Managing Turnover of STEM Teacher Workforce

2021 ◽  
pp. 001312452110535
Author(s):  
Dongsook Han ◽  
Hyungjo Hur
Keyword(s):  
Working Conditions ◽  
Administrative Support ◽  
College Graduates ◽  
Teaching Profession ◽  
Logit Analysis ◽  
Work Experiences ◽  
Turnover Rates ◽  
Math Teachers ◽  
Internal Mobility ◽  
K 12

We are facing a lack of skilled and certified STEM (science, technology, engineering, and math) teachers confined to schools with specific characteristics, such as working conditions and neighborhoods. It is essential to understand teachers’ decision-making processes that affect teacher turnover rates to enable schools to retain and motivate STEM. This study hypothesizes that lower job satisfaction concerning location and opportunities for advancement and independence is positively associated with voluntary leave from a school to another school or job switched from the K-12 teaching profession to other industries. We utilized a logit analysis for internal mobility if teachers remained in K-12 teaching but switch schools and external mobility if employed in non-education sectors using the National Survey of College Graduates data. The results varied by teacher experiences and mobility type. For novice STEM teachers, more opportunities for career advancements are needed to prevent external attrition. Internal mobility can be addressed via the overall improvement of the urban education environment and teacher compensation. Administrative support for experienced teachers’ career advancement should be considered. Government policies on STEM education need differentiated support considering teachers’ work experiences and working conditions.

Who Teaches and Where They Choose to Teach: College Graduates of the 1990s

2007 ◽  
Vol 29 (3) ◽  
pp. 155-168 ◽  
Author(s):  
Marigee Bacolod
Keyword(s):  
Working Conditions ◽  
New Teachers ◽  
Significant Variation ◽  
College Graduates ◽  
Teaching Profession ◽  
Nested Logit ◽  
Relative Importance ◽  
Teacher Salaries ◽  
Job Attributes ◽  
Market Opportunities

This article investigates the key determinants of entry into the teaching profession and the subsequent sorting of new teachers across urban, suburban, and rural schools. Of particular interest is the relative importance of teacher salaries, alternative labor market opportunities, and nonpecuniary job attributes or working conditions to this decision process. Results from a nested logit model applied to the Baccalaureate and Beyond Longitudinal Study show that working conditions play a relatively more important role in determining where new teachers end up choosing to teach, rather than differences in teacher salaries. This is especially true for women. Meanwhile, wages play a relatively more important role in the occupational entry decision. In addition, there is significant variation in teacher quality indicators across these school locations.

scholarly journals Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

2021 ◽  
Vol 18 (23) ◽  
pp. 12763
Author(s):  
Florica Ortan ◽  
Ciprian Simut ◽  
Ramona Simut
Keyword(s):  
Job Satisfaction ◽  
Work Environment ◽  
Working Conditions ◽  
Self Efficacy ◽  
Student Behavior ◽  
Well Being ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Educational Process ◽  
K 12

Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.

Changing the Education Workforce? The Relationships among Teacher Quality, Motivation, and Performance Pay

2017 ◽  
Vol 119 (4) ◽  
pp. 1-32
Author(s):  
Daniel H. Bowen ◽  
Jonathan N. Mills
Keyword(s):  
Teacher Quality ◽  
Financial Incentives ◽  
Risk Preferences ◽  
Value Added ◽  
Performance Pay ◽  
Teaching Profession ◽  
Performance Based Pay ◽  
Teacher Workforce ◽  
And Performance ◽  
K 12

Background/Context With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K–12 education over the last decade. This strategy potentially produces positive impacts on student achievement in two ways: better alignment of financial incentives with desired outcomes and improved the composition of the teacher workforce. While evaluations have primarily focused on the former result, there is little research on whether the longer-term implementation of these polices can attract more effective teachers. Purpose In this study we aim to provide evidence for potential long-term impacts that performance-based pay can have on the composition of the teacher workforce by addressing two questions: Does performance-based pay attract fundamentally different individuals, as measured by their risk preferences, to the teaching profession? Are stated preferences for a particular pay format correlated to measures of teacher quality? Research Design We apply methods from experimental economics and conduct surveys with 120 teachers from two school districts who have experienced performance pay. We compare the risk preferences of teachers hired under the two pay formats to test the hypothesis that performance-based pay attracts individuals with different characteristics to the profession. We also analyze teachers’ survey responses on their preferences for performance-based pay to determine their relationships to two measures of teacher quality: student test-score gains and principal evaluations. Conclusions/Recommendations We find mixed results regarding the ability of performance-based pay to alter the composition of the teacher workforce. Teachers hired with performance-based pay in place are no different from their colleagues. However, teachers claiming to seek employment in districts with performance-based pay in place appear significantly less risk averse. Surprisingly, additional analyses indicate that teachers’ value-added scores and performance evaluations do not predict a positive disposition towards merit pay. Thus, while these results indicate the possibility for performance-based pay to attract different individuals to teaching, they do not provide evidence that such change would necessarily improve the composition of the workforce. Policymakers should take this potential tradeoff into consideration when considering the expansion of performance pay policies.

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sovansophal Kao
Keyword(s):  
Secondary Schools ◽  
Attitudes Toward Science ◽  
Content Type ◽  
Math Teachers ◽  
Upper Secondary ◽  
New Form ◽  
K 12 ◽  
New Generation ◽  
Upper Secondary Schools ◽  
Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

Final Choices: Surveying Career Options

2017 ◽  
Vol 119 (14) ◽  
pp. 1-36
Author(s):  
Judy Randi
Keyword(s):  
Teacher Education ◽  
Career Aspirations ◽  
Alternate Route ◽  
Secondary English ◽  
Math Teachers ◽  
Retention And Attrition ◽  
Career Options ◽  
K 12 ◽  
Reasons For Staying

This article follows the 25 exemplar elementary, secondary English, and math teachers prepared in New Jersey's alternate route program (AR) or college-based programs (CB) through their 11th year. The article examines retention and attrition patterns, including moving from school to school or to education-related positions outside of K–12 classroom settings. The article presents data on teachers’ reasons for staying or leaving, including their career aspirations. The article concludes with a discussion of the findings and the implications for teacher education.

scholarly journals Identifying Schools With High Usage and High Loss of Newly Qualified Teachers

2018 ◽  
Vol 243 ◽  
pp. R27-R36 ◽  
Author(s):  
Sam Sims ◽  
Rebecca Allen
Keyword(s):  
Working Conditions ◽  
Teaching Profession ◽  
Health Statistics ◽  
Teacher Shortages ◽  
High Loss ◽  
Qualified Teachers ◽  
High Level ◽  
Flow Of Information ◽  
Policy Solutions ◽  
Newly Qualified Teachers

In England, teacher shortages have worsened in recent years and one contributor is the declining rates of retention among newly qualified teachers (NQTs). We employ a method developed in the health-statistics literature to identify schools that both recruit an unusually high level of NQTs and lose an unusually high level of NQTs from the profession. We show that this small group of schools, which are likely characterised by poor working conditions, are responsible for a disproportionately large amount of attrition from the teaching profession. This has a material effect on overall teacher shortages and comes at a high cost to taxpayers. Policy solutions, including improving the flow of information to NQTs to help them avoid such schools, are discussed

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

scholarly journals Enabling creative collaboration for all levels of learning

2019 ◽  
Vol 116 (6) ◽  
pp. 1878-1885 ◽  
Author(s):  
Youngmoo E. Kim ◽  
Brandon G. Morton ◽  
Jeff Gregorio ◽  
David S. Rosen ◽  
Kareem Edouard ◽  
...  
Keyword(s):  
Work Experiences ◽  
Student Work ◽  
Science Technology ◽  
12Th Grade ◽  
Drexel University ◽  
Graduate Research ◽  
Integrated Programs ◽  
And Mathematics ◽  
K 12 ◽  
Professional Artists

A potential path for enabling greater creativity and collaboration is through increased arts and science, technology, engineering, and mathematics (STEM) integration in education and research. This approach has been a growing discussion in US national forums and is the foundation of the science, technology, engineering, and mathematics plus arts and design (STEAM) education movement. Developing authentic artistic integrations with STEM fields (or vice versa) is challenging, particularly in higher education, where traditional disciplinary structures and incentives can impede the creation of integrated programs. Measuring and assessing the outcomes of such integration efforts can be even more challenging, since traditional metrics do not necessarily capture new opportunities created for students and faculty, and the greatest impact may occur over a long period (a career). At Drexel University, we created the Expressive & Creative Interaction Technologies (ExCITe) Center as a standalone institute to pursue and enable such transdisciplinary arts–STEM collaborations, particularly with external arts and education partners. In this perspectives paper, we highlight a range of projects and outcomes resulting from such external collaborations, including graduate research with professional artists, undergraduate student work experiences, and STEAM-based education programs for kindergarten through 12th-grade (K-12) students. While each project has its own specific objectives and outcomes, we believe that they collectively demonstrate this integrated transdisciplinary approach to be impactful and potentially transformative for all levels of learning.

Quality Assurance and Online Higher Education

2011 ◽  
pp. 3073-3083
Author(s):  
Edward D. Garten ◽  
Tedi Thompson
Keyword(s):  
21St Century ◽  
Role Models ◽  
Teaching Profession ◽  
Teaching Competencies ◽  
Post Secondary ◽  
Motivation For Learning ◽  
Curriculum Instruction ◽  
Critical Competencies ◽  
K 12 ◽  
The Way

This is an urgently needed topic. It is the author’s conviction that, currently, there are no 21st century schools and, even worse, there is no substantive and widely held vision about what such schools should look like, and what the role and competencies of teachers in those schools should be. So, the tendency of most educators writing about needed 21st century teaching competencies will be to pretty much “rearrange the deck chairs on the Titanic.” Most will be driven by another equally repugnant cliché, “Technology is only a tool,” and they will try to determine how this misunderstood tool can best enhance out-of-date and fast-aging approaches to K-12 curriculum, instruction, and assessment. This is not to say that the wonderful array of traditional teaching competencies and skills that have enabled teachers to have generally done such an impressive job of teaching our children over the last century will cease to be important. The ability of teachers to understand and connect with students; to impart considerable knowledge and wisdom about their subject; to provide them with good adult role models; to cultivate their motivation for learning; to encourage their sensitivity toward, and appreciation of, individual and cultural differences; to prepare them for post-secondary education and/or the world of work; and even, to sometimes be “the sage on the stage,” will remain critical competencies as long as there is a teaching profession. But just as technology has dramatically transformed society, the way we work, the way we live, even the way we think about things, schools must be dramatically transformed in the way they work, in the way content is processed, and maybe most importantly, in the way teachers teach and students learn.

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