National Estimates of Retention, Migration, and Attrition

This study was designed to estimate the magnitude of retention, migration, and attrition of music teachers; the transfer destinations of those who migrated; the career path status of those who left; and the likelihood that former music teachers would return to teaching. Data, which were analyzed for music ( n = 881) and non-music teachers ( n = 17,376), came from the 1988—1989, 1991—1992, 1993—1994, and 2000—2001 administrations of the National Center for Education Statistics's Teacher Follow-up Survey, a national survey designed to compile comprehensive data concerning changes in the teacher labor force. Results indicated that between 1988 and 2001, 84% of music teachers were retained by schools, 10% migrated to different schools, and 6% left the profession every year, in rates similar to non-music teachers. Transferring music teachers migrated primarily to different school districts in the same state. One year after leaving the profession, former teachers were attending college (28%), retired (23%), out of teaching (21%), in education but not as a teacher (14%), or working as a homemaker (12%). Approximately one third of former music teachers planned to return to teaching within 5 years, and an additional quarter planned to return after 5 or more years.

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Former Teachers Who Return to Public Schools: District and Teacher Characteristics of Teachers Who Return to the Districts They Left

Educational Evaluation and Policy Analysis ◽

10.3102/01623737017004462 ◽

1995 ◽

Vol 17 (4) ◽

pp. 462-475 ◽

Cited By ~ 6

Author(s):

Barbara Q. Beaudin

Keyword(s):

Public Schools ◽

School Districts ◽

State Level ◽

Subject Area ◽

Teacher Characteristics ◽

The State ◽

First Year ◽

Educational Funding ◽

Former Teachers ◽

One Year

This is a companion article to “Teachers Who Interrupt Their Careers: Characteristics of Those Who Return to the Classroom” ( Beaudin, 1993a ). The research summarized in the prior article was directed at understanding the composition of the teacher “reserve pool” at the state level. It examined teacher characteristics, experience, subject-area specialty, and opportunity costs that distinguished teachers who returned to public schools in Michigan from those who did not. In the following article, the analysis is conducted at the district level. Using maximum likelihood logistic regression analysis, district and teacher characteristics are identified that differentiate teachers who return to the districts they left from those who return to other public school districts in the state. The findings show teachers return to the districts they left if the districts paid higher first-year salaries and had higher levels of educational funding and higher pupil-teacher ratios than other districts in the state. More experienced teachers who interrupted their careers for one year, females, older, and Black teachers were more likely to return to the districts they left than to other school districts.

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Is the Grass Greener? Current and Former Music Teachers’ Perceptions a Year After Moving to a Different School or Leaving the Classroom

Journal of Research in Music Education ◽

10.1177/0022429415612191 ◽

2015 ◽

Vol 63 (4) ◽

pp. 421-438 ◽

Cited By ~ 5

Author(s):

Carl B. Hancock

Keyword(s):

Music Teachers ◽

School Personnel ◽

Operating Conditions ◽

Personal Accomplishment ◽

Teachers Perceptions ◽

Making A Difference ◽

Nationally Representative ◽

Former Teachers ◽

Return To Teaching ◽

Career Status

This study is the fourth in a series investigating the retention and turnover of music teachers using nationally representative data from the National Center for Educational Statistics. I identified records for music teachers in the Teacher Follow-Up Survey and determined how they viewed their careers one year after moving to a different school or leaving teaching altogether. The most important reason teachers cited for leaving and connections between post-teaching career status and a willingness to return to teaching were also examined. Results indicated transferring music teachers experienced numerous improvements to their professional careers, including making a difference in others, working at a school with better operating conditions, and feeling a sense of personal accomplishment, intellectual challenge, and support. Music teachers transferred mainly because of school personnel actions, a desire for a better assignment, and dissatisfaction with administrators and working conditions. Former music teachers experienced improved opportunities for advancement, manageable workloads, and work/life balance. Personal reasons, college enrollment, staffing actions, and retirement were principal motivations for leaving. Only 1% of former music teachers were dissatisfied with teaching as a career compared to 5% of non–music teachers. The willingness of former teachers to return was related to their career status.

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