ERIC Number: ED426991
Record Type: RIE
Publication Date: 1998-Oct-5
Teacher Turnover in Eight Cognate Areas: National Trends and Predictors.
Boe, Erling E.; Bobbitt, Sharon A.; Cook, Lynne H.; Barkanic, Gema; Maislin, Greg
This report contains national trend and predictor data for the turnover of K-12 public school teachers in eight cognate areas: general elementary education; mathematics and science education; language education; social studies education; arts, physical, and health education; business and vocational education; other general education; and special education. Data came from three national probability samples of teachers taken in school years 1987-89, 1990-92, and 1993-95 and were based on numbers of nationally estimated teachers in public schools. The main data sources were the Public School Teacher Questionnaires of the Schools and Staffing Surveys (SASS) and the Teacher Followup Surveys (TFS), a 1-year longitudinal component of the SASS which asked about teacher status the prior year and about why previously employed teachers had left. Descriptive data (reported in 15 tables) revealed major trends in three facets of teacher career paths: moving to different schools, switching to different teaching assignments, and voluntarily leaving the ranks of employed public school teachers. General categories of predictor variables included situational circumstances, teacher characteristics, teacher working conditions, teacher judgments, and changes in such variables from year to year. Results highlighted enormous teacher turnover, with patterns of turnover varying by cognate areas. Significant turnover was perceived to be involuntary. Many predictor variables related to teacher turnover. Switchers tended to improve their situation by transferring out of teaching assignments considered less desirable. Voluntary leaving was mostly a function of personal variables. Two appendices present data analysis methods and a glossary. (Contains 14 references.) (SM)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Pennsylvania Univ., Philadelphia. Center for Research and Evaluation in Social Policy.; Pennsylvania Univ., Philadelphia. Graduate School of Education.