Personal and Institutional Characteristics Affecting Teacher Mobility: Schools Do Make a Difference. Research and Development Memorandum No. 136.

Autor/in	Harnischfeger, Annegret
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	Personal and Institutional Characteristics Affecting Teacher Mobility: Schools Do Make a Difference. Research and Development Memorandum No. 136.
Quelle	(1975), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Ethnic Distribution; Faculty Mobility; Institutional Environment; Racial Distribution; School Size; Socioeconomic Influences; Teacher Characteristics + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozioökonomischer Faktor
Abstract	This study examined teacher mobility between 1969-70 and 1971-72 in 36 elementary schools within one school district. Its purpose was to determine the influence of school characteristics on mobility, taking into account the influence of teaching-staff composition. This report describes the (a) relations between school characteristics and the characteristics of teachers assigned to schools--a resource allocation problem, (b) relationships between teacher characteristics and mobility, and (c) direct relationships between school characteristics and teacher mobility. The schools studied ranged in size from 100 to 1,200 pupils. On the average, 30 percent of the pupils had Spanish surnames. Four school characteristics were examined in relation to transfer, separation, and leave of absence of teachers: school size, racial-ethnic distribution of (a) pupils and (b) teachers, and pupil socioeconomic status. The effects of teacher characteristics on teacher mobility are summarized from an earlier study. The major findings were (a) leave of absence and separation were determined solely by teachers' personal characteristics, not by school characteristics; (b) transfer was directly influenced by the socioeconomic status (SES) of the schools' student body, because SES affected the attractiveness of a school to teachers (the rate of transfer was higher in low-income schools); and (c) schools' SES also influenced the composition of teaching staffs, which in turn affected the rate of transfer. (Author/PB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01