Teacher Labor Market Responses to Statewide Reform: Evidence From Michigan

2019 ◽  
Vol 41 (4) ◽  
pp. 403-425 ◽  
Author(s):  
Eric Brunner ◽  
Joshua M. Cowen ◽  
Katharine O. Strunk ◽  
Steven Drake
Keyword(s):  
Teacher Attrition ◽  
Professional Staff ◽  
Early Career ◽  
Early Career Teachers ◽  
Policy Changes ◽  
School Employees ◽  
Difference In Differences ◽  
Teacher Labor Market ◽  
Administrative Records ◽  
Market Responses

We examine the effect of Michigan’s 2011 reforms to teacher evaluation and tenure policies on teacher retention. Our data are drawn from administrative records containing the population of public school employees from 2005–2006 through 2014–2015. To identify the causal effects of these reforms on teacher attrition, we utilize a difference-in-differences (DD) strategy that compares the exit rates of teachers with the exit rates of other professional staff in the same school districts who were not affected by the policy changes. We find that, on average, Michigan’s teacher reforms had little impact on teacher attrition overall. However, further analyses provide strong evidence that early-career teachers assigned to hard-to-staff districts were more likely to exit post-reform.

Determinants of PE Teachers Career Intentions

2015 ◽  
Vol 34 (4) ◽  
pp. 680-699 ◽  
Author(s):  
Kasper Mäkelä ◽  
Mirja Hirvensalo ◽  
Peter Whipp
Keyword(s):  
Teacher Attrition ◽  
Principal Component ◽  
Early Career ◽  
Early Career Teachers ◽  
Intention To Stay ◽  
Logistic Regression Models ◽  
Quality Of Work ◽  
Work Community ◽  
Expertise Recognition

One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.

scholarly journals Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers

2014 ◽  
Vol 8 (1) ◽  
pp. 15-20 ◽  
Author(s):  
C. Aiden Downey ◽  
Lee Schaefer ◽  
D. Jean Clandinin
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Knowledge ◽  
Teacher Attrition ◽  
Early Career ◽  
Early Career Teachers ◽  
Knowledge And Skills ◽  
Early Career Teacher ◽  
Stories To Live By ◽  
Career Teacher

Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal and professional knowledge landscapes.

scholarly journals Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives

in education ◽  
2018 ◽  
Vol 24 (1) ◽  
pp. 43-71
Author(s):  
Benjamin Kutsyuruba ◽  
Keith Walker ◽  
Maha Al Makhamreh ◽  
Rebecca Stroud Stasel
Keyword(s):  
Teacher Induction ◽  
Teacher Attrition ◽  
Lived Experiences ◽  
Early Career ◽  
Early Career Teachers ◽  
Career Teachers ◽  
The Impact ◽  
Decisions To Stay ◽  
Canadian Research ◽  
Career Teacher

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of early career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers’ lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.

Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention

2012 ◽  
Vol 20 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Julie S. Long ◽  
Sue McKenzie-Robblee ◽  
Lee Schaefer ◽  
Pam Steeves ◽  
Sheri Wnuk ◽  
...  
Keyword(s):  
Literature Review ◽  
Teacher Attrition ◽  
Early Career ◽  
Early Career Teacher ◽  
Career Teacher

Don't Quit Now!: Crisis, Reflection, Growth, and Renewal for Early Career Teachers

2012 ◽  
Vol 48 (3) ◽  
pp. 123-128 ◽  
Author(s):  
Maria Stallions ◽  
Leslie Murrill ◽  
Lisa Earp
Keyword(s):  
Early Career ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals ‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

2017 ◽  
Vol 61 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Jo Lampert ◽  
Bruce Burnett ◽  
Barbara Comber ◽  
Angela Ferguson ◽  
Naomi Barnes
Keyword(s):  
Critical Incidents ◽  
Early Career ◽  
High Poverty ◽  
High Poverty Schools ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals More than a mentor

2016 ◽  
Vol 1 (3) ◽  
pp. 198-218 ◽  
Author(s):  
Charlotte Struyve ◽  
Alan Daly ◽  
Machteld Vandecandelaere ◽  
Chloé Meredith ◽  
Karin Hannes ◽  
...  
Keyword(s):  
Social Capital ◽  
Social Connectedness ◽  
Job Attitudes ◽  
Intention To Leave ◽  
Early Career ◽  
Experienced Teachers ◽  
Unique Contribution ◽  
Early Career Teachers ◽  
Content Type ◽  
Career Teachers

Purpose – The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession. Design/methodology/approach – Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings – Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers’ intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Originality/value – This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers’ social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

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