Leaving School Early: An Examination of Novice Teachers' Within- and End-of-Year Turnover

Autor/inn/en	Redding, Christopher; Henry, Gary T.
Titel	Leaving School Early: An Examination of Novice Teachers' Within- and End-of-Year Turnover
Quelle	In: American Educational Research Journal, 56 (2019) 1, S.204-236 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218790542
Schlagwörter	Beginning Teachers; Faculty Mobility; Teacher Persistence; Teacher Characteristics; Alternative Teacher Certification; Preservice Teacher Education; Teacher Effectiveness; Teaching Conditions; School Effectiveness; Public School Teachers; Elementary Secondary Education; North Carolina + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Schuleffizienz
Abstract	Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, university-based programs are most likely to move schools, and alternate entry and out-of-state prepared teachers are more likely to leave teaching, both during and at the end of the school year. We discuss the implications within-year turnover has on creating disruptive learning environments, particularly in underserved schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01