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ERIC Number: EJ1108828
Record Type: Journal
Publication Date: 2016-Aug
Pages: 31
Abstractor: As Provided
ISSN: ISSN-0195-6744
Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles
Fuller, Bruce; Waite, Anisah; Irribarra, David Torres
American Journal of Education, v122 n4 p537-567 Aug 2016
Lifting achievement in many schools depends on reducing the exit of effective teachers. We examine the extent to which teacher perceptions of school cohesion and intrinsic motivators stemming from two theoretical traditions contribute to the intent to leave one's school. We find that elementary teachers report higher levels of organizational cohesion within their schools along with stronger intrinsic motivation compared with peers teaching at the high school level, drawing on data from 548 teachers in Los Angeles schools. Teacher perceptions of school cohesion are moderately correlated with intrinsic motivators. However, views of strong leadership and teacher cohesion, not one's own intrinsic motivation, more strongly predict the likelihood of remaining at one's school, based on structural equation estimation with IRT-adjusted measurement models. We discuss implications for shaping interventions to strengthen the social cohesion of schools rather than simply rewarding individual teachers.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles)
Grant or Contract Numbers: N/A