Leaving Schools Behind: The Impact of School Student Body and Working Conditions on Teacher Retention and Migration

Autor/inn/en	Harrell, Pamela Esprívalo; Thompson, Ruthanne; Brooks, Kanini
Titel	Leaving Schools Behind: The Impact of School Student Body and Working Conditions on Teacher Retention and Migration
Quelle	In: Journal of Science Teacher Education, 30 (2019) 2, S.144-158 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harrell, Pamela Esprívalo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1538300
Schlagwörter	Science Teachers; Mathematics Teachers; Poverty; Discipline; Institutional Characteristics; Correlation; Minority Group Students; Teacher Persistence; Faculty Mobility; Public Schools; Teacher Transfer; Student Characteristics; Ethnicity; Academic Achievement; Teaching Conditions; Urban Schools; Decision Making; Secondary School Teachers; Teacher Attitudes; Longitudinal Studies + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Armut; Disziplin; Korrelation; Public school; Öffentliche Schule; Lehrerversetzung; Ethnizität; Schulleistung; Lehrbedingungen; Unterrichtsbedingungen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Decision-making; Entscheidungsfindung; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This 5-year study investigated transfer and retention behavior for 76 science and mathematics teachers in the United States. Counter to the research literature, a bivariate correlation analysis showed that poverty, minority composition, and passing state exams did not impact a decision to transfer schools after the 1st year of teaching, although almost 1 in 5 teachers transferred to a different school and 11% left teaching altogether. A binary regression analysis showed that larger numbers of school discipline infractions increased the likelihood of transferring to a new school by a factor of 45.423. These findings expose the need not only to fill the science and mathematics teacher pipeline but to find ways to prevent public school systems from losing their most valuable asset, their teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01