The DOI matches its Crossref record; 88 of the 88 references it cites were found in a registry or an index; none of the 55 sources its claims cite is checked for support yet.
Teacher Turnover and Teacher Shortages: An Organizational Analysis
Open accessAbstract
Contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. This theory also holds that these school staffing problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirements and student enrollments. This analysis investigates the possibility that there are other factors—those tied to the organizational characteristics and conditions of schools—that are driving teacher turnover and, in turn, school staffing problems. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey conducted by the National Center for Education Statistics. The results of the analysis indicate that school staffing problems are not primarily due to teacher shortages, in the technical sense of an insufficient supply of qualified teachers. Rather, the data indicate that school staffing problems are primarily due to excess demand resulting from a "revolving door"—where large numbers of qualified teachers depart their jobs for reasons other than retirement. Moreover, the data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing other jobs. The article concludes that popular education initiatives, such as teacher recruitment programs, will not solve the staffing problems of such schools if they do not also address the organizational sources of low teacher retention.
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64 Own result · 35 Own interpretation · 16 Not checked yet · 14 No basis given · 11 Sources not found · 7 Own method · 1 No full text of the sources
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In the paper
“But, net of the effects of these teacher characteristics, there are also significant effects of school characteristics and organizational conditions on turnover that have largely been overlooked by previous research.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Moreover, the data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing other jobs.”
- Also stated in: § Abstract · plain
“Moreover, the data show that although it is true that teacher retirements are increasing, the overall amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing better jobs or other careers.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Teachers' self-reported reasons for their departures accurately reflect the causes of their turnover.
- Also stated in: § Abstract · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This analysis reveals that the latter have far higher rates of teacher turnover than the former.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Based: unclear — It is unclear why the paper says it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show, for example, that although high-poverty public schools have moderately higher rates, larger schools, public schools in large school districts, and urban public schools do not have especially high rates of teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, small private schools stand out for their relatively high rates of turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Consistent with prior empirical research, my analysis indicates that teacher characteristics, such as specialty field and age, are strongly related to turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show that this is the case; while many of the other factors changed little, the association of the four organizational measures all increased.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Another form of outflow is represented by migrants who move to teaching jobs in other schools, which accounts for about half of the total teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“moreover, after controlling for the characteristics of teachers and schools, three of the four conditions remain significantly associated with turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the first model, the relationship between the teacher characteristics as a group (model 1 of Table 4) and the likelihood of turnover is statistically significant (at a 90% level of confidence).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- It may state two separate claims as one. 46
- Probably not a substantial claim. 25
- The quote only partly states this claim. 1
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show, for example, that although high-poverty public schools have moderately higher rates, larger schools, public schools in large school districts, and urban public schools do not have especially high rates of teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“although it is true that teacher retirements are increasing”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In brief, the results of the analysis show that teacher turnover is a significant phenomenon, and a dominant factor behind the demand for new teachers and the difficulties schools encounter adequately staffing classrooms with qualified teachers.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The overall rate of teacher turnover in urban, high-poverty public schools is slightly above average (14.4 %) and the overall rate in small private schools is significantly higher (22.8%).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For instance, private school teachers were more likely to leave teaching altogether, but less likely to move to other schools, than were public school teachers.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The overall turnover rate is 13.2% (migration of 7.2% plus attrition of 6.0%).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In 1993-1994, 3 years later, about 193,000 teachers newly entered the occupation, but in the following 12 months, about 213,000-equivalent to 110% of those just hired-left the occupation.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Notably for the focus of this analysis, in both sectors the effects of the four organizational conditions were significant, in the expected direction, and in most cases strong (with the exception of advanced salaries among public schools).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Notably, although both special education and math/science teachers were more likely to migrate than other kinds of teachers, neither was more likely to leave teaching altogether than other teachers, once other factors were controlled.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedged- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The degree of staffing problems vary greatly among different types of schools even in the same jurisdiction, and schools ostensibly drawing from the same teacher supply pool can have significantly different staffing scenarios.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“For example, from 1994 to 1995 there were about 50,000 retirees, accounting for only 24% of the 213,000 leavers and only 12% of the total turnover of 418,000 (Ingersoll, 2001a).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
What the sources say
- Not matchedcites Ingersoll, 2001a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Comparison of the TFS data with either the nurse's or the employee turnover rate suggests that teaching has a relatively high turnover rate: 15% from 1988 to 1989, 13.2% from 1991 to 1992, and 14.3% from 1994 to 1995.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
What the sources say
- Not matchedcites Bureau of National Affairs, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites William M. Mercer, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one. The quote only partly states this claim.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among private schools, both non-Catholic and Catholic religious schools appeared to have more turnover than did nonsectarian private schools, but in most of the models these coefficients did not quite achieve significance.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The analysis also shows that special education teachers are more likely to depart than other teachers, but the coefficient is slightly insignificant in model 1”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, teachers in rural schools are less likely to turnover than are those in urban schools, but, interestingly, there is little difference in turnover between suburban and urban schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show that neither larger schools, public schools in large school districts, urban public schools, nor high-poverty public schools have the highest rates of teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Of those who depart due to job dissatisfaction, one-fourth or more report each of the following five reasons: low salaries; a lack of support from the administration; student discipline problems; lack of student motivation; and lack of influence over decision-making.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Personal reasons, such as departures for pregnancy, child rearing, health problems, and family moves, are more often reported as reasons for turnover than either retirement or staffing actions (33% of migration and 45% of attrition).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast to the relatively low turnover rates in large private schools, small private schools lose, on average, almost one-fourth of their faculty each year, most of whom are full-time employees.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Staffing actions more often result in migration to other teaching jobs rather than leaving the teaching occupation altogether, and these cross-school movements are more common in urban, highpoverty public schools than in small private schools (34% compared to 22%).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“School staffing cutbacks due to lay-offs, school closings, and reorganizations account for a larger proportion of turnover (41% of migration and 12% of attrition) than does retirement.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“On the basis of a one-way random effects ANOVA model, the data show that the variance component within states was 44 times the size of the variance component between states.Intraclass correlation = .022.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > 10
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Teachers in small private schools are slightly more likely to depart for personal reasons than are those in urban, high-poverty public schools (51% compared to 41%), but the data also show that these motives are common to all schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The relationship between percent minority enrollment and turnover was positive and statistically significant, but not strong.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > 10
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Likewise, dissatisfaction underlying attrition is most often reported as being due to low salaries, lack of support from the school administration, lack of student motivation, and student discipline problems.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Small private schools employ about 7.5% of the K-12 teaching force, but account for about 13% of all teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Dissatisfaction underlying migration is most often listed as being due to low salaries, lack of support from the school administration, student discipline problems, and lack of teacher influence over decisionmaking.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The latter actually accounts for less than one-third of those leaving the occupation (27%) and only a small part (12%) of total turnover (movers and leavers).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Unlike most previous data sources, this dataset is large, comprehensive, nationally representative, and includes teacher migration, teacher attrition, the reasons teachers themselves give for their departures, and a wide range of information on the characteristics and conditions of elementary and secondary schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Research on Teacher Turnover
What the sources say
- Not checked — no full text of the sourcecites Haggstrom, Darling-Hammond, & Grissmer, 1988
- Not matchedcites Ingersoll, 1995b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Following previous research on teacher turnover, in the regression models I include control variables for several characteristics of teachers: race, gender, age, and subject/field of teaching.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Researchers have found that among the most important of these organizational conditions are the compensation structure for employees; the level of administrative support, especially for new employees; the degree of conflict and strife within the organization; and the degree of employee input into and influence over organization policies.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“a central finding in this literature is that high levels of employee turnover are both cause and effect of ineffectiveness and low performance in organizations.”
boosteddirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“however, the data suggest that an overall lack of supply is neither the sole, nor dominant factor, behind staffing problems.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: A sufficient teacher supply pool would ease replacement of departing teachers.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, and only after controlling for the above teacher and school factors, I focus on the effects of four measures reflecting the four organizational conditions introduced earlier.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“employee turnover is especially consequential in organizations that have uncertain and nonroutine technologies and production processes requiring extensive interaction among participants.”
What the sources say
- Not matchedcites Burns & Stalker, 1961
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Kanter, 1977
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Likert, 1967
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“fully understanding turnover requires examining it at the level of the organization”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This suggests that the rate of turnover in private schools may be ameliorated by their higher levels of administrative support, higher levels of faculty influence, and lower levels of student discipline problems and, hence, once these are controlled, the rate of turnover in these schools increases.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“fully understanding turnover requires examining the character and conditions of the organizations within which employees work”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“These four conditions are a useful focus because they have also been found to be among the most important aspects of school organization and are”
What the sources say
- Not checked — no full text of the sourcecites Goodlad, 1984
- Not matchedcites Metz, 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Newman, Rutter, & Smith, 1989
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Schools have traditionally been identified as a key example of organizations characterized by an uncertain and nonroutine technology and by dependence on commitment and cohesion among members”
What the sources say
- Not matchedcites Bidwell, 1965
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Ingersoll, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Lortie, 1975
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The U.S. Census Bureau (1998) collected the SASS data for NCES from a random sample of schools stratified by state, public/private sector, and school level.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
What the sources say
- Not matchedcites U.S. Census Bureau, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“From an organizational-level perspective, employee migration is as relevant as employee attrition.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“in the regression models I include, as independent variables, school characteristics typically found to be important in this literature: school level, size, urbanicity, sector, the level of poverty of the student population, and the orientation or affiliation for private schools”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
What the sources say
- Not checked — no full text of the sourcecites Bidwell & Quiroz, 1991 source
- Not matchedcites Bryk, Lee, & Smith, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Chubb & Moe, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The measures of student discipline problems, faculty influence and administrative support are all school means of the reports of the total SASS teacher sample for each school and not limited to the reports of those in the smaller TFS sample.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > (Continued)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“I focus on a set of four particular organizational conditions in schools that, as discussed above, have consistently been found to be crucial for employee turnover”
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The analysis uses PROC GENMOD (SAS), a multilevel regression program that allows for logistic regression, adjusts for the nonrandom clustering of teachers within schools resulting from the multilevel sample, and finally, allows for the inclusion of design weights.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“understanding employee turnover is important because of its link to the performance and effectiveness of organizations”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Rather than increase the quantity of teacher supply, an alternative solution to school staffing problems, implied by this analysis, is to decrease the demand for new teachers by decreasing turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Current policies will not only fail to solve school staffing problems, but this analysis suggests that they also divert attention from the primary underlying problem-the manner in which teachers and schools are managed.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Moreover, this analysis suggests that increases in student enrollment and increases in teacher retirement are not the primary factors at the root of staffing difficulties, as current educational theory holds.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“To use Hirschman's classic (1970) framework, members who disagree with the policies of an organization face three basic options: exit, voice, or loyalty.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not checked — no full text of the sourcecites Hirschman, 1970
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“But, in addition, high levels of teacher turnover in small private schools are of both theoretical and policy concern because these are the very schools that presumably are most likely to have a performance-enhancing, tight-knit community.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: Small private schools are the schools most likely to have a performance-enhancing, tight-knit community.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show that teacher turnover is a significant phenomenon and a dominant factor driving demand for new teachers and, in turn, creating school staffing problems.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Educational sociologists, in particular, have long held that the presence of a sense of community and cohesion among families, teachers, and students is important for the success of schools (e.g., Durkheim, 1961;Waller, 1932;Parsons, 1959;Coleman & Hoffer, 1987;Grant, 1988;Rosenholtz, 1989).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not matchedcites Durkheim, 1961
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Waller, 1932 source
- Not matchedcites Parsons, 1959
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“These findings stand out because teachers in private schools consistently report higher levels of job satisfaction and more positive school climates than do teachers in other kinds of schools (e.g., Ingersoll, 1997;Reyes, 1990).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not matchedcites Ingersoll, 1997
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Reyes, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Underlying my analysis is the premise, drawn from the sociology of organizations, occupations, and work, that high levels of employee turnover are tied to how well organizations function.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although it is true that student enrollments are increasing, the demand for new teachers is primarily due to teachers moving from or leaving their jobs at relatively high rates.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“From this perspective, high rates of teacher turnover are of concern not only because they may be an indication of underlying problems in how well schools function, but also because they can be disruptive, in and of themselves, for the quality of school community and performance.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data suggest that improvements in organizational conditions, such as increased support from the school administration, reduction of student discipline problems, and enhanced faculty input into school decision-making and increased salaries, would all contribute to lower rates of turnover, thus diminish school staffing problems, and ultimately aid the performance of schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data suggest that improvements in organizational conditions, such as increased support from the school administration, reduction of student discipline problems, and enhanced faculty input into school decision-making and increased salaries, would all contribute to lower rates of turnover, thus diminish school staffing problems, and ultimately aid the performance of schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In general, large public schools, especially those in urban, high-poverty areas, are often cited as less likely to exhibit a sense of community (e.g., Bryk, Lee, & Smith, 1990).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not matchedcites Bryk, Lee, & Smith, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings from the self-report data are highly consistent with the results in the prior regression models, lending confidence to both stages of the analysis.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings suggest that teacher supply and demand imbalances and attendant school staffing problems are neither synonymous with, nor primarily caused by, teacher shortages in the technical sense of a supply-side deficit of qualified candidates.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Moreover, some researchers have tied the effectiveness of private schools, especially the religiously oriented, to a coherent and unified mission and sense of community (e.g., Bryk, Lee, & Holland, 1993;Coleman & Hoffer, 1987).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not checked — no full text of the sourcecites Bryk, Lee, & Holland, 1993 source
- Not matchedcites Coleman & Hoffer, 1987
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“In contrast, many have argued that small schools are more likely to have a communal climate, providing support for a”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
hedgedcorrelational- Asserted: fails — The authors may not put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it.
The paper relies on this without support.
Teachers' self-reported reasons for their departures accurately reflect the causes of their turnover.
“the reasons teachers themselves give for their departures”
The paper relies on this without support.
A sufficient teacher supply pool would ease replacement of departing teachers.
“A sufficient teacher supply pool would, of course, ease replacement”
The paper relies on this without support.
Supply and demand theory holds that where the quantity of teachers demanded is greater than the quantity supplied, there are two basic policy remedies: increase the quantity supplied or decrease the quantity demanded.
“Supply and demand theory holds that where the quantity of teachers demanded is greater than the quantity of teachers supplied, there are two basic policy remedies: increase the quantity supplied or decrease the quantity demanded.”
The paper relies on this without support.
Small private schools are the schools most likely to have a performance-enhancing, tight-knit community.
“But, in addition, high levels of teacher turnover in small private schools are of both theoretical and policy concern because these are the very schools that presumably are most likely to have a performance-enhancing, tight-knit community.”
The paper relies on this without support.
The departure of individuals who do not share the goals and values of the organization can be useful to maintain a coherent mission and sense of purpose.
“Of course, the departure of individuals who do not share the goals and values of the organization can be useful to maintain a coherent mission and sense of purpose.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Stress is linked to negative impacts on school performance and attrition (Greenberg, 2016;Ingersoll, 2001)”
From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Ingersoll, 2001
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
“Of those who depart due to job dissatisfaction, one-fourth or more report each of the following five reasons: low salaries; a lack of support from the administration; student discipline problems; lack of student motivation; and lack of influence over decision-making.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
“Inadequate administrative support 38 30 25 18 25 34 Poor salary 47 45 24 46 79 73 Student discipline problems 18 30 29 27 3 12 Lack of faculty influence 13 18 26 11 12 9”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > (Continued)
“faculty control and influence over 10 areas:”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > (Continued)
“selecting textbooks and other instructional materials; selecting content, topics and skills to be taught; selecting teaching techniques; determining the amount of homework to be assigned; disciplining students; curriculum; ability grouping; school discipline policy; content of inservice programs.”
Citations
Cites
Exit, Voice and Loyalty: Responses to Decline in Firms, Organizations, and States.
Tullock, G., & Hirschman, A. O. H. (1970) · The Journal of Finance · doi:10.2307/2325604 · Cited by 11,199
Research in Organizational Behavior
Hammer, E. R., Cummings, L. L., & Staw, B. M. (1984) · Academy of Management Review · doi:10.2307/258300 · Cited by 11,176
Burns, T., & Stalker, G. M. (1994) · doi:10.1093/acprof:oso/9780198288787.001.0001 · Cited by 7,371
Men and Women of the Corporation.
Strauss, G., & Kanter, R. M. (1978) · Industrial and Labor Relations Review · doi:10.2307/2522922 · Cited by 7,292
Men and Women of the Corporation
Devanna, M. A. (1978) · The Journal of Applied Behavioral Science · doi:10.1177/002188637801400208 · Cited by 6,352 · cited 1×
“Such organizations are often unusually dependent upon commitment and cohesion among employees and management and, hence, are especially vulnerable to employee turnover (e.g., Burns & Stalker, 1961; Kanter, 1977; Likert, 1967; Porter, Lawler & Hackman, 1975; Turner & Lawrence, 1964; Walton, 1980).”
BackgroundDenning, P. J. (1983) · Communications of the ACM · doi:10.1145/358150.358154 · Cited by 3,927
(1970) · Cited by 3,618
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Cited by
Sorted by citations
Teachers, Schools, and Academic Achievement
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005) · Econometrica · doi:10.1111/j.1468-0262.2005.00584.x · Cited by 4,501
Klassen, R. M., & Chiu, M. M. (2010) · Journal of Educational Psychology · doi:10.1037/a0019237 · Cited by 2,865
Teacher self-efficacy and teacher burnout: A study of relations
Skaalvik, E. M., & Skaalvik, S. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.11.001 · Cited by 1,787
“Several studies indicate that job satisfaction is one of the most important factors influencing teachers' relations to students (Van den Berg, 2002), teachers' enthusiasm (Chen, 2007) as well as teacher retention (Ingersoll, 2001).”
BackgroundWhat Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?
Smith, T. M., & Ingersoll, R. M. (2004) · American Educational Research Journal · doi:10.3102/00028312041003681 · Cited by 1,766
“In previous analyses using the 1990–1991 SASS we examined the distribution of effective assistance for new teachers and the effects of the distribution on overall teacher turnover (Ingersoll, 2000, 2001).”
BackgroundMethodResultInfluentialSelf-citationIngersoll, R. M., & Strong, M. (2011) · Review of Educational Research · doi:10.3102/0034654311403323 · Cited by 1,506
“That the effects of induction on retention vary by setting is borne out by Ingersoll & Smith’s (2004b) disaggregated analysis of national data.”
BackgroundMethodInfluentialSelf-citationSkaalvik, E. M., & Skaalvik, S. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2011.04.001 · Cited by 1,813
“The shortage of well-qualified teachers is a significant problem in many countries (Ingersoll, 2001; Loeb, Darling-Hammond, & Luczak, 2005).”
BackgroundTeacher Recruitment and Retention: A Review of the Recent Empirical Literature
Guarino, C. M., Santibáñez, L., & Daley, G. A. (2006) · Review of Educational Research · doi:10.3102/00346543076002173 · Cited by 1,352
“More than half of all teacher turnover consists of migration from one school to another (Ingersoll, 2001a).”
BackgroundMethodResultInfluentialHow teacher turnover harms student achievement
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013) · American Educational Research Journal · doi:10.3102/0002831212463813 · Cited by 1,324
“…within 5 years, and the turnover rate is about 50% higher in high-poverty schools as compared to more affluent ones (Darling-Hammond & Sykes, 2003; Ingersoll, 2001, 2003).1 Teacher turnover rates also tend to be higher in urban and lower-performing schools (Hanushek, Kain, & Rivkin, 1999).”
BackgroundResultInfluentialTeacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research
Borman, G. D., & Dowling, N. M. (2008) · Review of Educational Research · doi:10.3102/0034654308321455 · Cited by 1,429
“Finally, though Ingersoll (2001a) pointed out that less is known regarding the relationships between attrition and the organizational characteristics of schools, we attempted to locate literature that documented the roles that various attributes of school organization and culture can play in…”
BackgroundMethodResultInfluentialThe Wrong Solution to the Teacher Shortage.
Ingersoll, R. M., & Smith, T. M. (2003) · ScholarlyCommons (University of Pennsylvania) · Cited by 1,094
Self-citationTeacher job satisfaction: the importance of school working conditions and teacher characteristics
Toropova, A., Myrberg, E., & Johansson, S. (2020) · Educational Review · doi:10.1080/00131911.2019.1705247 · Cited by 1,393
KEEPING GOOD TEACHERS: WHY IT MATTERS, WHAT LEADERS CAN DO
Darling‐Hammond, L. (2003) · Educational leadership · Cited by 871
Hong, J. Y. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.06.003 · Cited by 967
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811211401004 · Cited by 822
“Moving through what Richard Ingersoll (2001) dubbed the “revolving door,” early-career teachers steadily left schools in high-minority, high-poverty communities to work in schools in whiter, higher income communities, or to take jobs outside of education.”
BackgroundHerman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018) · Journal of Positive Behavior Interventions · doi:10.1177/1098300717732066 · Cited by 739
“The current research on teacher burnout and efficacy indicates that teachers may benefit from additional supports in classroom management and other areas to avoid having them leave the field early in their career (Ingersoll, 2001; Reinke et al., 2013).”
BackgroundA Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.
Sutcher, L., Darling‐Hammond, L., & Carver-Thomas, D. (2016) · doi:10.54300/247.242 · Cited by 725
Klassen, R. M., & Chiu, M. M. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.01.002 · Cited by 856
The Influence of School Administrators on Teacher Retention Decisions
Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011) · American Educational Research Journal · doi:10.3102/0002831210380788 · Cited by 710
“Using data from these surveys, Ingersoll (2001) explores some of the same aspects of working conditions that this article addresses.”
BackgroundMethodResultInfluentialTeacher Turnover: Why It Matters and What We Can Do About It
Carver-Thomas, D., & Darling‐Hammond, L. (2017) · doi:10.54300/454.278 · Cited by 704
Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013) · Mind, Brain, and Education · doi:10.1111/mbe.12026 · Cited by 682
“…Address correspondence to Lisa Flook, Center for Investigating Healthy Minds, Waisman Laboratory for Brain Imaging & Behavior, University of Wisconsin-Madison, 1500 Highland Ave., Madison, WI 53705; e-mail: flook@wisc.edu schools over the past decade (Aud et al., 2011; Ingersoll, 2001).”
BackgroundHow Teaching Conditions Predict Teacher Turnover in California Schools
Loeb, S., Darling‐Hammond, L., & Luczak, J. (2005) · Peabody Journal of Education · doi:10.1207/s15327930pje8003_4 · Cited by 656
“Some analysts have argued that quit and transfer decisions are the largest component of teacher supply problems, as the lion’s share of attrition stems from nonretirement choices (Ingersoll, 2001; NCTAF, 2003).”
BackgroundInfluentialThe Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription
Ingersoll, R. M. (2002) · NASSP Bulletin · doi:10.1177/019263650208663103 · Cited by 586
“I also closely examined data on the reasons teachers themselves gave for their departure (Ingersoll, 2001).”
BackgroundSelf-citationWolters, C. A., & Daugherty, S. G. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.1.181 · Cited by 586
“This explanation may be especially important to consider with teaching because it has a high rate of attrition for those newly entering the profession (Ingersoll, 2001).”
BackgroundDo Teacher Induction and Mentoring Matter?
Ingersoll, R. M., & Smith, T. M. (2004) · NASSP Bulletin · doi:10.1177/019263650408863803 · Cited by 610
Self-citationTeacher Quality, Opportunity Gap, and National Achievement in 46 Countries
Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007) · Educational Researcher · doi:10.3102/0013189x07308739 · Cited by 565
“In the United States, the focus on certification has been informed by research on out-of-field teaching (Ingersoll, 1999, 2001)3 and by comparative and international studies that identified the weaknesses in instructional practices and environments surrounding U.S. teachers in comparison with those…”
BackgroundTeacher Turnover in High-Poverty Schools: What We Know and Can Do
Simon, N. S., & Johnson, S. M. (2015) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811511700305 · Cited by 563
Challenges New Science Teachers Face
Davis, E. A., Petish, D., & Smithey, J. (2006) · Review of Educational Research · doi:10.3102/00346543076004607 · Cited by 577
“Almost 20% of teachers under the age of 30 leave the profession (Bobbitt, Leich, Whitener, & Lynch, 1994); the odds of these young teachers departing their teaching jobs are 171% higher than are the odds for middle-aged teachers (Ingersoll, 2001).”
BackgroundSuccessful School Leadership: What It Is and How It Influences Pupil Learning
Leithwood, K. A., Day, C. W., Sammons, P., Harris, A., & Hopkins, D. (2006) · Cited by 553
Job demands and job resources as predictors of teacher motivation and well-being
Skaalvik, E. M., & Skaalvik, S. (2018) · Social Psychology of Education · doi:10.1007/s11218-018-9464-8 · Cited by 791
“Research during the last two decades shows that teacher attrition is a serious problem in many countries (Chang 2009; Hong 2010; Ingersoll 2001; Köber et al. 2005; McDonald 1999).”
Darling‐Hammond, L., & Sykes, G. (2003) · Education Policy Analysis Archives · doi:10.14507/epaa.v11n33.2003 · Cited by 536
“Especially for hard-to- staff schools, the largest exodus is by newer teachers who are dissatisfied with working conditions or have had insufficient preparation for what they face in classrooms (Ingersoll, 2001; Henke, et al., 2000).”
BackgroundInfluentialOn Making Determinations of Quality in Teaching
Fenstermacher, G. D., & Richardson, V. (2004) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2005.00462.x · Cited by 497
Recruiting and Retaining High-Quality Teachers in Rural Areas
Monk, D. H. (2007) · The Future of Children · doi:10.1353/foc.2007.0009 · Cited by 498
Hong, J. Y. (2012) · Teachers and Teaching · doi:10.1080/13540602.2012.696044 · Cited by 586
“They further listed reasons for dissatisfaction, which include poor salary, student discipline problems, poor administrative support, poor student motivation and a lack of faculty influence (Ingersoll, 2001, 2003; Ingersoll & Smith, 2003).”
BackgroundInfluentialJob Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?
Skaalvik, E. M., & Skaalvik, S. (2015) · International Education Studies · doi:10.5539/ies.v8n3p181 · Cited by 530
“Research also reveals that teacher attrition (the departure of teachers from their teaching jobs) has become a global problem (Chang, 2009; Hong, 2010; Ingersoll, 2001).”
BackgroundThe Ties that Bind: Social Networks, Person-Organization Value Fit, and Turnover Intention
Moynihan, D. P., & Pandey, S. K. (2007) · Journal of Public Administration Research and Theory · doi:10.1093/jopart/mum013 · Cited by 462
Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for “Hard-to-Staff” Schools
Achinstein, B., Ogawa, R. T., Sexton, D. M., & Freitas, C. J. (2010) · Review of Educational Research · doi:10.3102/0034654309355994 · Cited by 446
“teaching altogether (Ingersoll, 2001b; S. M. Johnson et al., 2005).”
BackgroundMethodResultInfluentialTsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010) · Educational Psychology · doi:10.1080/01443410903494460 · Cited by 456
“Identifying emotional exhaustion as a significant contributor to teacher turnover intentions may spark new approaches in the study of teacher turnover and retention (Ingersoll, 2001).”
BackgroundSkaalvik, E. M., & Skaalvik, S. (2016) · Creative Education · doi:10.4236/ce.2016.713182 · Cited by 577
“Although the quality of education is emphasized globally many countries experience a shortage of qualified teachers (e.g., Ingersoll, 2001; Hong, 2012).”
BackgroundUnderstanding teacher shortages: An analysis of teacher supply and demand in the United States
Sutcher, L., Darling‐Hammond, L., & Carver-Thomas, D. (2019) · Education Policy Analysis Archives · doi:10.14507/epaa.27.3696 · Cited by 607
Desimone, L. M., & Floch, K. C. L. (2004) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737026001001 · Cited by 423
Is There Really a Teacher Shortage?
Ingersoll, R. M. (2003) · PsycEXTRA Dataset · doi:10.1037/e382722004-001 · Cited by 422
“Over the past decade I have undertaken a series of research projects using SASS/ TFS to examine a range of issues concerned with teacher supply, demand, and quality (e.g., Ingersoll 1995, 1999, 2001a, 2003b).”
BackgroundMethodResultInfluentialSelf-citationWang, H., Hall, N. C., & Rahimi, S. (2015) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.12.005 · Cited by 529
The role of passion for teaching in intrapersonal and interpersonal outcomes.
Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008) · Journal of Educational Psychology · doi:10.1037/a0012545 · Cited by 419
“Daily difficulties teachers face include stress (Wilhelm, Dewhurst-Savellis, & Parker, 2000), inadequate support from the school administration, student discipline problems, and low salaries (Ingersoll, 2001).”
BackgroundHandbook of school violence and school safety: From research to practice.
Jimerson, S. R., & Furlong, M. J. (2006) · Cited by 408
Robertson‐Kraft, C., & Duckworth, A. L. (2014) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811411600306 · Cited by 426
“Rates of teacher turnover are much higher among novice teachers (Ingersoll, 2001) and, further, those who remain in the profession improve in effectiveness in their first few years (Henry, Bastian, & Fortner, 2011), suggesting that the experience of novice teachers may differ in important ways from…”
The trouble with teacher turnover: How teacher attrition affects students and schools
Carver-Thomas, D., & Darling‐Hammond, L. (2019) · Education Policy Analysis Archives · doi:10.14507/epaa.27.3699 · Cited by 396
“These high mobility rates can exacerbate hiring difficulties and undermine school improvement efforts as school leaders seek to attract new teachers year after year (Ingersoll, 2001).”
BackgroundTeacher Retention and Attrition: Views of Early Career Teachers
Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P. F., & Louviere, J. J. (2013) · The Australian journal of teacher education · doi:10.14221/ajte.2013v38n3.9 · Cited by 392
“Concerns have been raised that teacher experience and knowledge may be lost to the profession through attrition and retirement (Ramsey, 2000; Ingersoll, 2001; Williams, 2002; McGaw, 2003; Lonsdale & Ingvarson, 2003; Skilbeck & Connell, 2003, 2004).”
BackgroundRyan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.03.016 · Cited by 367
“Teacher attrition is a widely acknowledged challenge facing the teaching profession in the United States, and some studies estimate that as many as 40e50% of new teachers depart in their first five years of teaching (DarlingHammond, 2010; Ingersoll, 2001).”
BackgroundInfluentialResilience strategies for new teachers in high-needs areas
Castro, A., Kelly, J., & Shih, M. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.09.010 · Cited by 366
‘Should I stay or should I go?’: unpacking teacher attrition/retention as an educational issue
Kelchtermans, G. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1379793 · Cited by 353
Aldridge, J. M., & Fraser, B. J. (2015) · Learning Environments Research · doi:10.1007/s10984-015-9198-x · Cited by 454
Malinen, O., & Savolainen, H. K. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.08.012 · Cited by 361
The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
Ingersoll, R. M., & May, H. (2012) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373712454326 · Cited by 344
“In contrast to this historical focus on understanding the factors that attract individuals to teaching and the means to recruit new candidates into the occupation, there has been relatively less attention paid to the role of teacher turnover, migration, mobility, and attrition in these staffing problems (Hirsch et al.…”
BackgroundSelf-citationThe Socialization of Teachers in Physical Education: Review and Recommendations for Future Works
Richards, K. A., Templin, T. J., & Graber, K. (2014) · Kinesiology Review · doi:10.1123/kr.2013-0006 · Cited by 311
The Impact of Mentoring on Teacher Retention: What the Research Says
Ingersoll, R. M., & Kralik, M. (2004) · Cited by 328
Self-citationSchool Organizational Contexts, Teacher Turnover, and Student Achievement
Kraft, M. A., Marinell, W. H., & Yee, D. (2016) · American Educational Research Journal · doi:10.3102/0002831216667478 · Cited by 426
“to illustrate that organizational factors such as school leadership and student discipline were predictive of teacher retention decisions (Shen, 1997; Weiss, 1999; Ingersoll, 2001).”
BackgroundInfluentialTeacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008) · Exceptional Children · doi:10.1177/001440290807500101 · Cited by 303
“At the policy level, NCTAF (2003) recommended downsizing schools, offering federal financial incentives for attracting teachers into high-shortage areas, and higher teacher compensation—all of which are designed to reduce teacher turnover.”
BackgroundInfluentialSkaalvik, E. M., & Skaalvik, S. (2017) · Social Psychology of Education · doi:10.1007/s11218-016-9363-9 · Cited by 417
Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color
Carver-Thomas, D. (2018) · doi:10.54300/559.310 · Cited by 305
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.07.012 · Cited by 299
Teachers’ classroom discipline and student misbehavior in Australia, China and Israel
Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2005.05.008 · Cited by 296
(2009) · Cited by 293
The Cost of Teacher Turnover in Five School Districts: A Pilot Study.
Barnes, G. T., & Crowe, E. (2007) · Cited by 292
Recruitment, Retention, and the Minority Teacher Shortage
Ingersoll, R. M., & May, H. (2011) · doi:10.12698/cpre.2011.rr69 · Cited by 295
“Because it has been found to have a U-shaped relationship to turnover (Ingersoll, 2001), we transform age into a three-category set of dummy variables—younger (less than 30), middle-aged (31-50), and older (greater than 50).”
MethodSelf-citationGrissom, J. A. (2011) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811111301102 · Cited by 292
“Note that these numbers are substantially lower than those calculated by Ingersoll (2001), who looked at data from a previous iteration of TFS and who based his calculations on whether or not teachers cited staffing decisions as one of the top three contributors to the turnover decision, not just…”
BackgroundResultInfluentialSkaalvik, E. M., & Skaalvik, S. (2020) · Teachers and Teaching · doi:10.1080/13540602.2021.1913404 · Cited by 441
From Glass Ceiling to Glass Cliff: Women in Senior Executive Service
Sabharwal, M. (2013) · Journal of Public Administration Research and Theory · doi:10.1093/jopart/mut030 · Cited by 355
The Hidden Costs of Teacher Turnover
Sorensen, L. C., & Ladd, H. F. (2020) · AERA Open · doi:10.1177/2332858420905812 · Cited by 284
“Student outcomes will be adversely affected, for example, if turnover leads to a mix of teachers with weaker average qualifications, a set of teachers with limited experience working together toward the school’s educational mission, or if the school is unable to replace all the teachers who leave (Ingersoll, 2001).”
BackgroundPayne, A. A., Gottfredson, D. C., & Gottfredson, G. D. (2003) · Criminology · doi:10.1111/j.1745-9125.2003.tb01003.x · Cited by 284
Pre-Service Teacher Training in Classroom Management
Freeman, J., Simonsen, B. M., Briere, D. E., & MacSuga‐Gage, A. S. (2013) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406413507002 · Cited by 285
“…are listed consistently among factors that influence teachers’ decisions to leave (Boyd et al., 2011; Feng, 2009; Henke, Zahn, & Carroll, 2001; Ingersoll, 2001; Ingersoll, Merril, & May, 2012; Johnson & Birkeland, 2003; Kukla-Acevedo, 2009; Luekens, Lyter, Fox, & Changler, 2004; Torres,…”
Background(2009) · Routledge eBooks · doi:10.4324/9780203878767-7 · Cited by 281
“What has been referred to as ‘‘leakage in the teacher education pipeline’’ or, more commonly, as teacher attrition is partially responsible for the shortages of fully qualified teachers in classrooms (Ingersoll, 2001).”
BackgroundLiu, X. S., & Ramsey, J. (2008) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.11.010 · Cited by 278
Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research
Kini, T., & Podolsky, A. (2016) · doi:10.54300/625.642 · Cited by 294
The correlates of teacher turnover: An updated and expanded Meta-analysis of the literature
Nguyen, T. D., Pham, L. D., Crouch, M., & Springer, M. G. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100355 · Cited by 305
Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools
Torres, D. G. (2019) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2018.12.001 · Cited by 258
Does teaching experience increase teacher effectiveness? A review of US research
Podolsky, A., Kini, T., & Darling‐Hammond, L. (2019) · Journal of Professional Capital and Community · doi:10.1108/jpcc-12-2018-0032 · Cited by 371
Why Do They Stay? Elementary Teachers' Perceptions of Job Satisfaction and Retention
Perrachione, B. A., Rosser, V. J., Petersen, G. J., & Obispo, S. L. (2008) · Cited by 258
Is the Supply of Mathematics and Science Teachers Sufficient?
Ingersoll, R. M., & Perda, D. (2010) · American Educational Research Journal · doi:10.3102/0002831210370711 · Cited by 252
“In this earlier work, we have offered an alternative hypothesis and perspective to the contemporary teacher shortage thesis to explain the staffing problems encountered by many schools (see Figure 1; for summaries, see Ingersoll, 2001, 2003).”
BackgroundSelf-citationStockard, J., & Lehman, M. B. (2004) · Educational Administration Quarterly · doi:10.1177/0013161x04268844 · Cited by 248
“in settings where they have greater influence over school policy, greater control over their own classroom, more effective administrators, and a mentoring system that provides support in their initial years of teaching being both more satisfied and more likely to stay in the field (Billingsley, 1993; Bryk et al., 1990…”
BackgroundRelating early childhood teachers’ working conditions and well-being to their turnover intentions
Grant, A. A., Jeon, L., & Buettner, C. K. (2019) · Educational Psychology · doi:10.1080/01443410.2018.1543856 · Cited by 311
“The organizational theory of turnover explains how teachers’ working conditions affect their beliefs about their job and their career, which in turn affects their intentions to leave, particularly spurring them to move to another job (Ingersoll, 2001).”
BackgroundA qualitative study of the sources and impact of stress among urban teachers.
Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011) · School Mental Health · doi:10.1007/s12310-011-9051-z · Cited by 247
“Interestingly, although the literature identifies lack of rewards (e.g., monetary, status and recognition, opportunities for advancement) as a common predictor of teacher stress, those issues did not emerge in the context of these interviews (see Ingersoll, 2001 ).”
BackgroundExplaining Turnover Intention in State Government
Moynihan, D. P., & Landuyt, N. (2008) · Review of Public Personnel Administration · doi:10.1177/0734371x08315771 · Cited by 245
“Indeed, Ito (2003) argues that the reverse outcome is likely and offers evidence that investments Moynihan, Landuyt / Turnover Intention in State Government 127 in staff training increase employee marketability and make it more likely that the employee will leave.”
Schaack, D. D., Le, V., & Stedron, J. M. (2020) · Early Education and Development · doi:10.1080/10409289.2020.1791648 · Cited by 259
Learner-Centered Design of Computing Education: Research on Computing for Everyone
Guzdial, M. (2015) · Synthesis lectures on human-centered informatics · doi:10.2200/s00684ed1v01y201511hci033 · Cited by 260
Hughes, G. D. (2012) · The Journal of Educational Research · doi:10.1080/00220671.2011.584922 · Cited by 251
“The statistically significant association between years of teaching experience and teacher retention support the findings from previous researchers that age is a factor in teacher retention (Adams, 1996; Hanushek et al., 2004; Ingersoll, 2001; Kirby, 1991; Murnane et al., 1989).”
BackgroundResultInfluentialPay, Working Conditions, and Teacher Quality
Hanushek, E. A., & Rivkin, S. G. (2007) · The Future of Children · doi:10.1353/foc.2007.0002 · Cited by 247
Does My Boss's Gender Matter? Explaining Job Satisfaction and Employee Turnover in the Public Sector
Grissom, J. A., Nicholson‐Crotty, J., & Keiser, L. R. (2012) · Journal of Public Administration Research and Theory · doi:10.1093/jopart/mus004 · Cited by 252
Teacher stress interventions: A systematic review
von der Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019) · Psychology in the Schools · doi:10.1002/pits.22279 · Cited by 241
Principal Preferences and the Uneven Distribution of Principals Across Schools
Loeb, S., Kalogrides, D., & Horng, E. L. (2010) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373710369833 · Cited by 243
“Overall, these results suggest that student demographics may be proxies for working conditions when principals express their preferences for schools—a conclusion that parallels analyses of teachers’ preferences (see Boyd et al., 2009; Horng, 2009; Ingersoll, 2001).”
ResultThe effects of working conditions on teacher retention
Geiger, T. J., & Pivovarova, M. (2018) · Teachers and Teaching · doi:10.1080/13540602.2018.1457524 · Cited by 240
Whatever it takes: How beginning teachers learn to survive
Maistre, C. L., & Paré, A. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.06.016 · Cited by 236
Early career teacher attrition: intentions of teachers beginning
Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., McKenzie-Robblee, S., & Wnuk, S. (2015) · Teaching Education · doi:10.1080/10476210.2014.996746 · Cited by 235
“…Long, & Clandinin, 2012), we realized a large portion of it came from North America (Borman & Dowling, 2008; Clandinin, Downey, & Huber, 2009; Ingersoll, 2001; Ingersoll & Merrill, 2012; Johnson, Kraft, & Papay, 2012); however, we also noted a pattern of early career teacher attrition on an…”
BackgroundBoyd, D. J., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2010) · Journal of Policy Analysis and Management · doi:10.1002/pam.20545 · Cited by 234
Who Leaves? Teacher Attrition and Student Achievement
Boyd, D. J., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008) · National Bureau of Economic Research · doi:10.3386/w14022 · Cited by 230
“Recent research has dramatically increased our understanding of teacher retention (e.g., Ingersoll, 2001, 2004; Ingersoll and Kralik, 2004; Ingersoll & Smith, 2003 and 2004; Hanushek, Kain and Rivkin, 2004; Johnson, 2004; Boyd, Lankford, Loeb, & Wyckoff, 2005; Loeb, DarlingHammond, & Luczak, 2005).”
Teachers' well-being and job satisfaction: the important role of positive emotions in the workplace
Dreer, B. (2024) · Educational Studies · doi:10.1080/03055698.2021.1940872 · Cited by 233
“…repeatedly pointed out that low job satisfaction is predictive of teachers’ intention to leave a particular school or even the profession (Claeys 2011; Liu and Ramsey 2008; Evans 2001; Ingersoll 2001; O’Reilly 2014; Toropova, Myrberg, and Johansson 2020; Perrachione, Rosser, and Petersen 2008).”
BackgroundImproving the School Environment to Reduce School Violence: A Review of the Literature*
Johnson, S. L. (2009) · Journal of School Health · doi:10.1111/j.1746-1561.2009.00435.x · Cited by 252
Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09567-x · Cited by 335
“For instance, there is research evidence proves that teacher turnover negatively affects student engagement and achievement as well as school leadership and the dynamics of the professional community (Guin 2004; Ingersoll 2001; Ronfeldt et al. 2013).”
BackgroundResultInfluentialOn Their Own and Presumed Expert: New Teachers’ Experience with Their Colleagues
Kardos, S. M., & Johnson, S. M. (2007) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810710900903 · Cited by 223
“…Center for Education Statistics Schools and Staffing Survey data from 1990-1991 and the subsequent Teacher Followup Survey from 1991-1992, Richard Ingersoll (2001b) challenged the prevailing belief that school staffing problems are primarily due to teacher shortages resulting from large scale,…”
BackgroundInfluentialThe role of relational resilience in teachers’ career-long commitment and effectiveness
Gu, Q. (2014) · Teachers and Teaching · doi:10.1080/13540602.2014.937961 · Cited by 265
Violence Against Teachers: Prevalence and Consequences
Wilson, C. M., Douglas, K. S., & Lyon, D. R. (2010) · Journal of Interpersonal Violence · doi:10.1177/0886260510383027 · Cited by 217
“Furthermore, teachers have cited an unsafe work environment as a reason for leaving the profession completely (Ingersoll, 2001).”
Background
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
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