ERIC Number: ED307688
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
Whether in Knowledge or in Ignorance: An Econometric Model of K-12 Public School Teacher Retention.
Theobald, Neil D.
This study provides a framework educational decision-makers can use to formulate public policies that will favorably influence the retention behavior of K-12 teachers. A teacher retention model is estimated for a sample of all teachers employed by Washington State school districts between 1984 and 1987. After an introduction, the empirical model and estimation procedures are outlined. The third section provides a description of the data and the parameter estimates. The implications of these findings are developed in section 4. Conclusions suggest that a decision to continue teaching in the same district the following year is negatively related to several school district characteristics, including assessed property value per student and the percentage of Indians and Asians in the student population, while a "stay decision" is positively correlated to district enrollment. Teacher retention is also positively correlated to district enrollment and with professional characteristics such as an elementary teaching assignment, years of teaching experience, and next year's expected salary. Appended are 10 references. (SI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Washington