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
Items 1,001–1,100 of 2,990
Li, L., Zhu, H., & Li, H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.894688 · Cited by 31
“Raising the level of teacher commitment can improve students’ academic performance (Ingersoll, 2001).”
BackgroundHow to Increase Teacher Performance through Engagement and Work Efficacy
Mișu, S. I., Radu, C., Deaconu, A., & Toma, S. (2022) · Sustainability · doi:10.3390/su141610167 · Cited by 16
“A more competitive environment is generally useful, which is in line with previous literature [84,85].”
BackgroundResultWiens, P. D., Beck, J. S., Hinton, K., et al. (2023) · The Educational Forum · doi:10.1080/00131725.2023.2207106 · Cited by 16
“…with important concepts such as teaching performance (Renzulli et al., 2011); effort and self-efficacy (Caprara et al., 2003; Tschannen-Moran & Woolfolk Hoy, 2007); and retention (Ingersoll, 2001; Kardos & Johnson, 2007; Klassen et al., 2011), the value of teacher leadership to schools is clear.”
BackgroundYurt, E. (2023) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.3291 · Cited by 16
“Thus, the quality of education children receive is often closely linked to the quality of their teachers (Ingersoll, 2001; Kini & Podolsky, 2016).”
BackgroundWang, F., & Wang, Z. (2023) · Journal of Organizational Change Management · doi:10.1108/jocm-04-2023-0137 · Cited by 16
Why Teachers Remain Teaching in Rural Districts: Listening to the Voices from the Field
Leech, N. L., Haug, C. A., Rodriguez, E., & Gold, M. (2022) · The Rural Educator · doi:10.55533/2643-9662.1340 · Cited by 17
Examining study attrition: Implications for experimental research on professional development
Kubitskey, B. W., Vath, R. J., Johnson, H., et al. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2011.11.008 · Cited by 16
Rice, J. K. (2008) · Education Finance and Policy · doi:10.1162/edfp.2008.3.2.151 · Cited by 16
Talkin’ bout my generation: Boomers, Xers, and educational change
Stone‐Johnson, C. (2011) · Journal of Educational Change · doi:10.1007/s10833-011-9160-3 · Cited by 16
“We know a little about why people become teachers; that research is not covered here, although the participants did talk about it. We also have some idea about why they leave ( Ingersoll 2001 ).”
BackgroundUnderstanding teacher turnover in two charter schools: principal dispositions and practices
Bickmore, D. L., & Dowell, M.-M. S. (2018) · International Journal of Leadership in Education · doi:10.1080/13603124.2018.1481528 · Cited by 16
“Several factors impact teacher turnover, in particular working conditions and school context (Allensworth, Ponisciak, & Mazzeo, 2009; Ingersoll, 2001; Johnson, Kraft, & Papay, 2012; Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005; Smith & Ingersoll, 2004).”
Chen, S. (2018) · The Elementary School Journal · doi:10.1086/700279 · Cited by 16
“, 2004), as well as collective responsibility for change (Ingersoll, 2001).”
BackgroundInfluentialBrantlinger, A. (2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681211051996 · Cited by 16
“Finally, the study results also can help to improve retention strategies by confirming prior results about the relationship between teacher retention and certain features of school climate, including administrator support and high-stakes accountability (Boyd et al., 2008; Grant & Brantlinger, in press; Ingersoll, 2001…”
BackgroundResultInfluentialAustralian teachers' perceptions of effectiveness in a performative culture
Simpson, A., Day, C. W., Goulding, J., et al. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103542 · Cited by 16
Noel, T. K., & Finocchio, B. (2021) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2021.100112 · Cited by 16
The causes and effects of English teachers’ turnover: A case from Afghanistan
Khawary, O., & Ali, S. (2015) · Improving Schools · doi:10.1177/1365480214566280 · Cited by 16
“Teachers’ turnover is described as the departure of teachers from their teaching jobs (Ingersoll, 2001).”
BackgroundMaking Progress in U.S. Mathematics Education: Lessons Learned—Past, Present, and Future
Hoover, M. N., & Ball, D. L. (2013) · Springer eBooks · doi:10.1007/978-1-4614-6977-3_2 · Cited by 17
Negotiating White science in a racially and ethnically diverse United States
Dunac, P. S., & Demir, K. (2016) · Educational Review · doi:10.1080/00131911.2016.1150255 · Cited by 19
Castillo, J. M., March, A. L., Tan, S. Y., et al. (2016) · Journal of Applied School Psychology · doi:10.1080/15377903.2016.1207736 · Cited by 16
“Related to missing data, staff turnover in participating schools represents a limitation in terms of internal validity; however, staff turnover is common in education (Ingersoll, 2001).”
BackgroundNguyen, L. T., & Shao, Y. (2019) · The South East Asian Journal of Management · doi:10.21002/seam.v13i1.9996 · Cited by 16
“Particularly in Asia, women are considered more appropriate for household tasks, such as child care, emotional nurturance and household management (Ingersoll, 2001; Luekens, et al., 2004; Džanić, 2009; Miller, et al., 1992).”
BackgroundCrouch, M., & Nguyen, T. D. (2020) · Journal of School Choice · doi:10.1080/15582159.2020.1736478 · Cited by 20
“Following prior works, we first combine urban and suburban areas into one category, denoted as urban-suburban (e.g., Ingersoll, 2001; Sun, Saultz, & Ye, 2017).”
MethodEducation for Everyday People: Obstacles and Opportunities Facing the Obama Administration
Ladson-Billings, G. J. (2009) · Harvard Educational Review · doi:10.17763/haer.79.2.p55341pmq0822713 · Cited by 16
The Role of Mentors of Preservice and Inservice Teachers
Blase, J. (2009) · Springer eBooks · doi:10.1007/978-0-387-73317-3_11 · Cited by 16
Economic Approaches to Teacher Recruitment and Retention
Loeb, S., & Myung, J. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.01251-3 · Cited by 16
“In a synthesis of 10 empirical studies, Ingersoll and Kralik (2004) found empirical support for the claim that mentoring programs have a positive impact on teachers and their retention.”
BackgroundConstructing professional identities: the role of school climate in early-career university teachers
Eren, E. U., & Atay, D. (2025) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-025-00329-w · Cited by 21
“Such research is essential for understanding the factors that contribute to teacher retention and perceived effectiveness (Hong et al., 2018; Ingersoll, 2001; Morris & Imms, 2021).”
Mid-Career Teacher Retention: Who Intends to Stay, Where, and Why?
Gimbert, B., & Kapa, R. R. (2022) · Journal of Education Human Resources · doi:10.3138/jehr-2020-0037 · Cited by 16
Retaining novice teachers: The meaning and measure of ecological school culture construct
Zavelevsky, E., Benoliel, P. S., & Shapira‐Lishchinsky, O. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103783 · Cited by 15
McCluskey, M. S. (2023) · Journal of Education · doi:10.1177/00220574231190925 · Cited by 20
“Teacher beliefs about in fl uence and autonomy seem to have grown to include school leaders, which research points to as one of the most signi fi cant predictors of turnover (e.g., Boyd et al., 2011; Ingersoll, 2001).”
BackgroundLochmiller, C. R., Perrone, F., & Finley, C. (2024) · Education Sciences · doi:10.3390/educsci14050545 · Cited by 15
Who is the effective teacher? Perceptions of early career English teachers in Israel
Carmel, R., & Badash, M. (2019) · Language Learning Journal · doi:10.1080/09571736.2019.1656767 · Cited by 14
“As new teachers move from being ‘students of teaching’ to ‘teachers of students’ (Ingersoll 2001; Ingersoll and Smith 2004), they have to cope with mastering content knowledge and becoming acquainted with the school system and its context while overcoming their fears, weaknesses, and apprehensions…”
BackgroundThe Relationship between Teachers and School Professional Staff’s Retention and Managerial Styles
Santos, L. M. D. (2020) · Journal of Education and e-Learning Research · doi:10.20448/journal.509.2020.71.42.48 · Cited by 15
“Based on these factors, the turnover at international schools is found to be much higher than at local schools (Ingersoll, 2001; Ingersoll, 2003; Ingersoll.”
BackgroundSantos, L. M. D. (2020) · Journal of Education and e-Learning Research · doi:10.20448/journal.509.2020.72.116.121 · Cited by 15
“Besides, the departures of qualified and senior-level professionals may reduce overall performances as it would be difficult to establish team morale (Ingersoll, 2001).”
BackgroundRedding, C., & Smith, T. M. (2019) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811912101107 · Cited by 15
“Six variables are used to characterize working conditions that have been used in previous research: class size and hours teaching per week, principal reports of student behavior, and teacher reports of principal effectiveness, staff collegiality, and faculty influence (Ingersoll, 2001).”
MethodOn Making Determinations of Quality in Teaching
Fenstermacher, G. D., & Richardson, V. (2005) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810510700113 · Cited by 15
“9 This conclusion, we believe, is quite consistent with the approach and recommendations made by David Berliner and Bruce Biddle (1995) in The Manufactured Crisis (see also Ingersoll, 2001, for an organizational theory analysis of supply and demand of teachers).”
ResultBeymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2022) · The Journal of Experimental Education · doi:10.1080/00220973.2022.2039997 · Cited by 20
“In particular, using a nationally representative dataset comprised of over 6,000 secondary and elementary school teachers, Ingersoll (2001) found that schools with high levels of support from leadership had lower rates of teacher attrition.”
BackgroundMethodOkubanjo, A. (2014) · Higher education of social science · doi:10.3968/5304 · Cited by 15
“(Ingersoll, 2001) discovered that the rate of turnover on account of retirement is relatively low when compared to turnover associated with other factors, such as job dissatisfaction, and pursuing other jobs.”
BackgroundIntradistrict Resource Allocation: Key Findings and Policy Implications
Houck, E. A. (2010) · Education and Urban Society · doi:10.1177/0013124510380234 · Cited by 15
“Teachers who are underqualified are often those that are new to the profession (Ingersoll, 2001).”
BackgroundOn the Outs: Learning Styles, Resistance to Change, and Teacher Retention
Overbay, A., Patterson, A. S., & Grable, L. L. (2009) · Cited by 15
Perceptions of mental workload in Dutch university employees of different ages: a focus group study
Bös, J., Donders, N. C. G. M., van der Velden, K., & van der Gulden, J. W. (2013) · BMC Research Notes · doi:10.1186/1756-0500-6-102 · Cited by 19
“However, in order to preserve sufficient and well performing staff it is necessary to consider the demands from both education and research upon the employees: high workload and long hours are associated with diminished health [17,18], and the intention to leave [43], leading to drop out of employees.”
BackgroundDonaldson, M. L. (2008) · Cited by 15
Curriculum, crisis and the work and well-being of Icelandic upper secondary school teachers
Ragnarsdóttir, G., & Jóhannesson, I. Á. (2014) · Education Inquiry · doi:10.3402/edui.v5.24045 · Cited by 15
“It is well known that stress can lead to burnout (Evans, 2001; Montgomery and Rupp, 2005; Ingersoll, 2001) and decreased occupational well-being and well-being of individuals (Doble and Santha, 2008; Houtman and Jettinghoff, 2007).”
BackgroundResultInfluentialWhy Agricultural Educators Remain in the Classroom
Crutchfield, N., Ritz, R. A., & Burris, S. (2013) · Journal of Agricultural Education · doi:10.5032/jae.2013.02001 · Cited by 15
“Loss of those teachers compromises the quality of instruction and results in a negative effect on student performance (Allen, 2005; Ingersoll, 2001).”
BackgroundFuture Teachers Clubs and the socialization of pre-service and early career teachers, 1953–2015
Forseille, A., & Raptis, H. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.06.013 · Cited by 15
The Caterpillar Game: A SW-PBIS Aligned Classroom Management System
Floress, M. T., & Jacoby, A. L. (2016) · Journal of Applied School Psychology · doi:10.1080/15377903.2016.1229706 · Cited by 15
“Teachers who endure ongoing behavior challenges are more likely to leave the field of education (Evers et al., 2004; Ingersoll, 2001; Ingersoll, 2002), which is a costly alternative to training teachers to use strategies that prevent and decrease student problem behaviors.”
BackgroundAlbright, J. L., Safer, L. A., Sims, P. A., et al. (2017) · The international journal of educational leadership preparation · Cited by 15
Horton, T. (2013) · UTA ResearchCommons (University of Texas Arlington) · Cited by 15
The Push and Pull of School Performance: Evidence from Student Mobility in New Orleans
Maroulis, S. J., Santillano, R., Jabbar, H., & Harris, D. N. (2019) · American Journal of Education · doi:10.1086/702734 · Cited by 17
“This approach could also be used to analyze other flows of people or resources between schools, including teachers, where studies also normally focus on push factors only (e.g., Allensworth, Ponisciak, and Mazzero 2009; Boyd, Grossman, Lankford, Loeb, and Wyckoff 2008; Ingersoll 2001; Kukla-Acevedo 2009).”
BackgroundGulosino, C. A., Ni, Y., & Rorrer, A. K. (2019) · American Journal of Education · doi:10.1086/704096 · Cited by 15
The Impact of School-Based Financial Incentives on Teachers’ Strategic Moves: A Descriptive Analysis
Fulbeck, E. S., & Richards, M. P. (2015) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811511700908 · Cited by 15
“This is unfortunate because it has been well established in the research literature (e.g., Clotfelter et al., 2008; Darling-Hammond, 2001; Ingersoll, 2001) that teachers in certain subject areas, such as mathematics, physical science, special education, and bilingual education, have higher turnover…”
BackgroundMethodResultInfluentialAn Analysis of the Occupational Stress Factors Identified by Certified Teachers
Johannsen, S. E. (2011) · Cited by 15
Job Satisfaction of High School Science Teachers: Prevalence and Association with Teacher Retention.
Bozeman, T. D., Scogin, S. C., & Stuessy, C. L. (2013) · Cited by 15
Owings, W. A., Kaplan, L. S., Khrabrova, I., & Chappell, S. (2015) · NASSP Bulletin · doi:10.1177/0192636515571933 · Cited by 18
“Ingersoll (2002) observed that teacher turnover is strongly affected by their academic field with mathematics, science, and special education typically fields of highest turnover—thus generating the most openings for teachers.”
BackgroundAbc's of Keeping the Best: Attrition, Burnout, and Climate
Vanderslice, R. (2010) · Childhood Education · doi:10.1080/00094056.2010.10521412 · Cited by 15
“Ingersoll (2001) found that retirement accounts for 12% of total turnover of public and private teachers.”
BackgroundNo Margin, No Mission: Challenges for Catholic Urban Schools in the USA
O’Keefe, J. M., & Scheopner, A. J. (2007) · International handbooks of religion and education · doi:10.1007/978-1-4020-5776-2_2 · Cited by 15
Montgomery, J. M., Martin, T. L., Shooshtari, S., Stoesz, B., Heinrichs, D. J., North, S., Dodson, L., Senkow, Q., & Douglas, J. (2014) · Exceptionality Education International · doi:10.5206/eei.v23i1.7701 · Cited by 16
“…teachers identify challenging behaviours exhibited by all students as a primary reason for leaving the profession; in particular, school administrators report high rates of teacher attrition in the special education area and identify difficulty filling these specific positions (Ingersoll, 2001).”
Berends, M., & Garet, M. S. (2002) · Peabody Journal of Education · doi:10.1207/s15327930pje7704_3 · Cited by 16
“* Data from the Schools and Staffing Survey (SASS) have shown that teacher turnover is especially pronounced in high-poverty districts (Ingersoll, 2001).”
BackgroundTeachers Career Stages and Professional Development
Fessler, R., & Rice, E. K. H. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.00656-4 · Cited by 15
Relationship between Financial Stress, Moonlighting and Teacher AttritionPreprint
Koomson, I., Afful, B. J., & Villano, R. A. (2017) · SSRN Electronic Journal · doi:10.2139/ssrn.2995561 · Cited by 15
Do Male Workers Prefer Male Leaders? An Analysis of Principals' Effects on Teacher RetentionPreprint
Husain, A. N., Matsa, D. A., & Miller, A. R. (2018) · SSRN Electronic Journal · doi:10.3386/w25263 · Cited by 16
“…teachers have below average educational attainment, their exits nevertheless likely create challenges for school staffing and budgets that hurt students ’ academic performance (Ingersoll 2001; Barnes, Crowe, and Schaefer 2007; Ronfeldt, Loeb, and Wyckoff 2013; Hanushek, Rivkin, and Schiman 2016).”
Holliman, S. L. (2012) · doi:10.17077/etd.9vhk5vrj · Cited by 15
“Self-determination in learning processes may increase feelings of competence and meaning, and it may affect the educational environment, thereby increasing the teacher’s commitment to the classroom, building, and profession (Ingersoll, 2001).”
BackgroundInfluentialInitial development and validation of the Multidimensional Teacher Victimization Scale.
Yang, C., Fredrick, S. S., Nickerson, A. B., Jenkins, L. N., & Xie, J. (2019) · School Psychology · doi:10.1037/spq0000307 · Cited by 16
Teacher Crisis: Critical Events in the Mid-Career Stage
Cawte, K. (2020) · The Australian journal of teacher education · doi:10.14221/ajte.2020v45n8.5 · Cited by 14
“This only provides one part of the answer, or as Ingersoll (2001, 2002) argued, the symptom not the problem.”
Fessehatsion, P. W., & Peng, P. (2020) · International Journal of Research in Education and Science · doi:10.46328/ijres.1532 · Cited by 14
“Teacher attrition and retention are inseparable phenomena (Kelchtermans, 2017), and teacher attrition is defined as leaving the teaching profession for reasons other than retirement (Ingersoll, 2001).”
BackgroundJohnson, D. D. (2021) · Journal of Education Human Resources · doi:10.3138/jehr-2020-0017 · Cited by 16
STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA
Vidić, T., Đuranović, M., & Klasnić, I. (2021) · Problems of Education in the 21st Century · doi:10.33225/pec/21.79.657 · Cited by 22
“Student misbehaviour can also influence teacher self-efficacy (Hong, 2012), work satisfaction (Kengatharan, 2020) and resigning from the profession (Ingersoll, 2001).”
Background‘To teach or not to teach?’ An exploration of the career choices of educational professionals
Mombaers, T., Gasse, R. V., Vanlommel, K., & Petegem, P. V. (2023) · Teachers and Teaching · doi:10.1080/13540602.2023.2201425 · Cited by 14
“Previous research has mostly focused on the career choice to become a teacher (Hobson et al., 2005), the start of the teaching career (Ronfeldt & McQueen, 2017) and teacher attrition (e.g. Heffernan et al., 2022; Ingersoll, 2001; S. V. Ryan et al., 2017).”
BackgroundMethodInfluentialTran, H., Cunningham, K. M. W., Yelverton, V., Osworth, D., & Hardie, S. (2023) · NASSP Bulletin · doi:10.1177/01926365231198858 · Cited by 14
“While policymakers prioritize strategies of teacher recruitment (Simon & Johnson, 2015; Tickle et al., 2011), teacher turnover drives 90% of the demand of shortages (Ingersoll, 2001; Sutcher et al., 2016).”
BackgroundIngersoll, R. M., & Tran, H. (2023) · Phi Delta Kappan · doi:10.1177/00317217231212008 · Cited by 23
Self-citationAdmiraal, W. (2024) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2024.2318425 · Cited by 18
“In addition, the findings from a study conducted by Ingersoll (2001) suggested that creating a more positive school environment could also be a way to reinforce teacher retention.”
Dawes, M., Sterrett, B. I., Brooks, D. S., Lee, D. L., Hamm, J. V., & Farmer, T. W. (2024) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266241235154 · Cited by 21
“…relationships (Hargreaves, 2000), teacher stress and burnout (Aloe et al., 2014; Klassen & Chiu, 2010; Wang et al., 2015), and teacher attrition (Ingersoll, 2001; Klassen & Chiu, 2010), a logical leverage point to disrupt the negative cycle between students’ problem behavior and teachers risk…”
BackgroundLeveraging Administrative Data to Study the Special Education Teacher Workforce
Gilmour, A. F., Feng, L., & Theobald, R. J. (2024) · Remedial and Special Education · doi:10.1177/07419325241262971 · Cited by 14
“…their schools than teachers filling other types of roles (Carver-Thomas & Darling-Hammond, 2017; DeAngelis & Presley, 2011; Goldring et al., 2014; Ingersoll, 2001), they are more limited in their ability to provide timely information about how policies and practices influence the composition,…”
Teacher Education: A Question of Sustaining Teachers
Clandinin, D. J., Schaefer, L., Long, J. S., et al. (2013) · New frontiers of educational research · doi:10.1007/978-3-642-36970-4_15 · Cited by 14
Ingle, W. K., Johnson, P. A., Givens, M. R., et al. (2013) · Leadership and Policy in Schools · doi:10.1080/15700763.2013.766347 · Cited by 14
“For example, research has shown that urban and rural districts are particularly vulnerable to higher teacher attrition rates and staffing issues, especially when compared to suburban schools (e.g., Ingersoll, 2001; Roellke, 2003).”
BackgroundCultural Discourse on the Frontline
Leland, C. H., & Murtadha, K. (2011) · Urban Education · doi:10.1177/0042085911398919 · Cited by 14
“Multicultural course readings are essential: Sonia Nieto (1999), Gloria Ladson-Billings (1994), Lisa Delpit (1995), Jonathan Kozol (2000), and others.”
BackgroundTeacher Recruitment and Retention in Select First Nations Schools
Mueller, R. A., Carr-Stewart, S., Steeves, L., et al. (2013) · in education · doi:10.37119/ojs2011.v17i3.72 · Cited by 14
Teaching Vacancies and Difficult-to-Staff Teaching Positions in Public Schools
Malkus, N., Hoyer, K. M., Sparks, D., et al. (2015) · Cited by 14
Torres, A. C. (2016) · Journal of School Choice · doi:10.1080/15582159.2016.1152528 · Cited by 14
“Studies consistently find that perceptions of student behavior and motivation are some of the strongest predictors of teacher satisfaction and turnover (Ingersoll, 2001; Marinell & Coca, 2013), because many teachers decide to leave teaching or look for schools that have fewer problems or better working conditions to h…”
BackgroundInfluentialDoes Quantity Affect Quality? Teachers’ Course Preparations and Effectiveness
Bastian, K. C., & Janda, L. (2018) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2018.1483455 · Cited by 15
“Research has consistently connected elements of school working conditions and teaching assignments to the retention decisions of teachers (Boyd, Grossman, Ing, Lankford, Loeb, & Wyckoff, 2011; Donaldson & Johnson, 2010; Grissom, 2012; Hanushek, Kain, & Rivkin, 2004; Ingersoll, 2001; Ladd, 2011; Ost & Schiman, 2015).”
Background#UrbanAndMakingIt: Urban Youth’s Visual Counternarratives of Being #MoreThanAStereotype
Dunn, A. H., Neville, M. L., & Vellanki, V. (2018) · Urban Education · doi:10.1177/0042085918798065 · Cited by 16
“Research in urban schools also points to the inequitable rates of teacher retention and morale in comparison to more wealthy schools (Byrd-Blake et al., 2010; Djonko-Moore, 2016; Ingersoll, 2003, 2001; Dunn, 2013; Dunn, 2015; Dunn & Downey, 2017).”
ResultOlitsky, S. (2019) · Cultural Studies of Science Education · doi:10.1007/s11422-019-09965-4 · Cited by 15
“…urban schools contend with a variety of challenges, which can include lack of resources (Cochran-Smith 2004), frequent departure of colleagues (Ingersoll 2001), dissatisfaction with administration (Simon and Johnson 2015), long hours and difficult workloads in urban charter schools (Torres…”
BackgroundAltruism and Burnout: Long Hours in the Teaching Profession
Gicheva, D. (2020) · Industrial and Labor Relations Review · doi:10.1177/0019793920981055 · Cited by 18
“Working conditions and satisfaction with teaching have also been found to be important determinants of teacher turnover (Ingersoll 2001; Hanushek, Kain, and Rivkin 2004).”
BackgroundThe COVID‐19 pandemic and agricultural education: An exploration of challenges faced by teachers
McKim, A. J., Sorensen, T. J., & Burrows, M. (2021) · Natural sciences education · doi:10.1002/nse2.20060 · Cited by 14
“In addition to program disruption and potential declines in student achievement (Ingersoll, 2001; Ronfeldt et al., 2013), there are financial costs associated with replacing teachers who leave the profession, some costs are estimated to be more Abbreviations: CDE, career development event; FFA,…”
BackgroundMovilidad de profesores chilenos
Sacco, A. D., López, D., Aguayo, M. S., et al. (2021) · Perfiles Educativos · doi:10.22201/iisue.24486167e.2021.172.59514 · Cited by 14
Patterns in critical incidents: Understanding teacher retention through career decision making
Hurst, C., & Brantlinger, A. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103557 · Cited by 14
How Relationships Impact Teacher Job Satisfaction
O'Shea, C. M. (2021) · International Journal of Modern Education Studies · doi:10.51383/ijonmes.2021.114 · Cited by 16
“The demand to increase recruiting new teachers to the field stems from two competing issues: increasing student enrollments and an aging teacher workforce (Ingersoll, 2001).”
BackgroundInfluentialNi, L., Tian, Y., McKlin, T., & Baskin, J. (2023) · Computer Science Education · doi:10.1080/08993408.2023.2195758 · Cited by 16
“Building on the four-factor model of CS teacher identity from the aforementioned prior study, this paper aims to empirically identify different professional identity profiles of CS teachers in the U.S. by investigating the scores on those four indicators of CS teacher identity through a large sample of practicing CS t…”
BackgroundInfluentialDeAngelis, K. J. (2013) · Education Policy Analysis Archives · doi:10.14507/epaa.v21n13.2013 · Cited by 14
“…Loeb, & Wyckoff, 2011; Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009; Boyd, Lankford, Loeb, & Wyckoff, 2005a; Guarino et al., 2006; Hanushek et al., 2004; Ingersoll, 2001; Johnson & Birkeland, 2003; Kukla-Acevedo, 2009; Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005; Scafidi et al., 2007).”
BackgroundResultInfluentialStaffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives
Protik, A., Glazerman, S., Bruch, J., & Teh, B.-R. (2015) · Education Finance and Policy · doi:10.1162/edfp_a_00174 · Cited by 14
Teacher Retention: What Role Does Professional Development School Preparation Play?
Reynolds, A. M., & Lei, W. (2005) · The New Educator · doi:10.1080/15476880590966312 · Cited by 16
“Sources of teacher dissatisfaction include “inadequate support from the school administration, student discipline problems, limited faculty input into school decision-making, and to a lesser extent, low salaries” (Ingersoll, 2001, p. 501).”
Massé, L., Couture, C., Levesque, V., et al. (2013) · Emotional and Behavioural Difficulties · doi:10.1080/13632752.2013.775719 · Cited by 14
“It appears that difficulty establishing and maintaining effective classroom behaviour management is one of the main reasons why teachers leave the profession and a significant factor in student disengagement (Beaman and Wheldall 2000; Bibou-Nakou, Stogiannidou, and Kiosseoglo 1999; Ingersoll 2001).”
BackgroundIftikhar, M., Shahid, M. U., Shahab, M. H., et al. (2016) · International Review of Management and Marketing · Cited by 14
THE CATERPILLAR GAME: A CLASSROOM MANAGEMENT SYSTEM
Floress, M. T., Rock, A. L., & Hailemariam, A. (2017) · Psychology in the Schools · doi:10.1002/pits.22000 · Cited by 14
Factors relating to teachers’ intention to change school: A multilevel perspective
Qin, L. (2019) · Policy Futures in Education · doi:10.1177/1478210318822184 · Cited by 21
Moving beyond induction and mentoring: The influence of networks on novice teacher experiences
Sikma, L. M. (2019) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611267.2019.1630998 · Cited by 20
“One way to improve novice teachers’ feelings of support is through induction programs (Ingersoll, 2001).”
BackgroundJabbar, H., Castro, A. J., & Germain, E. (2019) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373719857689 · Cited by 14
Prosociality as a mediator between teacher collaboration and turnover intention
Yada, T., Räikkönen, E., Imai-Matsumura, K., Shimada, H., Koike, R., & Jäppinen, A. (2019) · International Journal of Educational Management · doi:10.1108/ijem-10-2018-0309 · Cited by 14
Sanchez, S., Miltenberger, R. G., Kincaid, D. K., et al. (2015) · Child & Family Behavior Therapy · doi:10.1080/07317107.2015.1104769 · Cited by 14
“The use of peer tutoring holds promise for the application of CICO in high-need public schools with high concentrations of low-income populations, where they lose on average, over one fifth of their faculty each year (Ingersoll, 2001).”
BackgroundExploring Why Career Changers Leave Teaching
Cuddapah, J. L., Beaty‐O’Ferrall, M. E., Masci, F. J., et al. (2011) · The New Educator · doi:10.1080/1547688x.2011.574580 · Cited by 14
“Ingersoll (2001) points to the distinction between attrition—leaving the teaching occupation—and migration—moving to different teaching jobs in other schools.”
BackgroundA Retrospective Appraisal of Teacher Induction
Alhija, F. N.-A., & Fresko, B. (2016) · The Australian journal of teacher education · doi:10.14221/ajte.2016v41n2.2 · Cited by 14
“For example, in a review of 15 empirical studies of the effects of new teacher induction, Ingersoll and Strong (2011) reported that induction programs positively affected three types of outcomes: teacher commitment, classroom instructional practices, and student achievement.”
The Fragility of Urban Teaching: A Longitudinal Study of Career Development and Activism.
Quartz, K. H., Olsen, B., & Duncan‐Andrade, J. (2003) · eScholarship (California Digital Library) · Cited by 14
A Study of Childcare Teacher Retention in the Childcare Service Industry
Pek-Greer, P., & Wallace, M. (2017) · Global Business Review · doi:10.1177/0972150916666879 · Cited by 14
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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