ERIC Number: EJ1104255
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 54
An Exploration of Teacher Attrition and Mobility in High Poverty Racially Segregated Schools
Djonko-Moore, Cara M.
Race, Ethnicity and Education, v19 n5 p1063-1087 2016
The purpose of this study was to examine the mobility (movement to a new school) and attrition (quitting teaching) patterns of teachers in high poverty, racially segregated (HPRS) schools in the US. Using 2007-9 survey data from the National Center for Education Statistics, a multi-level multinomial logistic regression was performed to examine the contribution of teacher characteristics, school setting characteristics, and school climate with a focus on interactions between school climate variables. The findings demonstrated that school climate variables predicted increased odds of mobility and that teacher characteristics, school setting, and teachers' perceptions of school climate predicted increased odds of teacher attrition. These findings suggest that teacher attrition and mobility from HPRS schools could be slowed by strategic placement of teachers based on their beliefs about students in poverty and students of color.
Descriptors: Faculty Mobility, Poverty, School Segregation, Teacher Characteristics, Institutional Characteristics, Educational Environment, Teacher Attitudes, Elementary Secondary Education, National Surveys, Public School Teachers, Regression (Statistics), Factor Analysis
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)