽

Teacher Turnover ◽

Administrative Support ◽

Professional Community ◽

Teaching Quality ◽

Content Type ◽

Turn Over

Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.

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The teacher labour market, teacher turnover and disadvantaged schools: new evidence for England

Education Economics ◽

10.1080/09645292.2017.1366425 ◽

2017 ◽

Vol 26 (1) ◽

pp. 4-23 ◽

Cited By ~ 7

Author(s):

Rebecca Allen ◽

Simon Burgess ◽

Jennifer Mayo

Keyword(s):

Labour Market ◽

Teacher Turnover ◽

Disadvantaged Schools ◽

New Evidence

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Balanced Disposition of Compulsory Education Teachers in Rural Areas: Layout of Schools and Innovation of Teacher Turnover Model

DEStech Transactions on Social Science Education and Human Science ◽

10.12783/dtssehs/ermis2019/29883 ◽

2019 ◽

Author(s):

Bi-gang HONG

Keyword(s):

Rural Areas ◽

Teacher Turnover ◽

Compulsory Education ◽

Turnover Model

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Green Schools: Strengthening Our Economy by Investing in Our Children

NEW SOLUTIONS A Journal of Environmental and Occupational Health Policy ◽

10.2190/ns.19.2.ee ◽

2009 ◽

Vol 19 (2) ◽

pp. 255-257

Author(s):

John M. Weekes

Keyword(s):

Public Schools ◽

Teacher Turnover ◽

Energy Use ◽

The United States ◽

School Design ◽

Percent Reduction ◽

Green Schools ◽

History Of ◽

American Schools ◽

Student Absenteeism

An architect looks at the history of school design and construction in the United States, which by 2008 had approximately 97,000 public schools holding 54.3 million students and five million teachers. About 73 percent of the schools were built prior to 1969. A study has shown that Green Schools can produce a 30–50 percent reduction in energy use, 35 percent reduction in carbon dioxide, a 40 percent reduction in water use, and cut 70 percent in solid waste. Further, student absenteeism and teacher turnover were reduced and productivity increased three percent. If all American schools were Green, the country would save nearly $1 trillion in the next 10 years.

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Do charter schools alleviate the negative effect of teacher turnover?

Management in Education ◽

10.1177/0892020618780963 ◽

2018 ◽

Vol 33 (1) ◽

pp. 11-20 ◽

Cited By ~ 1

Author(s):

Karlerik Naslund ◽

Branco Ponomariov

Keyword(s):

Student Achievement ◽

Public Schools ◽

School Districts ◽

Charter Schools ◽

Teacher Turnover ◽

Public School Districts ◽

Theory And Practice ◽

Labor Practices ◽

Negative Effect ◽

Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

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Resegregation

Color and Character ◽

10.5149/northcarolina/9781469636078.003.0007 ◽

2017 ◽

Author(s):

Pamela Grundy

Keyword(s):

High Schools ◽

School Choice ◽

Inner City ◽

Standardized Tests ◽

Teacher Turnover ◽

Drug Trade ◽

High Poverty ◽

Social Fabric ◽

School Rankings ◽

City Schools

Shows how the end of busing and the advent of school choice sparked widespread resegregation, particularly in inner-city neighborhoods and outer-ring suburbs. Describes the effects of resegregation on West Charlotte, which was left with a high-poverty population of often-transient students as well as high levels of teacher turnover. Explores the fraying social fabric and the rise of the drug trade in the neighborhoods around the school, and the efforts of teachers, families and students to overcome the resulting challenges. Describes the way West Charlotte students contended with the increasingly harsh judgments directed at inner-city schools, in part because of a new emphasis on school rankings based on standardized tests, and in part because a resurgence of negative racial stereotypes focused on inner-city African Americans. Covers the Leandro lawsuit, in which a federal judge termed the education at Charlotte's high-poverty high schools "academic genocide."

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Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

NASSP Bulletin ◽

10.1177/0192636520927092 ◽

2020 ◽

Vol 104 (2) ◽

pp. 85-109 ◽

Cited By ~ 2

Author(s):

Henry Tran ◽

Douglas A. Smith

Keyword(s):

Teacher Retention ◽

Teacher Turnover ◽

Management Practices ◽

Strategic Human Resource Management ◽

Theory Building ◽

Empirical Literature ◽

Human Resource Management Practices ◽

Retention Initiatives ◽

Employee Experience ◽

Hard To Staff Schools

Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.

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