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 1,201–1,300 of 2,990
Hiring and Retaining High-Quality Teachers: What Principals Can Do
Williby, R. L. (2004) · Catholic education/Catholic education (Dayton, Ohio. Online) · doi:10.15365/joce.0802042013 · Cited by 11
“Ingersoll (2001) argues that “teacher recruitment programs alone will not solve the staffing problems of schools if they do not also address the organizational sources of low retention” (p. 501).”
BackgroundSupporting New Teacher Mentor Programs: Strategies for Principals.
Ganser, T. (2002) · Cited by 11
Retaining effective early career teachers in NSW schools
Schuck, S., Aubusson, P., Buchanan, J., Prescott, A., Louviere, J. J., & Burke, P. F. (2011) · UTS ePRESS (University of Technology Sydney) · Cited by 11
Clark, R. L., HANSON, E., Morrill, M. S., & Pathak, A. (2016) · Journal of Pensions Economics and Finance · doi:10.1017/s1474747215000414 · Cited by 11
“…about 21 years of service.32 The estimated relationship between saving and tenure may be complicated by the fact that teachers who expect to have short tenures have a bigger incentive to save because their defined benefit pension will be much less valuable (Ingersoll, 2001; Chingos and West, 2015).”
BackgroundKane, R. (2013) · doi:10.1093/obo/9780199756810-0077 · Cited by 11
Accountability, Control, and Teachers’ Work in American Schools
Ingersoll, R. M., & Collins, G. J. (2018) · doi:10.1002/9781119128304.ch7 · Cited by 11
Self-citationReducing Burnout and Resignations among Frontline Workers: A Field ExperimentPreprint
Linos, E., Ruffini, K., & Wilcoxen, S. (2021) · SSRN Electronic Journal · doi:10.2139/ssrn.3846860 · Cited by 11
“…some of these fields, almost half of frontline workers will resign in the first few years of service, causing significant and persistent staff shortages in critical public service areas (Carver-Thomas and Darling-Hammond 2019; Ingersoll 2001; Lin, Lin, and Zhang 2016; Schaufeli and Peeters 2000).”
BackgroundTeachers’ sense of belonging in school: a scoping review
Wator, J., Patrick, P., & Yip, S. Y. (2025) · The Australian Educational Researcher · doi:10.1007/s13384-025-00897-3 · Cited by 25
Layers of strain: An ecological perspective on teacher burnout in Ireland
O'Farrell, P., Fitzsimons, S., Furlong, C., & Scully, C. (2025) · British Educational Research Journal · doi:10.1002/berj.70097 · Cited by 12
Sani, N., & Burghes, D. N. (2021) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2021.1890248 · Cited by 10
“Berliner (2001) highlights a similar finding, with student teachers pre-ferring to ‘teach the same thing twice’ giving them an opportunity to improve and ‘polish’ their practice (2001, p. 474).”
BackgroundMethodResultInfluentialTeacher Stress and Self-Efficacy Relative to Managing Student Behavior
Floress, M. T., Jenkins, L. N., Caldwell, S., & Hampton, K. A. (2022) · Contemporary School Psychology · doi:10.1007/s40688-022-00439-z · Cited by 12
“Classroom management and high levels of student disruptive behavior are common teacher stressors (Klassen & Chiu, 2010; Kyriacou, 2001) and may be one reason teachers decide to leave the field (Ingersoll, 2001).”
Audrain, R. L., Ruiz, E. A., Wyatt, L., Nailor, N., & Weinberg, A. E. (2023) · The New Educator · doi:10.1080/1547688x.2023.2203202 · Cited by 15
“suggest that teachers with more collegial support or support from universities are more likely to stay (Balgopal et al., 2022; Ingersoll, 2001).”
BackgroundLaTronica-Herb, A., & Noel, T. K. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1185547 · Cited by 10
Peterson-Ahmad, M. B., Keeley, R., & Frazier, A. (2023) · The social science · doi:10.3390/socsci12110596 · Cited by 10
The attractiveness of the teaching profession: a integrative literature review
Dotta, L. T., Rodrigues, S., Joana, L., & Carvalho, M. J. (2025) · Frontiers in Education · doi:10.3389/feduc.2024.1380942 · Cited by 12
Carlson, C. L. (2013) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 10
Consequences of Educator Stress on Turnover: The Case of Charter Schools
Cano, S. L., Flores, B. B., Claeys, L., & Sass, D. A. (2017) · Aligning perspectives on health, safety and well-being · doi:10.1007/978-3-319-53053-6_6 · Cited by 9
Emotional Intelligence in Atypical Populations: Research and School-Based Interventions
Montgomery, J. M., McCrimmon, A. W., Climie, E. A., & Ward, M. A. (2018) · Plenum series on human exceptionality · doi:10.1007/978-3-319-90633-1_10 · Cited by 14
Djibat, B., Deni, S., & Saing, Z. (2019) · The International Journal of Critical Cultural Studies · doi:10.18848/2327-0055/cgp/v17i01/43-54 · Cited by 10
Professional Development on Data-Based Individualization: A Mixed Research Study
Bruhn, A. L., Estrapala, S., Mahatmya, D., Rila, A., & Vogelgesang, K. (2019) · Behavioral Disorders · doi:10.1177/0198742919876656 · Cited by 10
“Previous research has indicated (a) many teachers are not adequately equipped to manage classroom behavior due to lack of experience and training, which may cause them to leave the field (Bradley et al., 2008; Freeman et al., 2014; Ingersoll, 2001); (b) teachers’ self-efficacy in managing classroom behavior may preven…”
BackgroundResultKaraçöp, A., & İnaltekin, T. (2022) · Kuramsal Eğitimbilim · doi:10.30831/akukeg.1059709 · Cited by 13
ENACTING A SOCIAL JUSTICE LEADERSHIP FRAMEWORK: THE 3 C'S OF URBAN TEACHER QUALITY
Khalil, D., & Brown, E. L. (2015) · Journal of Urban Learning Teaching and Research · Cited by 10
Hierarchy of Needs of Persistent Mathematics and Science Teachers
Elyashiv, R. A., & Gal, A. (2017) · American Journal of Educational Research · doi:10.12691/education-5-7-1 · Cited by 10
“On the organizational dimension, researchers have found that administrative support, collaborative interaction with colleagues, empowerment, participation in job decisions, and autonomy predicted teachers' career decisions [23,48,49,50,51,52].”
BackgroundNot Seeing Eye to Eye on Frontline Work: Manager‐Employee Disagreement and Its Effects on Employees
Marvel, J. D. (2017) · Public Administration Review · doi:10.1111/puar.12798 · Cited by 10
Collaborating to Meet the Needs of Alternative Certification Teachers Using Formative Design
Parfitt, C. M., & Rose, A. L. (2018) · Journal of Formative Design in Learning · doi:10.1007/s41686-018-0017-5 · Cited by 10
Quality Retention and Resilience in the Middle and Later Years of Teaching
Day, C. W. (2019) · Professional learning and development in schools and higher education · doi:10.1007/978-981-13-8621-3_10 · Cited by 10
Resolving School Staffing Problems in Greece: A Strategic Management Approach
Alexopoulos, N. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00130 · Cited by 10
Cordeiro, P. A., Gluckman, M., & Johnson, A. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.618323 · Cited by 12
“Yet many scholars argue that school leaders play a crucial role in school improvement, teacher morale and retention, and student learning (Ingersoll, 2001; Leithwood et al., 2004; Marzano and McNulty, 2005; Grissom and Harrington, 2010; Swaffield et al., 2013; Cetin et al., 2016).”
BackgroundA CANADIAN TEACHER'S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM
Paradis, A., Lutovac, S., & Kaasila, R. (2015) · Problems of Education in the 21st Century · doi:10.33225/pec/15.66.42 · Cited by 10
Quality Under Pressure in Dutch Teacher Education
Meijer, P. C. (2021) · Springer eBooks · doi:10.1007/978-981-16-3775-9_8 · Cited by 10
Staffing for School Turnaround in Rural Settings
Harbatkin, E. (2022) · Leadership and Policy in Schools · doi:10.1080/15700763.2022.2058963 · Cited by 10
“While teacher shortages are not universal (Ingersoll, 2001, 2003) several studies have documented severe shortages in rural and low-performing schools (e.g., Boyd et al., 2005a; Loeb & Reininger, 2004).”
BackgroundHUBUNGAN GAYA KEPEMIMPINAN TRANSFORMASI DENGAN KEPUASAN KERJA GURU AKADEMIK TINGKATAN ENAM
Anjilus, W., Talip, R., & Singh, S. S. B. (2019) · Labuan e-Journal of Muamalat and Society (LJMS) · doi:10.51200/ljms.vi1.2540 · Cited by 10
Classroom Management and Discipline: Responding to the Needs of Young Adolescents
Evans, K. R., & Lester, J. N. (2010) · Middle School Journal · doi:10.1080/00940771.2010.11461724 · Cited by 12
“With student misbehavior cited as one of the top reasons teachers leave the field (Grayson & Alvarez, 2007; Ingersoll, 2001), there is a growing need to identify effective approaches to classroom management.”
BackgroundStrunk, K. O., & Zeehandelaar, D. (2013) · Educational Policy · doi:10.1177/0895904813492377 · Cited by 10
“However, much of the empirical work that examines teachers’ actual preferences confirms that teachers do respond to higher pay, and specifically that higher salaries are associated with the increased recruitment and retention of teachers (Guarino, Santibanez, & Daley, 2006; Ingersoll, 2001; Manski, 1987; Rickman & Par…”
BackgroundInfluentialFinding and redefining the meaning of teaching: Exploring the experiences of mid-career teachers
Lester, J. N., & Coulter, S. E. (2011) · Journal of Curriculum and Instruction · doi:10.3776/joci.2011.v5n2p5-26 · Cited by 10
Building Supportive and Friendly School Environments: Voices from Beginning Teachers
Ferguson, C. J., & Johnson, L. E. (2010) · Childhood Education · doi:10.1080/00094056.2010.10521413 · Cited by 10
The Urban Teaching Cohort: pre-service training to support mental health in urban schools
Schwartz, T. A., Dinnen, H. L., Smith-Millman, M. K., Dixon, M. L., & Flaspohler, P. D. (2016) · Advances in School Mental Health Promotion · doi:10.1080/1754730x.2016.1246195 · Cited by 10
Smith, J. A. B. (2006) · Journal of International Crisis and Risk Communication Research · Cited by 10
Newton, X. A., Jang, H., Nunes, N., & Stone, E. M. (2010) · Issues in teacher education · Cited by 10
Burnett, J. (2011) · Modern Language Journal · doi:10.1111/j.1540-4781.2011.01240.x · Cited by 10
Gottfredson, G. D. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195385106.013.0009 · Cited by 10
The teacher labour market in the US: challenges and reforms
Belfield, C. (2005) · Educational Review · doi:10.1080/0013191042000308350 · Cited by 10
“%) of teachers exit from teaching within 3 (5) years (NCES, 2002; Stinebrickner, 1998; Ingersoll, 2001).”
BackgroundOccupational stress, psychological capital, happiness and turnover intentions among teachers.
Kesari, S. (2013) · ResearchSpace (University of KwaZulu-Natal) · Cited by 9
Tek, B.-A. (2014) · doi:10.23860/diss-tek-beth-ann-2014 · Cited by 13
“Across the United States, close to 30 percent of new teachers leave the profession after five years, and the attrition rate is 50 percent higher in high-poverty schools as compared to more affluent ones (Ingersoll, 2001).”
BackgroundUnderstanding Teacher Burnout Following COVID-19Preprint
Pressley, T., Marshall, D. T., & Moore, T. (2022) · doi:10.31235/osf.io/6adtb · Cited by 10
Michalec, P. A., & Wilson, J. L. (2021) · Journal of Education · doi:10.1177/0022057421991866 · Cited by 31
“It is widely reported that nearly half of U.S. teachers leave the profession in 5 years (Ingersoll et al., 2018), and for highpoverty schools, the departure rate is even higher—50% in 3 years (Darling-Hammond & Sykes, 2003; Ingersoll, 2001; Ingersoll & Merrill, 2012).”
BackgroundSpecial education funding and teacher turnover
Stock, W. A., & Carriere, D. E. (2021) · Education Economics · doi:10.1080/09645292.2021.1914001 · Cited by 11
“2004; Shen 1997; Stinebrickner 1998; Ingersoll and May 2012; Ingersoll, Merrill, and Stuckey 2014).(5) Researchers have also found that the burden of paperwork and special education meetings are important contributors to special education teacher turnover (Schnorr 1995; Fore, Martin, and Bender 2002). As with any occu…”
BackgroundMethodInfluentialFactors associated with teacher job satisfaction: An investigation using TALIS 2018 Data
Diagne, D. (2023) · Swiss Journal of Educational Research · doi:10.24452/sjer.45.3.4 · Cited by 21
“Several studies have shown that schools with higher concentrations of students from low socio-economic backgrounds had higher rates of teacher attrition (Ingersoll, 2001).”
BackgroundCappello, G., Siino, M., Fernandes, N., & Arciniega-Cáceres, M. (2024) · UNIPA Springer series · doi:10.1007/978-3-031-51837-9 · Cited by 10
Musabwayire, J., & Sikubwabo, C. (2024) · African Journal of Empirical Research · doi:10.51867/ajernet.5.2.47 · Cited by 10
“When school leaders fail to provide adequate support to their teachers, it can lead to burnout, low morale, and a high turnover rate (Ingersoll, 2001).”
BackgroundSchool leaders’ perspectives of the continuous professional development of teachers
Lafferty, N., Sheehan, M., Walsh, C., Rooney, A. M., & McNamara, P. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2392422 · Cited by 16
“Examples include feedback seeking behaviours (Joughin et al., 2021), school reform (Bonner et al., 2004), and teacher turnover and staff shortages (Ingersoll, 2001).”
McCarthy, J. E., & Keller, J. (2021) · Industrial and Labor Relations Review · doi:10.1177/00197939211008877 · Cited by 12
“(Ingersoll 2001).”
School Climate and Self-Efficacy as Predictor of Job Satisfaction
TÜRKER, Y., & Kahraman, Ü. (2021) · Kuramsal Eğitimbilim · doi:10.30831/akukeg.901457 · Cited by 14
“The positive school climate also increases teachers’ possibility of remaining in the profession (Ingersoll, 2001).”
BackgroundLarkin, D. B., Patzelt, S. P., Ahmed, K., Carletta, L., & Gaynor, C. R. (2022) · Journal of Research in Science Teaching · doi:10.1002/tea.21757 · Cited by 10
Callahan, P. C., & Brantlinger, A. (2022) · Education and Urban Society · doi:10.1177/00131245221110559 · Cited by 9
“Several of these items come from the Schools and Staffing Survey (Henke et al., 2000) and have been used in many studies of teacher turnover (e.g., Ingersoll, 2001; Kelly & Northrop, 2015).”
BackgroundMethodProut, J. T., Moffa, K., Bohnenkamp, J. H., Cunningham, D. L., Robinson, P., & Hoover, S. (2022) · School Mental Health · doi:10.1007/s12310-022-09560-z · Cited by 9
“Educator stress and associated health problems, burnout, and attrition are long-standing concerns (Boström et al., 2020; Gray et al., 2017; Ingersoll, 2001; Johnson et al., 2005; Kacey, 2004; Kyriacou, 2001; Saloviita & Pakarinen, * Joanna T. Prout jprout@som.umaryland.edu 1 Division of Child…”
BackgroundWhat Motivates High School Youths to Want to Teach? Narratives of Homegrown Aspiring Teachers
Chu, Y. (2023) · Urban Education · doi:10.1177/00420859231162898 · Cited by 9
“…has continuously produced cohorts of predominantly White, middle class teachers who are underprepared for the complex urban school and community contexts (Gadsden & Dixon-Román, 2017; Sleeter, 2017), leading to higher teacher turnover rates in under-resourced urban districts (Ingersoll, 2001).”
Heafner, T. L., Fitchett, P. G., & Knowles, R. T. (2015) · Springer eBooks · doi:10.1007/978-3-319-22939-3_19 · Cited by 9
Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context
Woodcock, S., & Reupert, A. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-521-0_6 · Cited by 10
Pushing Too Hard? Unattainable Organizational Goals and Frontline Employee Turnover
Stritch, J. M., Molina, A. L., & Favero, N. (2018) · Review of Public Personnel Administration · doi:10.1177/0734371x18805795 · Cited by 9
“We control for a number of demographic characteristics of the student body (percentage African American, Latino, and low income) that have been found to be related to teacher turnover (Ingersoll, 2001).”
BackgroundCommunal schools and teacher victimization
Payne, A. A., & Gottfredson, D. C. (2019) · Aggressive Behavior · doi:10.1002/ab.21826 · Cited by 9
Cheng, N. P., & Kadir, S. A. (2018) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v8-i7/4419 · Cited by 9
“Private school have high turnover rates, especially small size of private school (Ingersoll, 2001).”
BackgroundWhat Type of School Leadership Makes Teachers Want to Stay?
Urick, A. (2020) · NASSP Bulletin · doi:10.1177/0192636520949682 · Cited by 24
“Email: angela_urick@baylor.edu Darling-Hammond & Sykes, 2003; Guin, 2004; Ingersoll, 2001; Johnson et al., 2005; Newmann et al., 2001; Opfer, 2011).”
The well-worn path: Learning from teachers who moved from hard-to-staff to easy-to-staff schools
Glazer, J. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103399 · Cited by 13
The Jewish Sector’s Workforce: Report of a Six-Community Study
Kelner, S., Rabkin, M., Saxe, L., et al. (2005) · Cited by 9
Grow, L. P. (2011) · UKnowledge (University of Kentucky) · Cited by 8
Teacher turnover: An issue of workgroup racial diversity.
Sohn, K. (2009) · Education Policy Analysis Archives · doi:10.14507/epaa.v17n11.2009 · Cited by 9
“Ingersoll (2001) and Loeb, Darling-Hammond, and Luczak (2005) conduct factor analysis for a summary of closely related items.”
BackgroundPartnering to prepare urban math and science teachers: Managing tensions
Miller, M., McDiarmid, G. W., & Luttrell-Montes, S. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.07.003 · Cited by 9
Pajak, E. F., & Arrington, A. (2004) · Yearbook of the National Society for the Study of Education · doi:10.1111/j.1744-7984.2004.tb00035.x · Cited by 10
We're All in this Together: Collaborative Professional Development with Student Teaching Supervisors
Baum, A. C., Powers-Costello, B., VanScoy, I., et al. (2011) · Action in Teacher Education · doi:10.1080/01626620.2011.559429 · Cited by 9
“The importance of high-quality field experiences in teacher education is well documented (Bullough, Kauchak, Hobbs, & Stokes, 1997; Darling-Hammond, 2003; Henke, Chen, & Geis, 2000; Ingersoll, 2001).”
BackgroundClarke, P. A. J., & Thomas, C. D. (2008) · Urban Education · doi:10.1177/0042085907313441 · Cited by 9
“The impact of these teachers on the education of students in urban schools is of concern at both local and national levels (Ingersoll, 2001).”
BackgroundTeacher Turnover: A Look into Teacher Job Satisfaction
Lytle, N. (2013) · Cited by 9
Against the Tide: Enacting Respectful Student Behaviour Polices in ‘Zero Tolerance’ Times
Johnson, B., & Sullivan, A. M. (2016) · Springer eBooks · doi:10.1007/978-981-10-0628-9_11 · Cited by 10
Professional Development And Mentoring In Support Of Teacher Retention
Rodgers, C. (2014) · i-manager s Journal on School Educational Technology · doi:10.26634/jsch.9.3.2614 · Cited by 9
“Turnover involves transferring between schools or districts and quitting the profession (Ingersoll, 2001).”
BackgroundFitchett, P. G., Hopper, E. B., Eyal, M., McCarthy, C. J., & Lambert, R. G. (2017) · Emerald Group Publishing Limited eBooks · doi:10.1108/s2051-231720170000006008 · Cited by 11
Teachers’ perceptions of the organisational climate: a tool for promoting instructional improvement
Aldridge, J. M., & Fraser, B. J. (2017) · School Leadership and Management · doi:10.1080/13632434.2017.1411899 · Cited by 9
Novara, C., Lenzi, M., & Santinello, M. (2018) · International Journal of Inclusive Education · doi:10.1080/13603116.2018.1459889 · Cited by 15
“Indeed, student behaviour problems and lack of support from their principal are often linked to teacher attrition (Ingersoll 2001), while collaboration with colleagues to meet students’ needs and having a voice in decisionmaking are pull factors in teacher retention (Cochran 2004).”
BackgroundFloress, M. T., Rader, R. A., Berlinghof, J. R., & Fanok, P. C. (2018) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2018.1443424 · Cited by 9
“In addition, teachers with deficits in behavior management are more likely to be dissatisfied with their job and possibly leave the field (Ingersoll, 2001; Nichols & Sosnowsky, 2002).”
BackgroundThe Paradox of Teaching for Social Justice: Interest Convergence in Early-Career Educators
French, K. R. (2019) · Urban Education · doi:10.1177/0042085919850259 · Cited by 9
“These initiatives center around a set of best teaching practices but pay little attention to diversity—making it challenging to create a culture that emphasizes teaching for social justice (Ingersoll, 2001; Ingersoll & May, 2011).”
BackgroundTeacher Voice: Amplifying Success
Quaglia, R. J., & Lande, L. L. (2017) · Corwin eBooks · doi:10.4135/9781071801406 · Cited by 9
Estimating Cause: Teacher Turnover and School Effectiveness in Michigan.
Keesler, V., & Schneider, B. (2010) · Society for Research on Educational Effectiveness · Cited by 9
Borrero, N. E., Conner, J. O., & Mejia, A. (2012) · USF Scholarship Repository (University of San Francisco) · doi:10.7253/partj.v3i1.449 · Cited by 10
Work Engagement among Secondary School English Teachers in Nigeria
Adekola, B. (2010) · Pakistan Journal of Social Sciences · doi:10.3923/pjssci.2010.51.55 · Cited by 9
Redefining Teacher Quality: Myths of No Child Left Behind.
Harrell, P. E., & Jackson, J. K. (2004) · Teacher education & practice · Cited by 9
Getting Teachers Where They're Needed Most: The Case for Licensure Reciprocity
Sindelar, P. T., Bishop, A. G., Gill, M. G., Connelly, V. J., & Rosenberg, M. S. (2007) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/088840640703000205 · Cited by 9
“In an analysis of teacher shortages, Ingersoll (2001) suggested this revolving-door pattern constitutes temporary attrition.”
BackgroundWonderful and Woeful Work: Incentives, selection, turnover and workers motivation
Delfgaauw, J. (2002) · EUR Research Repository (Erasmus University Rotterdam) · Cited by 9
O'Reilly, P. E. (2014) · CUNY Academic Works (City University of New York) · Cited by 9
Yiu, H. L., & Gottfredson, G. D. (2013) · Crime & Delinquency · doi:10.1177/0011128713510078 · Cited by 8
“Ingersoll (2001) showed that teacher shortages primarily result from turnover and attrition from teaching rather than from a shortage of trained personnel, and that teaching dissatisfaction is a main reason for leaving.”
BackgroundTeacher Education and Student Teachers’ Commitment to Teaching: A Thematic Literature Review
Moses, I., Admiraal, W., Berry, A. K., & Saab, N. (2021) · Africa Education Review · doi:10.1080/18146627.2022.2150244 · Cited by 8
“Low levels of commitment to teaching among teachers is a problem which seriously affects the education sector internationally as it is related to high rates of teacher turnover (DeAngelis and Presley 2011; Ingersoll and Smith 2003; Mulkeen, Chapman, and Dejueghere 2007; OECD 2005) and student teachers’ choice not to e…”
BackgroundBarclay, E. G. (2022) · The Open Review · doi:10.47967/tor2022col/vol8.02 · Cited by 8
The Four-Capital Theory as Framework for Teacher Retention and Attrition
Vaidya, S. R., & Hanna, C. (2023) · International Education Studies · doi:10.5539/ies.v16n6p21 · Cited by 11
“According to Ingersoll (2001,2002), who has studied this issue extensively within the United States, poor working conditions, lack of administrative support, relatively low salaries, lack of autonomy, and changing curriculum are some of the factors that contribute to teacher attrition and turnover.”
BackgroundAjuwon, O. A., Animashaun, E. S., & Chiekezie, N. R. (2024) · International Journal of Management & Entrepreneurship Research · doi:10.51594/ijmer.v6i8.1367 · Cited by 13
A structured review of the potential role of school leaders in making teaching more attractive
See, B. H., Gorard, S. A. C., Soufi, N. E., Ledger, M., Morris, R., Maude, K., & Keng, N. (2024) · Educational Review · doi:10.1080/00131911.2024.2392565 · Cited by 24
“Several US studies have pointed to the role of school leaders as influential in determining the ethos and working conditions within a school (Borman & Dowling, 2008; Ingersoll, 2001; Johnson et al., 2012; Leithwood, 2006).”
Making Sense of Teacher Turnover: A Mixed-Methods Exploration of Why Teachers Leave
Doughty, M. (2024) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681241276954 · Cited by 18
“Many studies of teacher working conditions and retention draw on a theoretical conception of schools as social organizations (Ingersoll, 2001; Ingersoll & May, 2012; Kraft et al., 2016; Vagi & Pivovarova, 2017).”
InfluentialZhou, P., Zhou, Y., Li, T., Zhao, R., & Sun, W. (2024) · Psychology in the Schools · doi:10.1002/pits.23308 · Cited by 14
Chen, H., Song, W., Xie, J., Wang, H., Zheng, F., & Wen, Y. (2025) · International Journal of Mental Health Promotion · doi:10.32604/ijmhp.2025.060370 · Cited by 8
“…as overburdening teachers with non-teaching tasks that influence the teaching quality, and thus students’ learning outcomes are not optimistic, and if teachers have difficulty in adapting their mindset as much as possible in the process, that can easily lead to an increase in turnover rate [49,50].”
Norton, S. M. (2013) · Digital Commons (Liberty University) · Cited by 8
Kitchen, R. S., Martínez-Archuleta, M., Gonzales, L., & Biçer, A. (2021) · Education Sciences · doi:10.3390/educsci11110710 · Cited by 8
“Historically, students of color and students from low-income communities generally attend schools with high percentages of novice teachers who are not well prepared to teach mathematics [4,5].”
Backgroundvan Leeuwen, J. L., Schaap, H., Geijsel, F. P., et al. (2022) · Professional Development in Education · doi:10.1080/19415257.2022.2129738 · Cited by 8
“If ECTs are to function in school as a potential resource for educational innovation and development, they must have a reciprocal and interactive relationship with more experienced colleagues (Ingersoll 2001, Ingersoll and Strong 2011, Ulvik and Langørgen 2012, Kelchtermans 2018).”
Background
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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