Teacher Attrition and Mobility Over Time

2021 ◽  
pp. 0013189X2110608
Author(s):  
Dan Goldhaber ◽  
Roddy Theobald
Keyword(s):  
Teacher Attrition ◽  
Negative Relationship ◽  
Public School Teachers ◽  
School Teachers ◽  
Unemployment Rates ◽  
The Past ◽  
State Unemployment Rate ◽  
Strong Negative Relationship ◽  
State Unemployment ◽  
Over Time

We use 35 years of data on public school teachers in Washington to calculate several different measures of teacher attrition and mobility. We explore how these rates vary over time and their relationship with the state unemployment rate. Annual rates of teacher attrition from the workforce have been between 5% and 8% for each of the past 35 years, and there is a strong negative relationship between unemployment rates and these rates of attrition. This history suggests that teacher attrition is likely to increase as the economy recovers after the pandemic, but this increase is likely to be modest.

scholarly journals Thriving at Work: The Effect of Psychological Capital on Teachers Burnout Symptoms

2021 ◽  
Vol VI (II) ◽  
pp. 151-161
Author(s):  
Shagufta Anjum ◽  
Shumaila Shehzad ◽  
Hina Jalal
Keyword(s):  
Data Collection ◽  
Primary Schools ◽  
Quantitative Data ◽  
Psychological Capital ◽  
Negative Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
Strong Negative Relationship ◽  
High Level ◽  
Relationship Of

Besides thriving primary school teachers' performance, we hypothesized that whether teachers' burnout at the workplace can be reversed through psychological capital or what type of relationship exists between them. Quantitative data were gathered from 1005 participants. All the respondents were associated with primary schools located in 4 districts of the Punjab province. The data collection was done through a questionnaire and inventory. The finding explained that participants' psychological capital is negatively associated with burnout frequency and burnout intensity. This strong negative relationship of psychological capital is greater with burnout intensity (r = -.537). It is estimated that teachers' psychological capital significantly has a predictive effect on burnout. It is difficult for educational trainers to gauge the high level of psychological capital. Therefore, an authentic scientific watch of burnout symptoms among teachers is recommended. This scrutiny may lead trainers and educationists to develop methods of raising psychological money after shortlisting them.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

scholarly journals Relationship between stigma levels of teachers and teacher’s organizational justice perceptionsÖğretmenlerin damgalama düzeyleri ile örgütsel adalet algıları arasındaki ilişki

2016 ◽  
Vol 13 (1) ◽  
pp. 1574 ◽  
Author(s):  
Murat Önk ◽  
Necati Cemaloğlu
Keyword(s):  
Public Schools ◽  
Organizational Justice ◽  
Psychological Health ◽  
Negative Relationship ◽  
Public School Teachers ◽  
School Teachers ◽  
Average Standard Deviation ◽  
Arithmetic Average ◽  
Justice Perceptions ◽  
The Relationship

The purpose of this study was to determine the relationship between stigma levels of teachers and teachers’ organizational justice perceptions. Relational survey model was used in research. Teachers’ opinions on stigma level and organizational justice were reviewed. A total of 204 public school teachers (elemantary and high) employed in Ankara participated in the study. The "Stigma Scale” developed by Yaman and Güngör (2013) and "Organizational Justice Scale”developed by Hoy and Tarter (2004) were used to gather data. The data was analyzed by using Pearson Product-Moment Correlation Coefficient, Descriptive Statistics (frequency, percentage, arithmetic average, standard deviation), and multiple regression analysis techniques. Results indicated that teachers’ stigma scores were high in prejudice and psychological health  and the participants had positive perceptions about organizational justice at public schools. There was meaningful negative relationship between stigma levels of teachers and organizational justice perceptions of teachers. Consequently, stigma level is one of the factors that affect organizational justice negatively in schools. ÖzetBu araştırmanın amacı, Ankara Büyükşehir Belediyesi sınırları içerisinde bulunan merkez ilçelerdeki resmi ilköğretim ve ortaöğretim kurumlarında görev yapan öğretmenlerin görüşlerine göre, öğretmenlerin damgalama düzeyleri ile örgütsel adalet algıları arasındaki ilişkiyi saptamaktır. Araştırma, ilişkisel tarama modelindedir. Araştırma modelinde, biri bağımsız/dışsal (öğretmenlerin damgalama düzeyi), biri bağımlı/içsel (öğretmenlerin örgütsel adalet algıları) olmak üzere iki değişken bulunmaktadır. Araştırmanın örneklemini, Ankara Büyükşehir Belediyesi sınırları içerisinde bulunan merkez ilçelerdeki resmi ilköğretim ve ortaöğretim kurumlarında görev yapan toplam 204 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak, Yaman ve Güngör (2013) tarafından geliştirilen “Damgalama Ölçeği” ile Hoy ve Tarter (2004) tarafından oluşturulan “Örgütsel Adalet Ölçeği” kullanılmıştır. Verilerin analizinde betimsel istatistikler, Pearson Momentler Çarpımı Korelasyon Katsayısı ve Çoklu Regresyon Analizi tekniklerinden yararlanılmıştır. Araştırmanın sonuçlarına göre; öğretmenlerin damgalama eğilimlerinin önyargı ve psikolojik sağlık alt boyutlarında yüksek olduğu, katılımcıların okullarındaki örgütsel adalet algısını olumlu olarak belirttiği, öğretmenlerin damgalama düzeyleri ile örgütsel adalet algıları arasında anlamlı ve negatif bir ilişki olduğu, öğretmenlerin örgütsel adalet algısının en önemli yordayıcısının ön yargı olduğu saptanmıştır.

Frustration in the schools Teachers speak out on pay, funding, and feeling valued

2019 ◽  
Vol 101 (1) ◽  
pp. NP1-NP24
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
The Past

The 2019 PDK Poll of the Public’s Attitude Toward the Public Schools finds that half of public school teachers have considered leaving the profession in the past year, and majorities say that, given the opportunity, they’d vote to strike, an action that large majorities of parents and the public say they’d support. In other results, Americans say that public schools need to be better funded, that they should require students to study civics and offer Bible classes as electives, and the mediation should be used more than detention and suspension to deal with misbehaving students.

scholarly journals Physical Attacks: An Analysis Of Teacher Characteristics Using The Schools And Staffing Survey

2016 ◽  
Vol 9 (3) ◽  
pp. 129-136 ◽  
Author(s):  
Thomas O. Williams Jr ◽  
Jeremy V. Ernst
Keyword(s):  
Teacher Characteristics ◽  
School Type ◽  
Public School Teachers ◽  
Schools And Staffing Survey ◽  
School Teachers ◽  
The Past ◽  
Study Characteristics ◽  
Education Statistics ◽  
The Mean ◽  
Teaching Area

This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in the past 12 months were examined. Teacher characteristics associated with being physically attacked appeared to be proportionate to those found in the general population of teachers who were not physically attacked. Several notable exceptions were gender, school type, years of experience, and school location. The mean number of physical attacks varied greatly within all characteristics examined. Of the twelve teaching areas, special education had the highest percentage of teachers who reported being physically attacked in the past 12 months and the highest mean number of physical attacks per teaching area.

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

2016 ◽  
Vol 3 (25311) ◽  
pp. 1-10 ◽  
Author(s):  
Algeless Milka Pereira Meireles Silva ◽  
Fauston Negreiros ◽  
Ronaldo Matos Albano
Keyword(s):  
Public School ◽  
Public School Teachers ◽  
School Teachers
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