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 1,301–1,400 of 2,990
What Teachers’ Unions Do for Teachers When Collective Bargaining is Prohibited
Han, E. S., & Keefe, J. H. (2023) · Labor Studies Journal · doi:10.1177/0160449x231164188 · Cited by 8
“Researchers find that unions enhance members’ well-being by improving working conditions, potentially deterring workers from leaving their jobs (Eberts and Stone 1987; Goodlad 1984; Ingersoll 2001; Mueller and Price 1990; Rosenholtz 1989; Steer and Mowday 1981).”
BackgroundEffective Leadership Practices in Schools
Shebli, A. A. (2023) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/978-1-6684-7818-9.ch002 · Cited by 8
Factors Influencing the Retention of Secondary Family and Consumer Sciences Teachers
Dainty, J. D., Sandford, B. A., Su, S.-H., et al. (2011) · Journal of Career and Technical Education · doi:10.21061/jcte.v26i2.524 · Cited by 8
“A teacher’s area of expertise or content knowledge and age are strongly related to turnover (Ingersoll, 2001).”
BackgroundAfrican American Pre-Service Teachers’ Perspectives on Urban Education: An Exploration at an HBCU
Mawhinney, L., Mulero, L., & Pérez, C. (2012) · The Urban Review · doi:10.1007/s11256-012-0209-2 · Cited by 8
“Generally, the turnover rate is 50 times higher in high-poverty schools compared to their counterparts (Darling-Hammond 2003; Frankenberg et al. 2010; Ingersoll 2001).”
Mingo, A. L. W. (2012) · Digital Commons - Gardner-Webb University (Gardner–Webb University) · Cited by 8
Experiences of LNU Neophyte Teachers: Cues for a Viable Mentoring Program
Aguirre, E. B., & Faller, S. D. (2018) · The Qualitative Report · doi:10.46743/2160-3715/2017.3434 · Cited by 8
Middle and high school teachers’ praise and reprimand delivery.
Floress, M. T., Riedesel, E. K., Brito, C. F., et al. (2021) · School Psychology · doi:10.1037/spq0000482 · Cited by 8
Krause, G. H., & Maldonado, L. A. (2019) · Springer eBooks · doi:10.1007/978-3-030-21017-5_12 · Cited by 8
Cultural Proficiency: The Missing Link to Student Learning
Brion, C. (2019) · Journal of Cases in Educational Leadership · doi:10.1177/1555458919870564 · Cited by 14
“Seminal scholars argue that head teachers play a crucial role in the education of children because they influence teacher morale, retention, and student learning (Grissom & Harrington, 2010; Ingersoll, 2001; Marzano, Waters, & McNulty, 2005; Rosenholtz & Simpson, 1990).”
BackgroundGoodnight, C. I., Whitley, K. G., & Brophy-Dick, A. (2019) · Journal of Behavioral Education · doi:10.1007/s10864-019-09357-2 · Cited by 8
Kelly, S., Mozenter, Z., Aucjeo, E. M., & Fruehwirth, J. C. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012201102 · Cited by 8
“…likely to remain, as long as segregation across district boundaries creates incentives for the most highly qualified teachers to move to higher socio-economic status schools, where they find more favorable behavioral climates and higher salaries (Guarino et al., 2006; Ingersoll, 2001; Kelly, 2004).”
BackgroundEarly Career African American Teachers and the Impact of Administrative Support
Hopper, E. B., Robinson, D., & Fitchett, P. G. (2021) · Urban Education · doi:10.1177/0042085920988335 · Cited by 8
“Teacher retention rates indicate that teachers leave the profession within the first 5 years; therefore, this study explores mobility patterns of teachers up to 5 years (Ingersoll, 2001).”
BackgroundResultMorley, A. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103486 · Cited by 8
Sims, S. (2021) · Review of Education · doi:10.1002/rev3.3304 · Cited by 8
“Early research in this tradition tended to use the teacher questionnaire from the US Federal Government’s Schools and Staffing Survey (SASS; Ingersoll, 2001; Shen, 1997; Weiss, 1999).”
MethodHaliwa, I., Layman, H., Coffman, J. W., Snodgrass, A., Santer, P., Barlett, B., Long, K., Mason, A. N., Pfost, G. R., Harden, J., et al. (2022) · Frontiers in Public Health · doi:10.3389/fpubh.2022.816494 · Cited by 9
Understanding Teacher Morale Among Primary School Teachers
Mboweni, L., & Taole, M. J. (2022) · International Journal of Educational Methodology · doi:10.12973/ijem.8.1.29 · Cited by 8
“In the same vein, unattractive work conditions can influence teachers negatively at the professional level (Ingersoll, 2001).”
BackgroundUnda, M. D. C., Shook, L. M., & Lizárraga-Dueñas, L. I. (2022) · Journal of Cases in Educational Leadership · doi:10.1177/15554589221079250 · Cited by 8
“Teacher staffing issues are also exacerbated by the transfer of teachers from school to school, creating “the image of a revolution door, portraying an occupation in which there are relatively large flows in, though, and out of schools” (Ingersoll, 2001).”
BackgroundEFL teacher resilience: instrument development and validation
Shirazizadeh, M., & Abbaszadeh, A. (2023) · Reflective Practice · doi:10.1080/14623943.2023.2200926 · Cited by 8
“Research indicates that stressors such as low salaries, lack of support from administrators, lack of students’ motivation, and lack of influence over decision-making compromise teachers’ performance over the years (Ingersoll, 2001; J. Liu, 2020; Shirazizadeh et al., 2019).”
BackgroundBlack and Blue: The Impact of Nonfatal Teacher Victimization.
Stewart, C. B., & Robles-Piña, R. A. (2008) · The Journal of at-risk issues · Cited by 8
Tuck, B. H., Berman, M., & Hill, A. (2008) · Economics of Education Review · doi:10.1016/j.econedurev.2007.07.005 · Cited by 8
Quantifying Error in Survey Measures of School and Classroom Environments
Schweig, J. D. (2014) · Applied Measurement in Education · doi:10.1080/08957347.2014.880442 · Cited by 8
Dale, J. C. (2012) · Digital Commons (Liberty University) · Cited by 8
Andrews, D. J. C., & Donaldson, M. L. (2009) · Equity & Excellence in Education · doi:10.1080/10665680903044190 · Cited by 8
“These schools regularly experience high rates of teacher turnover (Ingersoll, 2001), large class sizes (Green & Public Advocate, 2000), and a revolving door of top-down mandates that alter—sometimes radically—their curriculum and how it is delivered (Henig, Hula, Orr, & Pedescleaux, 2001; Hess,…”
BackgroundLa délinquance juvénile autorévélée : le cas de la Belgique
Gavray, C., & Vettenburg, N. (2007) · Carrefours de l éducation · doi:10.3917/cdle.024.0053 · Cited by 8
Introduction: The Challenges of Teacher Effectiveness and Quality Worldwide
LeTendre, G. K., & Wiseman, A. W. (2015) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1479-367920140000027001 · Cited by 11
How Day School Teachers Perceive Their Working Conditions: A National Study
Tamir, E., Pearlmutter, N., & Feiman‐Nemser, S. (2017) · Journal of Jewish Education · doi:10.1080/15244113.2017.1307054 · Cited by 8
“During this often turbulent time, some teachers leap forward while others fall behind and leave the profession (Ingersoll, 2001).”
BackgroundStrong Discipline Knowledge Cuts Both Ways for Novice Mathematics and Science Teachers
Hallman-Thrasher, A., Connor, J., & Sturgill, D. J. (2017) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-017-9871-x · Cited by 8
Newton, X. A., Rivero, R., Fuller, B. C., & Dauter, L. (2018) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811812000306 · Cited by 8
“Some studies find that women had higher turnover rates (migration or attrition) than did men (e.g., Ingersoll, 2001; Kirby, Berends, & Naftel, 1999), whereas other studies suggest that men are more likely to quit teaching or to transfer schools than women (e.g., Boyd et al., 2005; Ingersoll, 2001).”
BackgroundResultInfluentialTai, R. H., Liu, C. Q., & Fan, X. (2007) · Science educator · Cited by 8
Push, Pull, Tap and Switch: Understanding the Career Decisions of Charter School Leaders
Torres, A. C. (2018) · Leadership and Policy in Schools · doi:10.1080/15700763.2018.1513155 · Cited by 8
“…for entering and switching roles despite the fact that these factors relate to future commitment (Farley-Ripple, Raffel, & Welch, 2012; Johnson et al., 2004) and can have significant costs for schools, as even a shift within an organization leaves a need to fill the vacated role (Ingersoll, 2001).”
BackgroundImants, J. G. M., Meijer, P. C., & Blankesteijn, E. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00064 · Cited by 9
“Partly, these shortages are caused by the fact that a relatively high number of beginning teachers leave the profession within the first 5 years of teaching (e.g., Ingersoll, 2001; Borman and Dowling, 2017).”
BackgroundMeagher, T. F. (2011) · Loyola eCommons (Loyola University of Chicago) · Cited by 8
Four Myths about America's Teacher Quality Problem
Ingersoll, R. M. (2004) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810410601301 · Cited by 8
“(The data and discussion below are drawn from Ingersoll, 2001, 2003b).”
BackgroundSelf-citationTeaching children with attention deficit hyperactivity disorder in remedial classes
Brodin, J., & Ljusberg, A. (2008) · International Journal of Rehabilitation Research · doi:10.1097/mrr.0b013e3283031ed0 · Cited by 8
"Every Day I Spin These Plates": A Case Study of Teachers Amidst the Charter Phenomenon
Margolis, J. (2005) · Educational foundations · Cited by 8
Eddins, G. M. (2012) · doi:10.32469/10355/33026 · Cited by 8
“…old teachers compared to middle-aged ones (see Allensworth, Ponisciak, & Mazzeo, 2009; Guarino, Santibanez, & Daley, 2006; Johnson, Berg, & Donaldson, 2005), and among less experienced teachers compared to more experienced ones (see Ingersoll, 2001; Marvel, Lyter, Peltola, Strizek, & Morton, 2006).”
BackgroundInfluentialPerspectives on the Teaching Profession in Kenya
Thuranira, T. S. (2011) · University Libraries (University of Maryland) · Cited by 8
Collaborative Leadership in Middle Schools and Teacher Job Satisfaction: A Search for Relationships
Bowden, A. (2002) · doi:10.22371/05.2002.002 · Cited by 8
AKGÜL, Ş., & Altaş, N. (2023) · Hitit İlahiyat Dergisi · doi:10.14395/hid.1342857 · Cited by 7
Conroy, K., Obee, A. F., Schiavone, E. M., Urcuyo, A. E., Cramer, E., Comer, J. S., & Frazier, S. L. (2024) · Children and Youth Services Review · doi:10.1016/j.childyouth.2024.107961 · Cited by 8
Göregen, M. S., Tanghe, E., & Schelfhout, W. (2024) · Education Sciences · doi:10.3390/educsci14121319 · Cited by 16
Kühne, F., Wettstein, A., Jenni, G., Schneider, I., Holtforth, M. G., & Marca, R. L. (2024) · Frontiers in Neuroscience · doi:10.3389/fnins.2024.1499229 · Cited by 12
Harbatkin, E., Nguyen, T. D., Strunk, K. O., BURNS, J. L., & Moran, A. J. (2025) · Education Finance and Policy · doi:10.1162/edfp_a_00447 · Cited by 12
McConnell, J. (2025) · Language Teaching Research · doi:10.1177/13621688251320584 · Cited by 8
Lehtinen, A., Veermans, K., & Jaakkola, T. (2025) · European Journal of Teacher Education · doi:10.1080/02619768.2025.2484756 · Cited by 7
Why teachers leave: Insights from teachers leaving or preparing to leave the profession
Pressley, T., Marshall, D. T., Walter, H. L., Ganey, K., Rader, M. A., Creed, E., & Andre, I. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105285 · Cited by 19
Identification of Selected Factors That Impact the Preparation Of CTE Teachers
Gordon, H. R. (2009) · OpenSIUC (Southern Illinois University Carbondale) · Cited by 7
4. Supporting PhD Students in Conducting a Literature Review
Lunenberg, M. (2022) · Fagbokforlaget eBooks · doi:10.55669/oa030304 · Cited by 7
Neglected Issues: How Charter Schools Manage Teachers and Acquire Resources
Edwards, D. B., & Hall, S. M. (2018) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811812001005 · Cited by 7
“Across school types, studies have found that dissatisfaction with the school as a workplace or feelings of teacher–school mismatch often happen after recruitment (Ingersoll, 2001; Johnson, Berg, & Donaldson, 2005; Torres, 2014a).”
BackgroundTurner, H. M., Ncube, M., Turner, A., et al. (2018) · Campbell Systematic Reviews · doi:10.4073/csr.2018.7 · Cited by 7
“Research shows that there is a shortage of effective teachers in many rural and urban K–12 public schools serving the highest proportions of high-poverty students across the United States (Clotfelter, Ladd, & Vigdor, 2006; Monk, 2007; Peske & Haycock, 2006)—a shortage that has persisted for decades (Darling-Hammond, 1…”
BackgroundDeever, D. A., Grubaugh, S. J., Levitt, G., et al. (2020) · Journal of Education and Human Development · doi:10.15640/jehd.v9n2a1 · Cited by 7
Cultural dimensions of teacher job satisfaction in a collectivist context
Özcan, B. (2021) · Journal of Pedagogical Research · doi:10.33902/jpr.2021270445 · Cited by 8
Santos, L. M. D. (2021) · Journal of Educational and Social Research · doi:10.36941/jesr-2021-0103 · Cited by 7
“A certain level of turnover in the teacher population is normal as teachers seek to move to another teaching environment or promotion (Ingersoll, 2001; Odland & Ruzicka, 2009).”
BackgroundHan, E. S. (2022) · Feminist Economics · doi:10.1080/13545701.2022.2105375 · Cited by 8
“Teacher attrition also disrupts the continuity of public education (Ingersoll 2001), negatively affecting student learning, especially in disadvantaged communities (Ronfeldt, Loeb, and Wyckoff 2013).”
BackgroundZhu, H., Li, L., & Li, H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.992003 · Cited by 13
“On the other hand, the existing literature has confirmed a significant direct relationship between TC and student achievement (Rosenholtz, 1989; Hatton, 1997; Harvey et al., 1998; Housego, 1999; Ingersoll, 2001; Strahan et al., 2001; Caprara et al., 2006; Johnson et al., 2012; Pranita, 2018).”
BackgroundKazakbaeva, R. (2023) · SAGE Open · doi:10.1177/21582440231220734 · Cited by 7
“The rationale for the second criterion is that the early years of teaching are the most difficult and critical years that contribute to early-career teachers’ retention or attrition from the profession (Goodwin, 2012; Ingersoll, 2001).”
BackgroundUnderstanding the factors supporting language teachers’ sustained motivation until retirement
Haukås, Å. (2024) · Modern Language Journal · doi:10.1111/modl.12920 · Cited by 7
Unraveling the Causes of Teacher Turnover: A Meta-Analysis of Global Literature
Farahmandpour, Z., & Voelkel, R. H. (2025) · Leadership and Policy in Schools · doi:10.1080/15700763.2025.2458610 · Cited by 14
Teacher Shortages in the United States: 1990–2021
Ingersoll, R. M. (2025) · Springer eBooks · doi:10.1007/978-3-658-45398-5_5 · Cited by 9
Self-citationNarrative Dialogue and Teacher Leadership for Social Justice: Re-Storying to Understand
Insana, L. E., Johnson, D., Welsh, H., & Johnston-Parsons, M. (2013) · Springer international handbooks of education · doi:10.1007/978-94-007-6555-9_25 · Cited by 7
Learning to teach special education: A balancing act of assumptions, reality, and best practice
Gümüş, S. S. (2015) · Cogent Education · doi:10.1080/2331186x.2015.1055095 · Cited by 9
“Therefore, teachers get a shock as they enter the field; they may feel ineffective in transferring their knowledge and skills to their practice and eventually get burned out leaving the teaching profession in their early years (Ingersoll, 2001; Melnick & Meister, 2008; Schulz, 2005; Yost, 2006).”
BackgroundOrtúzar, M. S., Ayala, P., Flores, C., & Milesi, C. (2016) · Calidad en la educación · doi:10.4067/s0718-45652016000200008 · Cited by 9
Harju‐Luukkainen, H., Jia, W., & Torre, D. L. (2018) · The Urban Review · doi:10.1007/s11256-018-0475-8 · Cited by 7
Understanding Distributed Leadership Practices in the Cultural Context of Singapore Schools
Goh, J. W. P., Hairon, S., & Lim, S. Q. W. (2019) · Springer eBooks · doi:10.1007/978-981-32-9160-7_2 · Cited by 8
Justice, M. F. (2018) · Digital Commons - Gardner-Webb University (Gardner–Webb University) · Cited by 7
Estimating Teacher Attrition for Impact Study Design
Taylor, J. A., & West, B. T. (2019) · Educational Researcher · doi:10.3102/0013189x19880550 · Cited by 7
“…and selected context characteristics, those likely known at the study design stage, and did not account for influential factors likely not known at the study design stage (e.g., working conditions, job satisfaction; see Ingersoll, 2001) and uncorrelated to the context factors used in this analysis.”
BackgroundNon-Peruvian teacher attrition in Lima’s international school sector: Power, agency and identity
Everitt, W. (2019) · Management in Education · doi:10.1177/0892020619885939 · Cited by 10
“Negative consequences are reducible to financial costs associated with replacing teachers (Skinner, 1998) and institutional costs (Hayden and Thompson, 1998) such as disrupting continuity to courses taught (Ingersoll, 2001; Mancuso et al., 2010).”
BackgroundVoices of Ghanaian Head-Teachers Working in Low-Fee Private Schools
Brion, C., & Cordeiro, P. A. (2020) · International Journal of Educational Reform · doi:10.1177/1056787919885367 · Cited by 8
“Many researchers affirm that headteachers, also referred to as principals or educational leaders, play a crucial role in school improvement, teacher morale and retention, and student learning (Grissom & Harrington, 2010; Ingersoll, 2001; Marzano, Waters, & McNulty, 2005; Rosenholtz & Simpson, 1990).”
BackgroundWhat Motivates Stem Students to Try Teacher Recruiting Programs?
Kunz, J., Hubbard, K., Beverly, L., et al. (2020) · Kappa Delta Pi Record · doi:10.1080/00228958.2020.1813507 · Cited by 7
Kyrou, F., Alexopoulos, N., & Raptis, N. (2020) · European Journal of Educational Management · doi:10.12973/eujem.3.2.67 · Cited by 7
Leadership can’t stand alone: Why school districts need policy to increase teacher retention
Sulit, A. (2020) · eJournal of Education Policy · doi:10.37803/ejepf2008 · Cited by 7
“…is significantly correlated with administrative leadership in the research (Borman & Dowling, 2006; Brill & McCartney, 2008; Hall et al.,1992; Ingersoll, 2001; Ingersoll & Smith, 2003; Johnson & Birkeland, 2003; Kersaint et al., 2007; Kukla-Acevedo, 2009; Stockard & Lehman, 2004; Swars et…”
BackgroundEmbracing the Future of Education Work with Talent Centered Education Leadership
Tran, H., & Jenkins, Z. (2022) · Journal of Education Human Resources · doi:10.3138/jehr-2021-0051 · Cited by 7
Tran, H., Dou, J., Ylimaki, R. M., & Brunderman, L. (2022) · European Journal of Educational Management · doi:10.12973/eujem.5.1.1 · Cited by 12
“The importance of collaboration has been examined in schools across the world (Day, 2009; Hargreaves, 2019; Ingersoll, 2001; Lortie, 1975; Webb et al., 2004; Weiss, 1999).”
BackgroundLam, S. M. I., Kuok, A. C. H., & Sze, T. M. (2022) · Health Psychology Report · doi:10.5114/hpr.2022.115768 · Cited by 14
“Not surprisingly, up to one-half of beginning teachers leave within the first 5 years due to the high level of perceived stress (Ingersoll, 2001) and one third of teachers are stressed or extremely stressed (Borg & Riding, 1991).”
BackgroundSchneider, S., Wettstein, A., Tschacher, W., Torchetti, L., Jenni, G., Kühne, F., Holtforth, M. G., & Marca, R. L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.907056 · Cited by 7
“Consequently, many teachers leave the job or retire early (Ingersoll, 2001; Weber et al., 2003; Friedman, 2006).”
BackgroundPivovarova, M., & Powers, J. M. (2022) · Education Policy Analysis Archives · doi:10.14507/epaa.30.6459 · Cited by 16
Talaee, E., Bozorg, H., & Schrittesser, I. (2023) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.2494 · Cited by 7
“This can be one of the reasons that the first years of teaching are the most challenging years for new teachers (Ingersoll et al., 2014), even sometimes causing them to quit their job as a teacher (Ingersoll, 2001; Long et al., 2012).”
BackgroundVidić, T. (2022) · Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje · doi:10.15516/cje.v24i2.4381 · Cited by 8
Administrators’ perspectives on teachers breaking contract at international schools
Merchant, S., & Ingersoll, M. (2024) · Frontiers in Education · doi:10.3389/feduc.2023.1248229 · Cited by 7
Mayer, D. (2011) · Springer eBooks · doi:10.1007/978-94-007-0545-6_9 · Cited by 7
Robertson, L. (2010) · NCSU Libraries Repository (North Carolina State University Libraries) · Cited by 7
Wells, J. P. (2011) · Cited by 7
Band Teacher Turnover and Its Relationship to Arizona Marching Band Participation
Kloss, T. E. (2012) · Update: Applications of Research in Music Education · doi:10.1177/8755123312437048 · Cited by 7
“Much of the research suggests that effective mentoring programs will help new teachers face all these challenges and reduce the amount of turnover (Ingersoll, 2001).”
BackgroundInfluentialCorbell, K. A., Booth, S., & Reiman, A. J. (2010) · doi:10.3776/joci.%y.v4i1p50-69 · Cited by 7
What can we do to strengthen the teacher workforce?
Gorard, S. A. C., See, B. H., Smith, E., et al. (2007) · International Journal of Lifelong Education · doi:10.1080/02601370701417194 · Cited by 7
Pre-Service Teacher Education in the Community College
Townsend, B. K. (2007) · Community College Review · doi:10.1177/0091552107302212 · Cited by 7
“Massive impending retirements are claimed: According to Allen (2002), nearly 40% of current teachers will be retired by 2010, although some researchers argue that the extent of anticipated retirements is overstated (e.g., Ingersoll, 2001).”
BackgroundDeveloping Psychic Income in School Administration
Guramatunhu-Mudiwa, P., & Scherz, S. D. (2013) · Educational Management Administration & Leadership · doi:10.1177/1741143212474803 · Cited by 7
“Such a caliber of teachers is a treasure that ought to be supported and retained in the school system (Berry et al. 2007; Ingersoll, 2001).”
BackgroundLi, R. (2016) · Journal of Language Teaching and Research · doi:10.17507/jltr.0702.10 · Cited by 7
Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software
Lee, M. J. W., & McLoughlin, C. (2010) · IGI Global eBooks · doi:10.4018/978-1-60566-876-5.ch007 · Cited by 7
Learning to Teach Music in the Context of High-Needs Schools in a Post-Student Teaching Internship
Abramo, J. M. (2015) · Bulletin of the Council for Research in Music Education · doi:10.5406/bulcouresmusedu.206.0041 · Cited by 7
Urban Teacher Residencies: Indicators of Successful Recruitment
Marshall, D. T., & Scott, M. (2015) · Cited by 7
Why teachers and students stay home
Bristol, T. J. (2017) · International journal of comparative education and development · doi:10.1108/ijced-07-2017-0010 · Cited by 7
Herbert, L. P., Allen, J. M., & McDonald, C. V. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.04.005 · Cited by 7
Hougan, E., Johnson, H., Novák, D., Foote, C. J., & Palmeri, A. B. (2018) · ScholarWorks (Central Washington University) · Cited by 7
DETERMINANTS OF TEACHERS’ TURNOVER INTENTION IN BAHRIA SCHOOLS AND COLLEGES AT KARACHI
Khan, R. A. (2016) · IBT Journal of Business Studies · doi:10.46745/ilma.jbs.2016.12.01.14 · Cited by 7
Teacher praise to reprimand ratios during small and large group instruction: a video pilot study
Floress, M. T., Zoder‐Martell, K. A., Beaudoin, M. M., & Yehling, Z. R. (2021) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2021.1898318 · Cited by 7
“Ingersoll (2001) found that 25% of teachers who left teaching cited student discipline as a contributing factor.”
BackgroundFloress, M. T., Briesch, A. M., Jenkins, L. N., et al. (2021) · Behavioral Disorders · doi:10.1177/01987429211012020 · Cited by 7
“, 2013) and may be one reason teachers leave the field of education (Ingersoll, 2001).”
BackgroundJamil, F. M., Emerson, A. M., McKown, G. L., & Stephan, A. T. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-021-01267-1 · Cited by 13
“Studies have found students’ challenging behaviors in the classroom to be associated with difficult relationships with teachers (Herman et al., 2018) and higher teacher stress (Clunies-Ross et al., 2008; Ingersoll, 2001).”
BackgroundPredicting Teacher Success Using Teacher Selection Practices and Classroom Performance Assessment
Gimbert, B., & Chesley, D. (2009) · Journal of School Leadership · doi:10.1177/105268460901900104 · Cited by 7
“In response to the chronic national teacher shortage in content areas and the need for a redistribution of highly qualified teachers (Ingersoll, 2001), school districts need to identify and hire teachers who possess the skills to be successful in the classroom.”
BackgroundPraszkier, R. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108553148 · Cited by 8
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.
What counts as a claim ›How we measure confidence ›How we check this ›
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