What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools

Autor/inn/en	Viano, Samantha; Pham, Lam D.; Henry, Gary T.; Kho, Adam; Zimmer, Ron
Titel	What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools
Quelle	In: American Educational Research Journal, 58 (2021) 1, S.201-233 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Viano, Samantha) ORCID (Pham, Lam D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220930199
Schlagwörter	Teacher Attitudes; Teacher Employment; Faculty Mobility; Decision Making; Preferences; Predictor Variables; School Turnaround; Poverty; Teaching Experience; Institutional Characteristics; Teacher Administrator Relationship; School Safety; Small Classes; Discipline Policy; Teacher Salaries; School District Reorganization; Academic Achievement; Statewide Planning; Teacher Persistence; Teaching Conditions; Public Schools; Tennessee + Suchen Sie Ihr Suchwort? Lehrerverhalten; Decision-making; Entscheidungsfindung; Prädiktor; Armut; Disziplinarmaßnahme; Lehrerbesoldung; Lehrervergütung; Schulleistung; Planwirtschaft; Lehrbedingungen; Unterrichtsbedingungen; Public school; Öffentliche Schule
Abstract	Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers' employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers' revealed preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11