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ERIC Number: EJ1123130
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-5300
EISSN: N/A
Unpacking the Effects: Identifying School and Teacher Factors and Their Influence on Teachers' Intentions to Stay or Leave the Profession
Sedivy-Benton, Amy L.; Boden-McGill, Carrie J.
Research in the Schools, v19 n2 p75-89 Fall 2012
Teacher turnover is costly in its financial implications and negative impact on student learning. Documented in many recent studies many teachers choose to transfer to a more preferable work setting or leave the field. For this study, the researchers conducted an analysis of the most recent School and Staffing Survey (SASS) data from the National Center for Education Statistics. Analysis methods entailed implementing a nested design using Hierarchal Linear Modeling and yielded results that indicated school level contextual factors such as teacher influence on school, teacher perception of control, and teacher perceived support played a significant role in teachers' intentions to leave or remain in the field. An understanding of these factors allows policymakers and administrators to implement practices to improve work environments for teachers. Retaining good teachers is a key to improve teacher and school quality nationwide.
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A