Why Miss Dove Left and Where She Went: A Case Study of Teacher Attrition in a Metropolitan School System in the Southeast. Occasional Papers in Educational Policy Analysis. Paper No. 414.

Autor/in	Berry, Barnett
Institution	Southeastern Regional Council for Educational Improvement, Research Triangle Park, NC.
Titel	Why Miss Dove Left and Where She Went: A Case Study of Teacher Attrition in a Metropolitan School System in the Southeast. Occasional Papers in Educational Policy Analysis. Paper No. 414.
Quelle	(1985), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Elementary Secondary Education; Faculty Mobility; School Statistics; Teacher Alienation; Teacher Attitudes; Teacher Burnout; Teacher Morale; Teacher Motivation; Teacher Retirement; Teacher Transfer; Teaching Conditions; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Morale; Lehrende; Moral; Lehrerversetzung; Lehrbedingungen; Unterrichtsbedingungen; Teaching; Lehrberuf
Abstract	A case study of teacher attrition in one southeastern metropolitan school system that employs approximately 4,000 teachers was undertaken to determine which teachers left, why, and where they went. Of the 210 teachers in the system who resigned during the 1983-84 academic year, 16 percent were K-6, 13 percent were special education/speech, 13 percent were math, 9 percent were English, 9 percent were vocational, and 7 percent were science teachers. In terms of grade levels, more junior high teachers left than high school, K-6, or specialist teachers. Reasons for resignation included retirement/health (24 percent), dissatisfactions (21 percent), spouse moves (20 percent), family (15 percent), business opportunity (9 percent), break from teaching (4 percent), teaching elsewhere (2 percent), coaching-related (2 percent), and reduction in force (1 percent). Teachers who left because of dissatisfactions stated poor administration, poor student discipline, little teacher control, large classes, "Mickey-Mouse" duties, uncooperative parents, stressful atmosphere, and the "valuing of mediocrity" in schools as the root of their frustrations with public school teaching. While only 31 percent left for other occupations, even fewer left for higher-paying ones. Findings indicate overall that teachers who left out of dissatisfaction did so more because of frustration with working conditions than because of low salaries or lack of career advancement. Instrumentation for the study is included in two appendixes. (TE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC