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 101–200 of 2,990
Urick, A., & Bowers, A. J. (2013) · Educational Administration Quarterly · doi:10.1177/0013161x13489019 · Cited by 246
“Further, teachers who are empowered and committed within their position are less likely to leave their job (Guarino, Santibanez, & Daley, 2006), which builds a stable community of effective teacher leaders (Ingersoll, 2001).”
BackgroundRonfeldt, M. (2012) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373711420865 · Cited by 218
“…turnover schools have better administrative support (DarlingHammond & Prince, 2007; Ingersoll, 2001); facilities, parental involvement, and professional development (Loeb et al., 2005); enrollment and student discipline (Ingersoll, 2001); and staff relations and support (Bryk & Schneider, 2002).”
BackgroundResultInfluentialCappella, E., Frazier, S. L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. A. (2008) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-008-0182-y · Cited by 229
“…are unlikely to experience consistent high-quality instruction across their elementary years (Pianta et al. 2007), and are likely to attend schools with high teacher and student turnover (Ingersoll 2001), contributing to the experience of educational instability and discontinuity over time.”
BackgroundWhat Is the Problem? The Challenge of Providing Effective Teachers for All Children
Murnane, R. J., & Steele, J. (2007) · The Future of Children · doi:10.1353/foc.2007.0010 · Cited by 211
Solving the Teacher Shortage: How to Attract and Retain Excellent Educators
Podolsky, A., Kini, T., Bishop, J., & Darling‐Hammond, L. (2016) · doi:10.54300/262.960 · Cited by 238
Teacher attrition the first five years – A multifaceted image
Lindqvist, P., Nordänger, U. K., & Carlsson, R. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.02.005 · Cited by 208
Leavers, Movers, and Stayers: The Role of Workplace Conditions in Teacher Mobility Decisions
Kukla-Acevedo, S. (2009) · The Journal of Educational Research · doi:10.3200/joer.102.6.443-452 · Cited by 206
Struyven, K., & Vanthournout, G. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.06.002 · Cited by 207
“Depending on the source, percentages of attrition vary between 30 per cent and 50 per cent (Darling-Hammond, 2000; Ingersoll, 2001; Ingersoll & Smith, 2003; Johnson & Birkeland, 2004; Smethem, 2007), with many qualified teachers never entering a classroom or leaving the job after a short period of…”
BackgroundInfluentialVIOLENCE DIRECTED AGAINST TEACHERS: RESULTS FROM A NATIONAL SURVEY
McMahon, S. D., Martinez, A., Espelage, D. L., et al. (2014) · Psychology in the Schools · doi:10.1002/pits.21777 · Cited by 205
“Challenging working conditions, including school violence, negative school climate, and discipline problems, are directly related to teacher satisfaction and retention (e.g., Cohen, Pickeral, & McCloskey, 2009; Ingersoll, 2001; Kersaint, Lewis, Potter, & Meisels, 2007).”
BackgroundGencer, A. S., & Çakıroğlu, J. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2005.09.013 · Cited by 205
Why teachers leave: Factors that influence retention and resignation
Kersaint, G., Lewis, J. E., Potter, R., & Meisels, G. G. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2005.12.004 · Cited by 205
“A teacher follow-up study has estimated that one third of America’s teaching force of nearly 3,500,000 teachers turns over every year ( Ingersoll, 2001; National Center for Educational Statistics (NCES), 2001; National Commission on Teaching and America’s Future (NCTAF), 2003).”
BackgroundInfluentialStayers, Leavers, Lovers, and Dreamers
Cochran‐Smith, M. (2004) · Journal of Teacher Education · doi:10.1177/0022487104270188 · Cited by 202
Voss, T., & Kunter, M. (2020) · Journal of Teacher Education · doi:10.1177/0022487119839700 · Cited by 201
“An indirect indication of recovery is given by the U-shaped pattern of change in teacher attrition (e.g., Gold, 1996; Guarino et al., 2006) in which attrition is high for novice teachers and lower for more experienced teachers with an increase again as retirement approaches (e.g., Ingersoll, 2001).”
BackgroundMcLeskey, J., & Billingsley, B. S. (2008) · Remedial and Special Education · doi:10.1177/0741932507312010 · Cited by 199
“Such organizations are unusually dependent upon commitment and cohesion among employees and management” (Ingersoll, 2001, p. 505).”
BackgroundProfessional Development and Teacher Change: The Missing Leadership Link
Whitworth, B. A., & Chiu, J. L. (2015) · Journal of Science Teacher Education · doi:10.1007/s10972-014-9411-2 · Cited by 301
“Working conditions, like full time versus part time, salary, and benefit levels, can have an effect on teacher turnover (Ingersoll, 2001).”
BackgroundSchool violence and teacher professional disengagement
Galand, B., Lecocq, C., & Philippot, P. (2006) · British Journal of Educational Psychology · doi:10.1348/000709906x114571 · Cited by 195
“However a growing body of evidence indicates that the roots of the problem rely on teacher leaving as much as – if not more – in teacher shortage (Ingersoll, 2001; Patterson, Roehrig, & Luft, 2003; Vandenberghe, 2000).”
BackgroundPunish Them or Engage Them? Teachers’ Views of Unproductive Student Behaviours in the Classroom
Sullivan, A. M., Johnson, B., Owens, L. W., & Conway, R. N. F. (2014) · The Australian journal of teacher education · doi:10.14221/ajte.2014v39n6.6 · Cited by 195
“Vol 39, 6, June 2014 44 • Teachers report classroom management to be one of the greatest concerns in their teaching, often leading to burnout, job dissatisfaction and early exit from the profession (Australian Education Union, 2008; Blase, 1986; Friedman, 1995; Ingersoll, 2001).”
BackgroundRelationship between quality of life and occupational stress among teachers
Yang, X., Ge, C., Hu, B., Chi, T., & Wang, L. (2009) · Public Health · doi:10.1016/j.puhe.2009.09.018 · Cited by 191
The Relation of Elementary Teachers' Experience, Stress, and Coping Resources to Burnout Symptoms
McCarthy, C. J. (2008) · The Elementary School Journal · doi:10.1086/592308 · Cited by 195
“More recently, Ingersoll (2001) reviewed data suggesting that teacher shortages are not caused primarily by a lack of individuals entering the profession but instead are the result of a “revolving door” in which large numbers of teachers leave for reasons other than retirement.”
BackgroundMartin, N. K., Sass, D. A., & Schmitt, T. A. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2011.12.003 · Cited by 194
“Intent-to-leave can result in decreased school effectiveness (Ingersoll, 2001; Shaw, Gupta, & Delery, 2005) since it is likely characterized by reduced work effort (Maertz & Campion, 1998) as well as decreased productivity, motivation, and overall school morale (Tett & Meyer, 1993).”
BackgroundNo Child Left Behind and Science Education: Opportunities, Challenges, and Risks
Marx, R. W., & Harris, C. J. (2006) · The Elementary School Journal · doi:10.1086/505441 · Cited by 194
“Ingersoll (2001) points out that the problem is not the result of a shortage of teacher candidates, as conventional wisdom would suggest, but rather of teacher attrition.”
BackgroundSun, R., & Wang, W. (2016) · Public Management Review · doi:10.1080/14719037.2016.1257063 · Cited by 286
“For example, schools have been characterized as using ‘uncertain and nonroutine technology and by dependence on commitment and cohesion among members’ (Ingersoll 2001, 505).”
BackgroundPrincipal turnover and student achievement
Miller, A. (2013) · Economics of Education Review · doi:10.1016/j.econedurev.2013.05.004 · Cited by 189
Kelley, L. M. (2004) · Journal of Teacher Education · doi:10.1177/0022487104269653 · Cited by 189
“In contrast, Ingersoll (2001) reported few differences in turnover (which includes both teacher attrition and migration to other schools) between elementary and secondary teachers, findings consistent with this study.”
ResultKey experiences in student teachers’ development
Meijer, P. C., de Graaf, G., & Meirink, J. A. (2011) · Teachers and Teaching · doi:10.1080/13540602.2011.538502 · Cited by 188
“Not being able to teach the way they want to discourage them, and without careful support might lead to feelings of failure or of not being suited for the act of teaching (Ingersoll, 2001).”
BackgroundDeAngelis, K. J., Wall, A. F., & Che, J. (2013) · Journal of Teacher Education · doi:10.1177/0022487113488945 · Cited by 187
“Based on an analysis of national data, Smith and Ingersoll (2004) found that 83% of beginning public school teachers in 1999-2000 participated in some form of induction, up from 51% in 1990-1991. More recently, Goldrick, Osta, Barlin, and Burn (2012) reported that 27 states now have policies requiring novice teachers…”
BackgroundMethodResultInfluentialTeacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis
Ingersoll, R. M., & Tran, H. (2023) · Educational Administration Quarterly · doi:10.1177/0013161x231159922 · Cited by 284
“…to shortages, suggested by the data, does not solely lie in recruiting more new teachers, but also in improving the retention of existing teachers through improvements in schools as workplaces (Ingersoll, 1997, 2001; Ingersoll & May, 2012; Ingersoll & Perda, 2010; Ingersoll et al., 2019, 2022).”
BackgroundMethodInfluentialSelf-citationCampbell, P. F., Nishio, M., Smith, T., Clark, L. M., Conant, D. L., Rust, A. H., DePiper, J. N., Frank, T. J., Griffin, M. J., & Choi, Y. (2014) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.45.4.0419 · Cited by 219
“In addition, attrition in the teaching force is less prevalent among more veteran teachers because many teachers who leave the profession do so within approximately their first 5 years of teaching (Darling-Hammond & Sykes, 2003; Ingersoll, 2001; Scott, Milem, Stuessy, Blount, & Bentz, 2006).”
BackgroundUnderstanding the level and causes of teacher turnover: A comparison with other professions
Harris, D. N., & Adams, S. J. (2006) · Economics of Education Review · doi:10.1016/j.econedurev.2005.09.007 · Cited by 183
Shen, J., Leslie, J. M., Spybrook, J. K., et al. (2011) · American Educational Research Journal · doi:10.3102/0002831211419949 · Cited by 185
“Shen and Palmer (2009) analyzed data from the Baccalaureate and Beyond Longitudinal Study 1993-97 and found that the cumulative attrition rate of new teachers was 45% after 5 academic years (see also Ingersoll, 2001a).”
BackgroundHow Teacher Turnover Harms Student Achievement
Ronfeldt, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011) · National Bureau of Economic Research · doi:10.3386/w17176 · Cited by 180
Finding, Supporting, and Keeping: The Role of the Principal in Teacher Retention Issues
Brown, K. M., & Wynn, S. R. (2009) · Leadership and Policy in Schools · doi:10.1080/15700760701817371 · Cited by 184
“In recent years, national reports have highlighted two important findings: (1) well-qualified teachers are the key education factor in increasing student achievement; and (2) most states will face a drastic teacher shortage in the coming years ( Ingersoll, 2001 ; Wright, Horn, & Sanders, 1997 ).”
BackgroundBeginning secondary science teacher induction: A two‐year mixed methods study
Luft, J. A., Firestone, J. B., Wong, S. S., Ortega, I., Adams, K. L., & Bang, E. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20444 · Cited by 196
Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction
Stanulis, R. N., & Floden, R. E. (2009) · Journal of Teacher Education · doi:10.1177/0022487108330553 · Cited by 182
“make a difference in the lives of teachers and students (Alliance for Excellent Education, 2004; Britton, Paine, Pimm, & Raizen, 2003; Fletcher, Strong, & Villar, 2005; Ingersoll, 2001; Stanulis, 2006).”
BackgroundMcCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P. G., & Baddouh, P. G. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9322-6 · Cited by 218
Racial Mismatch and School Type
Renzulli, L. A., Parrott, H. M., & Beattie, I. R. (2010) · Sociology of Education · doi:10.1177/0038040710392720 · Cited by 180
“By examining the effects of school type on satisfaction, we learn the ways in which schools can modify their existing systems to encourage greater satisfaction among teachers and possibly reduce turnover.”
BackgroundGrissom, J. A., & Keiser, L. R. (2011) · Journal of Policy Analysis and Management · doi:10.1002/pam.20579 · Cited by 179
“In our data, 14 percent of teachers turned over in the year between the SASS and TFS administrations, an estimate that is consistent with previous work (Ingersoll, 2001).”
BackgroundResultInfluentialKalkan, Ü., Altınay, F., Gazi, Z. A., Atasoy, R., & Dağlı, G. (2020) · SAGE Open · doi:10.1177/2158244020902081 · Cited by 303
“…by the development of the managerial adequacy in the educational institutions that cause a willingness of the teachers to work in the institutes (Borman & Dowling, 2006; Ingersoll, 2001) and a positive impression is given to the teachers by the increasing service quality (Trank et al., 2002).”
BackgroundProfiles of middle school teacher stress and coping: Concurrent and prospective correlates
Herman, K. C., Prewett, S. L., Eddy, C. L., Savala, A., & Reinke, W. M. (2020) · Journal of School Psychology · doi:10.1016/j.jsp.2019.11.003 · Cited by 175
Kalogrides, D., Loeb, S., & Béteille, T. (2012) · Sociology of Education · doi:10.1177/0038040712456555 · Cited by 177
Viac, C., & Fraser, P. (2020) · OECD education working papers · doi:10.1787/c36fc9d3-en · Cited by 346
Teachers’ Engagement at Work: An International Validation Study
Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F. Y., Wong, M. W.-Y., & Woods‐McConney, A. (2012) · The Journal of Experimental Education · doi:10.1080/00220973.2012.678409 · Cited by 206
“Teachers who are dissatisfied with their work display lower engagement and are at greater risk for leaving the profession (Evans, 2001; Ingersoll, 2001).”
BackgroundArnup, J. L., & Bowles, T. (2016) · Australian Journal of Education · doi:10.1177/0004944116667620 · Cited by 172
Second career teachers: Job satisfaction, job stress, and the role of self-efficacy
Troesch, L. M., & Bauer, C. E. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.07.006 · Cited by 221
“Empirical evidence suggests that teacher satisfaction is an important determinant of occupational success and teacher retention (e.g., Ingersoll, 2001; Skaalvik & Skaalvik, 2011; Struyven & Vanthournout, 2014) and e from a general organizational psychology perspective e job satisfaction is one of…”
BackgroundPredicting teacher retention using stress and support variables
Sass, D. A., Seal, A. K., & Martin, N. K. (2011) · Journal of Educational Administration · doi:10.1108/09578231111116734 · Cited by 166
“Administrators each year attempt to overcome teacher shortages and staff classrooms with qualified instructors ( Ingersoll, 2001”
BackgroundUnderstanding Employee Turnover in the Public Sector: Insights from Research on Teacher Mobility
Grissom, J. A., Viano, S. L., & Selin, J. (2015) · Public Administration Review · doi:10.1111/puar.12435 · Cited by 164
Kelly, S. (2004) · The Journal of Experimental Education · doi:10.3200/jexe.72.3.195-220 · Cited by 163
“Ingersoll (2001) 1Unless data on labor markets are introduced, what results is similar to using the personal characteristics directly as proxies for opportunity.”
BackgroundInfluentialTeacher Safety and Authoritative School Climate in High Schools
Gregory, A., Cornell, D. G., & Fan, X. (2012) · American Journal of Education · doi:10.1086/666362 · Cited by 164
Exploring beginning teachers’ attrition in the Netherlands
Brok, P. J. D., Wubbels, T., & van Tartwijk, J. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1360859 · Cited by 166
“…how the attrition rates of teachers compare to those from other professions, with some scholars arguing that those in teaching are much higher (e.g. Ingersoll, 2001), while others suggest that the numbers in teaching may actually be comparable to other professions (Harris & Adams, 2007; Plunket &…”
Zeichner, K. M. (2003) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/1467-9620.00248 · Cited by 184
What newly licensed registered nurses have to say about their first experiences
Pellico, L. H., Brewer, C. S., & Kovner, C. T. (2009) · Nursing Outlook · doi:10.1016/j.outlook.2008.09.008 · Cited by 161
“1% which is remarkably similar to the rate of NLRNs according to Kovner et al.(32,5) Given the enormous challenges faced by others in a “service field,” perhaps we should have a more realistic expectation about what constitutes a reasonable turnover rate.”
ResultInfluentialCharter School Policy, Implementation, and Diffusion Across the United States
Renzulli, L. A., & Roscigno, V. J. (2005) · Sociology of Education · doi:10.1177/003804070507800404 · Cited by 160
Organizational Commitment of Teachers in Urban Schools
Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006) · Urban Education · doi:10.1177/0042085906292512 · Cited by 157
“Schools, on average, lose one seventh of their teaching workforce each year (Ingersoll, 2001).”
BackgroundSteiner, E. D., & Woo, A. (2021) · RAND Corporation eBooks · doi:10.7249/rra1108-1 · Cited by 154
Unpacking the “Urban” in Urban Teacher Education
Matsko, K. K., & Hammerness, K. M. (2013) · Journal of Teacher Education · doi:10.1177/0022487113511645 · Cited by 188
“These discussions help aspiring teachers understand the origins of what are typically named as macro-level constraints of working within large urban schools districts such as inadequate resources; limited teacher influence in school wide and classroom decision making; teacher turnover (Ingersoll, 2001); and the dispro…”
BackgroundInfluentialAn international perspective on classroom management: what should prospective teachers learn?
Wubbels, T. (2011) · Teaching Education · doi:10.1080/10476210.2011.567838 · Cited by 156
“The importance of good classroom management is also clear because classroom management issues are a major cause for teacher burnout and job dissatisfaction (eg, Blase, 1986 ; Friedman, 1995 , 2006 ; Ingersoll, 2001 ).”
BackgroundTeacher Stress: What It Is, Why It's Important, How It Can be Alleviated
Prilleltensky, I., Neff, M., & Bessell, A. G. (2016) · Theory Into Practice · doi:10.1080/00405841.2016.1148986 · Cited by 152
“Within the first 3 years, 20% to 33% of novice teachers leave the profession (Blazer, 2006; Ingersoll, 2001; Ingersoll, Merrill, & Stuckey, 2014; Kelley, 2004; Martin, 2008; T. Smith & Ingersoll, 2004).”
Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms With Qualified Teachers?
(2005) · PsycEXTRA Dataset · doi:10.1037/e565212006-011 · Cited by 156
“Over the past decade I have undertaken a series of research projects using SASS/TFS to examine a range of issues concerned with teacher supply, demand, and quality (for detailed reports, see Ingersoll 2001, 2003b ).”
BackgroundMethodInfluentialFreedman, S. W., & Appleman, D. (2009) · Journal of Teacher Education · doi:10.1177/0022487109336181 · Cited by 155
The Sustainability of Inclusive School Reform
Sindelar, P. T., Shearer, D. K., Yendol‐Hoppey, D., & Liebert, T. W. (2006) · Exceptional Children · doi:10.1177/001440290607200304 · Cited by 159
“Despite enthusiasm for the inclusion program and other indicators of its success, problems emerged (Kilgore et al., 2001, 2002).”
BackgroundLiterature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention
Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., & Clandinin, D. J. (2012) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611267.2012.645598 · Cited by 154
“We saw the reviews were largely focussed on individual or institutional/social framings of the problem of early career teacher attrition (Ingersoll, 2001; Macdonald, 1999).”
BackgroundHerman, K. C., Reinke, W. M., & Eddy, C. L. (2020) · Journal of School Psychology · doi:10.1016/j.jsp.2020.01.001 · Cited by 154
Questioning the Research on Early Career Teacher Attrition and Retention
Schaefer, L., Long, J. S., & Clandinin, D. J. (2012) · Alberta Journal of Educational Research · doi:10.55016/ojs/ajer.v58i1.55559 · Cited by 153
“Ingersoll (2001) noted that the “relative odds of young teachers departing are 171% higher than for middle-aged teachers” (p. 518).”
BackgroundMethodInfluentialEarly career teacher attrition in Australia: evidence, definition, classification and measurement
Weldon, P. R. (2018) · Australian Journal of Education · doi:10.1177/0004944117752478 · Cited by 152
Grissom, J. A., & Harrington, J. R. (2010) · American Journal of Education · doi:10.1086/653631 · Cited by 151
Psychology's contributions to classroom management
Little, S. G., & Akin‐Little, A. (2008) · Psychology in the Schools · doi:10.1002/pits.20293 · Cited by 151
“Furthermore, teachers still leave the profession in record numbers, citing stress over ineffective CRM (Ingersoll, 2001).”
Liu, X. S., & Meyer, J. P. (2005) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2005.00501.x · Cited by 147
Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled StudyPreprint
Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M. M., Johnson, A., Grider, M., & Jacobus, M. (2010) · RePEc: Research Papers in Economics · Cited by 148
Using Wenger’s Communities of Practice to Explore a New Teacher Cohort
Cuddapah, J. L., & Clayton, C. D. (2011) · Journal of Teacher Education · doi:10.1177/0022487110377507 · Cited by 170
“Commonly cited attrition statistics of 40% to 50% by year five mask various factors that lead to teacher mobility, but a consistent pattern shows that turnover is exacerbated in low-income, urban schools (Ingersoll, 2001).”
BackgroundGrissom, J. A., & Bartanen, B. (2018) · American Educational Research Journal · doi:10.3102/0002831218797931 · Cited by 147
Recruiting and Retaining Teachers: Turning Around the Race to the Bottom in High-Need Schools
Darling‐Hammond, L. (2004) · doi:10.3776/joci.2010.v4n1p16-32 · Cited by 145
On passion and heavy work investment: personal and organizational outcomes
Houlfort, N., Philippe, F. L., Vallerand, R. J., & Ménard, J. (2013) · Journal of Managerial Psychology · doi:10.1108/jmp-06-2013-0155 · Cited by 167
Gu, Q. (2018) · Springer eBooks · doi:10.1007/978-3-319-76690-4_2 · Cited by 160
Dieker, L., Hynes, M. C., Hughes, C. E., et al. (2008) · Focus on Exceptional Children · doi:10.17161/foec.v40i6.6877 · Cited by 140
“Many urban school districts—those with high rates of poverty and, all too often, large minority populations—suffer most from shortages of qualified teachers (Darling-Hammond & Green, 1990; Ingersoll, 2001; Riley. 1998; Zeichner, 2003).”
BackgroundRedding, C., & Smith, T. M. (2016) · American Educational Research Journal · doi:10.3102/0002831216653206 · Cited by 137
“, 2010; Grissom, 2011; Ladd, 2011; Shen, Leslie, Spybrook, & Ma, 2012), staff collegiality, and student discipline problems (Ingersoll, 2001).”
BackgroundInfluentialTeacher shortage and attrition: Why do they leave?
Dupriez, V., Delvaux, B., & Lothaire, S. (2015) · British Educational Research Journal · doi:10.1002/berj.3193 · Cited by 137
“The analysis of the attrition of beginning teachers has been the subject of recent studies in several countries worldwide (Ingersoll, 2001, 2002; Boyd et al. , 2006; Sass et al ., 2012; Buchanan et al ., 2013; Lindqvist et al ., 2014).”
BackgroundInfluentialTeacher Quality and Teacher Mobility
Feng, L., & Sass, T. R. (2016) · Education Finance and Policy · doi:10.1162/edfp_a_00214 · Cited by 142
“Teachers in schools serving primarily disadvantaged students are more likely to transfer to a new school district (Ingersoll 2001; Hanushek, Kain, and Rivkin 2004; Imazeki 2005) and teachers in urban inner-city schools are more likely to migrate away from their schools than teachers in other areas…”
InfluentialEducation for all and attrition/retention of new teachers: A trajectory study in Chile
Ávalos, B., & Valenzuela, J. P. (2016) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2016.03.012 · Cited by 179
“Teacher trajectories are also constructed using a cross-sectional approach by eliciting information from teachers with different experience as in Huberman’s (1989) study on the lives of teachers, or do so quantitatively through the analysis of existing teacher databases (Ingersoll and May, 2012; Ingersoll, 2001).”
BackgroundMethodResultInfluentialDoes an Urban Teacher Residency Increase Student Achievement? Early Evidence From Boston
Papay, J. P., West, M. R., Fullerton, J. B., & Kane, T. J. (2012) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373712454328 · Cited by 135
New teachers’ experiences of mentoring: The good, the bad, and the inequity
Kardos, S. M., & Johnson, S. M. (2008) · Journal of Educational Change · doi:10.1007/s10833-008-9096-4 · Cited by 133
“Research has found that teacher turnover rates are high (Grissmer and Kirby 1997; Lortie 1975) even compared to those in many other occupations including teaching’s closest cousin, nursing ( Ingersoll 2001 ).”
BackgroundSurvey Measures of Classroom Instruction
Desimone, L. M., Smith, T. M., & Frisvold, D. (2009) · Educational Policy · doi:10.1177/0895904808330173 · Cited by 133
“…1993; U.S. Department of Education, 1998), to examine the prevalence of effective practices (Garet, Birman, Porter, Yoon, & Desimone, 2002), to make international comparisons (Schmidt et al., 2001), and to compare conditions of teaching and teachers across districts and states (Ingersoll, 2001).”
BackgroundCappella, E., Hamre, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., & Schoenwald, S. K. (2012) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0027725 · Cited by 142
“Teachers report difficulties dealing with student disruptive behavior and cite misbehavior as a reason for leaving the profession (Ingersoll, 2001; Reinke et al., 2011).”
BackgroundSupporting Teacher Professionalism
OECD (2015) · Teaching and learning international survey · doi:10.1787/9789264248601-en · Cited by 133
Reconstituting Schools: “Testing” the “Theory of Action”
Malen, B., Croninger, R. G., Muncey, D. E., & Redmond-Jones, D. (2002) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737024002113 · Cited by 132
“” Here, as in other settings (Ingersoll, 2001), the absence of sufficient and dependable organizational supports contributed to teacher turnover in the reconstituted schools.”
BackgroundRetaining counseling staff at substance abuse treatment centers: effects of management practices
Knudsen, H. K., Johnson, J. A., & Roman, P. M. (2003) · Journal of Substance Abuse Treatment · doi:10.1016/s0740-5472(02)00357-4 · Cited by 132
“This rate far exceeds the national average of 11% across all occupations and is significantly higher than the average annual turnover rates of teachers (13%) and nurses (12%), occupations traditionally known to have high rates of turnover (Cavanagh, 1989; Ingersoll, 2001).”
BackgroundTeacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework
Mason, S., & Matas, C. P. (2015) · The Australian journal of teacher education · doi:10.14221/ajte.2015v40n11.3 · Cited by 134
“In order to source Australian studies of teacher attrition, searches were conducted of three major international databases in the field of education: The Social Sciences Citation Index, the Educational Resources Information Center (ERIC) database, and the A+ Education database, using combinations of the keywords ‘teac…”
InfluentialPapay, J. P., Bacher-Hicks, A., Page, L. C., & Marinell, W. H. (2017) · Educational Researcher · doi:10.3102/0013189x17735812 · Cited by 143
“Ingersoll and others often define turnover as the complement of this, or the proportion of teachers in a given year who have left within that time period. As Ronfeldt, Loeb, and Wyckoff (2012) note, though, turnover can have multiple definitions, particularly at the school level.”
InfluentialSeven Trends: The Transformation of the Teaching Force – Updated October 2018
Ingersoll, R. M., Merrill, E., Stuckey, D. W., & Collins, G. J. (2018) · ScholarlyCommons (University of Pennsylvania) · Cited by 132
Self-citationLubienski, S. T., Lubienski, C., & Crane, C. C. (2008) · American Journal of Education · doi:10.1086/590677 · Cited by 140
Key influences on special education teachers’ intentions to leave
Conley, S., & You, S. (2016) · Educational Management Administration & Leadership · doi:10.1177/1741143215608859 · Cited by 134
“As Ingersoll (2001) confirmed, such workplace factors as administrative support and student discipline problems are highly influential for teacher turnover generally.”
BackgroundResultInfluentialFocusing new teachers on diversity and equity: Toward a knowledge base for mentors
Achinstein, B., & Athanases, S. Z. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2005.05.017 · Cited by 133
“Many teachers themselves will despair at job dissatisfaction and unsupportive work conditions and leave the profession early (Ingersoll, 2001), 30% leaving in their first five years and up to 50% leaving after seven (DarlingHammond, 1997; Schlechty & Vance, 1983).”
BackgroundHarper, S. R. (2015) · Urban Education · doi:10.1177/0042085915569738 · Cited by 133
Mix and Match: What Principals Really Look for When Hiring Teachers
Harris, D. N., Rutledge, S. A., Ingle, W. K., & Thompson, C. C. (2010) · Education Finance and Policy · doi:10.1162/edfp.2010.5.2.5205 · Cited by 130
(2008) · Teacher education quarterly (Claremont, Calif.) · Cited by 129
Harris, C., Penuel, W. R., D’Angelo, C. M., DeBarger, A. H., Gallagher, L. P., Kennedy, C. A., Cheng, B. H., & Krajcik, J. S. (2015) · Journal of Research in Science Teaching · doi:10.1002/tea.21263 · Cited by 131
Being pushed out of the career: Former teachers' reasons for leaving the profession
Amitai, A., & Houtte, M. V. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103540 · Cited by 161
What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition
Ingersoll, R. M., Merrill, L., & May, H. (2014) · ScholarlyCommons (University of Pennsylvania) · doi:10.12698/cpre.2014.rr82 · Cited by 129
“In contrast, the data indicate that school staffing problems are to a large extent a result of a “revolving door”—where large numbers of existing teachers depart their teaching jobs long before retirement (e.g., Ingersoll, 2001; Ingersoll & Perda, 2010; Ingersoll & May, 2012).”
ResultSelf-citationTeacher Stress and Teacher Self-Efficacy: Relations and Consequences
Skaalvik, E. M., & Skaalvik, S. (2017) · Aligning perspectives on health, safety and well-being · doi:10.1007/978-3-319-53053-6_5 · Cited by 184
Donaldson, M. L., & Johnson, S. M. (2010) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373710367680 · Cited by 127
“Nationwide, 15.2% of teachers at high-poverty schools leave their schools annually, compared to 10.5% of their counterparts in low-poverty settings (Ingersoll, 2001).”
BackgroundInfluential
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.
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