The DOI matches its Crossref record; 88 of the 88 references it cites were found in a registry or an index; none of the 55 sources its claims cite is checked for support yet.
Teacher Turnover and Teacher Shortages: An Organizational Analysis
Open accessAbstract
Contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. This theory also holds that these school staffing problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirements and student enrollments. This analysis investigates the possibility that there are other factors—those tied to the organizational characteristics and conditions of schools—that are driving teacher turnover and, in turn, school staffing problems. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey conducted by the National Center for Education Statistics. The results of the analysis indicate that school staffing problems are not primarily due to teacher shortages, in the technical sense of an insufficient supply of qualified teachers. Rather, the data indicate that school staffing problems are primarily due to excess demand resulting from a "revolving door"—where large numbers of qualified teachers depart their jobs for reasons other than retirement. Moreover, the data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing other jobs. The article concludes that popular education initiatives, such as teacher recruitment programs, will not solve the staffing problems of such schools if they do not also address the organizational sources of low teacher retention.
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64 Own result · 35 Own interpretation · 16 Not checked yet · 14 No basis given · 11 Sources not found · 7 Own method · 1 No full text of the sources
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In the paper
“But, net of the effects of these teacher characteristics, there are also significant effects of school characteristics and organizational conditions on turnover that have largely been overlooked by previous research.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Moreover, the data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing other jobs.”
- Also stated in: § Abstract · plain
“Moreover, the data show that although it is true that teacher retirements are increasing, the overall amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing better jobs or other careers.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Teachers' self-reported reasons for their departures accurately reflect the causes of their turnover.
- Also stated in: § Abstract · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This analysis reveals that the latter have far higher rates of teacher turnover than the former.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Based: unclear — It is unclear why the paper says it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show, for example, that although high-poverty public schools have moderately higher rates, larger schools, public schools in large school districts, and urban public schools do not have especially high rates of teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, small private schools stand out for their relatively high rates of turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Consistent with prior empirical research, my analysis indicates that teacher characteristics, such as specialty field and age, are strongly related to turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show that this is the case; while many of the other factors changed little, the association of the four organizational measures all increased.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Another form of outflow is represented by migrants who move to teaching jobs in other schools, which accounts for about half of the total teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“moreover, after controlling for the characteristics of teachers and schools, three of the four conditions remain significantly associated with turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the first model, the relationship between the teacher characteristics as a group (model 1 of Table 4) and the likelihood of turnover is statistically significant (at a 90% level of confidence).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- It may state two separate claims as one. 46
- Probably not a substantial claim. 25
- The quote only partly states this claim. 1
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show, for example, that although high-poverty public schools have moderately higher rates, larger schools, public schools in large school districts, and urban public schools do not have especially high rates of teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“although it is true that teacher retirements are increasing”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In brief, the results of the analysis show that teacher turnover is a significant phenomenon, and a dominant factor behind the demand for new teachers and the difficulties schools encounter adequately staffing classrooms with qualified teachers.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The overall rate of teacher turnover in urban, high-poverty public schools is slightly above average (14.4 %) and the overall rate in small private schools is significantly higher (22.8%).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For instance, private school teachers were more likely to leave teaching altogether, but less likely to move to other schools, than were public school teachers.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The overall turnover rate is 13.2% (migration of 7.2% plus attrition of 6.0%).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In 1993-1994, 3 years later, about 193,000 teachers newly entered the occupation, but in the following 12 months, about 213,000-equivalent to 110% of those just hired-left the occupation.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Notably for the focus of this analysis, in both sectors the effects of the four organizational conditions were significant, in the expected direction, and in most cases strong (with the exception of advanced salaries among public schools).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Notably, although both special education and math/science teachers were more likely to migrate than other kinds of teachers, neither was more likely to leave teaching altogether than other teachers, once other factors were controlled.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedged- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The degree of staffing problems vary greatly among different types of schools even in the same jurisdiction, and schools ostensibly drawing from the same teacher supply pool can have significantly different staffing scenarios.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“For example, from 1994 to 1995 there were about 50,000 retirees, accounting for only 24% of the 213,000 leavers and only 12% of the total turnover of 418,000 (Ingersoll, 2001a).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
What the sources say
- Not matchedcites Ingersoll, 2001a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Comparison of the TFS data with either the nurse's or the employee turnover rate suggests that teaching has a relatively high turnover rate: 15% from 1988 to 1989, 13.2% from 1991 to 1992, and 14.3% from 1994 to 1995.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
What the sources say
- Not matchedcites Bureau of National Affairs, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites William M. Mercer, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one. The quote only partly states this claim.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among private schools, both non-Catholic and Catholic religious schools appeared to have more turnover than did nonsectarian private schools, but in most of the models these coefficients did not quite achieve significance.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The analysis also shows that special education teachers are more likely to depart than other teachers, but the coefficient is slightly insignificant in model 1”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, teachers in rural schools are less likely to turnover than are those in urban schools, but, interestingly, there is little difference in turnover between suburban and urban schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show that neither larger schools, public schools in large school districts, urban public schools, nor high-poverty public schools have the highest rates of teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Of those who depart due to job dissatisfaction, one-fourth or more report each of the following five reasons: low salaries; a lack of support from the administration; student discipline problems; lack of student motivation; and lack of influence over decision-making.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Personal reasons, such as departures for pregnancy, child rearing, health problems, and family moves, are more often reported as reasons for turnover than either retirement or staffing actions (33% of migration and 45% of attrition).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast to the relatively low turnover rates in large private schools, small private schools lose, on average, almost one-fourth of their faculty each year, most of whom are full-time employees.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Staffing actions more often result in migration to other teaching jobs rather than leaving the teaching occupation altogether, and these cross-school movements are more common in urban, highpoverty public schools than in small private schools (34% compared to 22%).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“School staffing cutbacks due to lay-offs, school closings, and reorganizations account for a larger proportion of turnover (41% of migration and 12% of attrition) than does retirement.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“On the basis of a one-way random effects ANOVA model, the data show that the variance component within states was 44 times the size of the variance component between states.Intraclass correlation = .022.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > 10
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Teachers in small private schools are slightly more likely to depart for personal reasons than are those in urban, high-poverty public schools (51% compared to 41%), but the data also show that these motives are common to all schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The relationship between percent minority enrollment and turnover was positive and statistically significant, but not strong.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > 10
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Likewise, dissatisfaction underlying attrition is most often reported as being due to low salaries, lack of support from the school administration, lack of student motivation, and student discipline problems.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Small private schools employ about 7.5% of the K-12 teaching force, but account for about 13% of all teacher turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Dissatisfaction underlying migration is most often listed as being due to low salaries, lack of support from the school administration, student discipline problems, and lack of teacher influence over decisionmaking.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The latter actually accounts for less than one-third of those leaving the occupation (27%) and only a small part (12%) of total turnover (movers and leavers).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Unlike most previous data sources, this dataset is large, comprehensive, nationally representative, and includes teacher migration, teacher attrition, the reasons teachers themselves give for their departures, and a wide range of information on the characteristics and conditions of elementary and secondary schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Research on Teacher Turnover
What the sources say
- Not checked — no full text of the sourcecites Haggstrom, Darling-Hammond, & Grissmer, 1988
- Not matchedcites Ingersoll, 1995b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Following previous research on teacher turnover, in the regression models I include control variables for several characteristics of teachers: race, gender, age, and subject/field of teaching.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Researchers have found that among the most important of these organizational conditions are the compensation structure for employees; the level of administrative support, especially for new employees; the degree of conflict and strife within the organization; and the degree of employee input into and influence over organization policies.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“a central finding in this literature is that high levels of employee turnover are both cause and effect of ineffectiveness and low performance in organizations.”
boosteddirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“however, the data suggest that an overall lack of supply is neither the sole, nor dominant factor, behind staffing problems.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Levels of Turnover and School Staffing Problems
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: A sufficient teacher supply pool would ease replacement of departing teachers.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, and only after controlling for the above teacher and school factors, I focus on the effects of four measures reflecting the four organizational conditions introduced earlier.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“employee turnover is especially consequential in organizations that have uncertain and nonroutine technologies and production processes requiring extensive interaction among participants.”
What the sources say
- Not matchedcites Burns & Stalker, 1961
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Kanter, 1977
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Likert, 1967
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“fully understanding turnover requires examining it at the level of the organization”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This suggests that the rate of turnover in private schools may be ameliorated by their higher levels of administrative support, higher levels of faculty influence, and lower levels of student discipline problems and, hence, once these are controlled, the rate of turnover in these schools increases.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Predictors of Turnover
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“fully understanding turnover requires examining the character and conditions of the organizations within which employees work”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“These four conditions are a useful focus because they have also been found to be among the most important aspects of school organization and are”
What the sources say
- Not checked — no full text of the sourcecites Goodlad, 1984
- Not matchedcites Metz, 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Newman, Rutter, & Smith, 1989
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Schools have traditionally been identified as a key example of organizations characterized by an uncertain and nonroutine technology and by dependence on commitment and cohesion among members”
What the sources say
- Not matchedcites Bidwell, 1965
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Ingersoll, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Lortie, 1975
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The U.S. Census Bureau (1998) collected the SASS data for NCES from a random sample of schools stratified by state, public/private sector, and school level.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
What the sources say
- Not matchedcites U.S. Census Bureau, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“From an organizational-level perspective, employee migration is as relevant as employee attrition.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“in the regression models I include, as independent variables, school characteristics typically found to be important in this literature: school level, size, urbanicity, sector, the level of poverty of the student population, and the orientation or affiliation for private schools”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
What the sources say
- Not checked — no full text of the sourcecites Bidwell & Quiroz, 1991 source
- Not matchedcites Bryk, Lee, & Smith, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Chubb & Moe, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The measures of student discipline problems, faculty influence and administrative support are all school means of the reports of the total SASS teacher sample for each school and not limited to the reports of those in the smaller TFS sample.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > (Continued)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“I focus on a set of four particular organizational conditions in schools that, as discussed above, have consistently been found to be crucial for employee turnover”
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The analysis uses PROC GENMOD (SAS), a multilevel regression program that allows for logistic regression, adjusts for the nonrandom clustering of teachers within schools resulting from the multilevel sample, and finally, allows for the inclusion of design weights.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Data
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“understanding employee turnover is important because of its link to the performance and effectiveness of organizations”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Rather than increase the quantity of teacher supply, an alternative solution to school staffing problems, implied by this analysis, is to decrease the demand for new teachers by decreasing turnover.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Current policies will not only fail to solve school staffing problems, but this analysis suggests that they also divert attention from the primary underlying problem-the manner in which teachers and schools are managed.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Moreover, this analysis suggests that increases in student enrollment and increases in teacher retirement are not the primary factors at the root of staffing difficulties, as current educational theory holds.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“To use Hirschman's classic (1970) framework, members who disagree with the policies of an organization face three basic options: exit, voice, or loyalty.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not checked — no full text of the sourcecites Hirschman, 1970
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“But, in addition, high levels of teacher turnover in small private schools are of both theoretical and policy concern because these are the very schools that presumably are most likely to have a performance-enhancing, tight-knit community.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: Small private schools are the schools most likely to have a performance-enhancing, tight-knit community.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data show that teacher turnover is a significant phenomenon and a dominant factor driving demand for new teachers and, in turn, creating school staffing problems.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Educational sociologists, in particular, have long held that the presence of a sense of community and cohesion among families, teachers, and students is important for the success of schools (e.g., Durkheim, 1961;Waller, 1932;Parsons, 1959;Coleman & Hoffer, 1987;Grant, 1988;Rosenholtz, 1989).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not matchedcites Durkheim, 1961
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Waller, 1932 source
- Not matchedcites Parsons, 1959
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“These findings stand out because teachers in private schools consistently report higher levels of job satisfaction and more positive school climates than do teachers in other kinds of schools (e.g., Ingersoll, 1997;Reyes, 1990).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not matchedcites Ingersoll, 1997
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Reyes, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Underlying my analysis is the premise, drawn from the sociology of organizations, occupations, and work, that high levels of employee turnover are tied to how well organizations function.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although it is true that student enrollments are increasing, the demand for new teachers is primarily due to teachers moving from or leaving their jobs at relatively high rates.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“From this perspective, high rates of teacher turnover are of concern not only because they may be an indication of underlying problems in how well schools function, but also because they can be disruptive, in and of themselves, for the quality of school community and performance.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data suggest that improvements in organizational conditions, such as increased support from the school administration, reduction of student discipline problems, and enhanced faculty input into school decision-making and increased salaries, would all contribute to lower rates of turnover, thus diminish school staffing problems, and ultimately aid the performance of schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data suggest that improvements in organizational conditions, such as increased support from the school administration, reduction of student discipline problems, and enhanced faculty input into school decision-making and increased salaries, would all contribute to lower rates of turnover, thus diminish school staffing problems, and ultimately aid the performance of schools.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In general, large public schools, especially those in urban, high-poverty areas, are often cited as less likely to exhibit a sense of community (e.g., Bryk, Lee, & Smith, 1990).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not matchedcites Bryk, Lee, & Smith, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings from the self-report data are highly consistent with the results in the prior regression models, lending confidence to both stages of the analysis.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings suggest that teacher supply and demand imbalances and attendant school staffing problems are neither synonymous with, nor primarily caused by, teacher shortages in the technical sense of a supply-side deficit of qualified candidates.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Discussion and Implications
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Moreover, some researchers have tied the effectiveness of private schools, especially the religiously oriented, to a coherent and unified mission and sense of community (e.g., Bryk, Lee, & Holland, 1993;Coleman & Hoffer, 1987).”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
- Not checked — no full text of the sourcecites Bryk, Lee, & Holland, 1993 source
- Not matchedcites Coleman & Hoffer, 1987
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“In contrast, many have argued that small schools are more likely to have a communal climate, providing support for a”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Teacher Turnover, School Community, and School Effectiveness
What the sources say
hedgedcorrelational- Asserted: fails — The authors may not put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it.
The paper relies on this without support.
Teachers' self-reported reasons for their departures accurately reflect the causes of their turnover.
“the reasons teachers themselves give for their departures”
The paper relies on this without support.
A sufficient teacher supply pool would ease replacement of departing teachers.
“A sufficient teacher supply pool would, of course, ease replacement”
The paper relies on this without support.
Supply and demand theory holds that where the quantity of teachers demanded is greater than the quantity supplied, there are two basic policy remedies: increase the quantity supplied or decrease the quantity demanded.
“Supply and demand theory holds that where the quantity of teachers demanded is greater than the quantity of teachers supplied, there are two basic policy remedies: increase the quantity supplied or decrease the quantity demanded.”
The paper relies on this without support.
Small private schools are the schools most likely to have a performance-enhancing, tight-knit community.
“But, in addition, high levels of teacher turnover in small private schools are of both theoretical and policy concern because these are the very schools that presumably are most likely to have a performance-enhancing, tight-knit community.”
The paper relies on this without support.
The departure of individuals who do not share the goals and values of the organization can be useful to maintain a coherent mission and sense of purpose.
“Of course, the departure of individuals who do not share the goals and values of the organization can be useful to maintain a coherent mission and sense of purpose.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Stress is linked to negative impacts on school performance and attrition (Greenberg, 2016;Ingersoll, 2001)”
From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Ingersoll, 2001
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
“Of those who depart due to job dissatisfaction, one-fourth or more report each of the following five reasons: low salaries; a lack of support from the administration; student discipline problems; lack of student motivation; and lack of influence over decision-making.”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > Reasons for Turnover
“Inadequate administrative support 38 30 25 18 25 34 Poor salary 47 45 24 46 79 73 Student discipline problems 18 30 29 27 3 12 Lack of faculty influence 13 18 26 11 12 9”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > (Continued)
“faculty control and influence over 10 areas:”
§ Teacher Turnover and Teacher Shortages: An Organizational Analysis > (Continued)
“selecting textbooks and other instructional materials; selecting content, topics and skills to be taught; selecting teaching techniques; determining the amount of homework to be assigned; disciplining students; curriculum; ability grouping; school discipline policy; content of inservice programs.”
Citations
Cites
Exit, Voice and Loyalty: Responses to Decline in Firms, Organizations, and States.
Tullock, G., & Hirschman, A. O. H. (1970) · The Journal of Finance · doi:10.2307/2325604 · Cited by 11,199
Research in Organizational Behavior
Hammer, E. R., Cummings, L. L., & Staw, B. M. (1984) · Academy of Management Review · doi:10.2307/258300 · Cited by 11,176
Burns, T., & Stalker, G. M. (1994) · doi:10.1093/acprof:oso/9780198288787.001.0001 · Cited by 7,371
Men and Women of the Corporation.
Strauss, G., & Kanter, R. M. (1978) · Industrial and Labor Relations Review · doi:10.2307/2522922 · Cited by 7,292
Men and Women of the Corporation
Devanna, M. A. (1978) · The Journal of Applied Behavioral Science · doi:10.1177/002188637801400208 · Cited by 6,352 · cited 1×
“Such organizations are often unusually dependent upon commitment and cohesion among employees and management and, hence, are especially vulnerable to employee turnover (e.g., Burns & Stalker, 1961; Kanter, 1977; Likert, 1967; Porter, Lawler & Hackman, 1975; Turner & Lawrence, 1964; Walton, 1980).”
BackgroundDenning, P. J. (1983) · Communications of the ACM · doi:10.1145/358150.358154 · Cited by 3,927
(1970) · Cited by 3,618
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Cited by
Sorted by citations
Items 1,901–2,000 of 2,990
Kyayemagye, F., & Kintu, D. (2020) · Teacher Education and Curriculum Studies · doi:10.11648/j.tecs.20200503.16 · Cited by 2
“The Ministry of Education has to find a way of contenting with issues of large classroom against few teachers coupled with high rate of teachers’ attrition rates [36].”
BackgroundNice to Tweet You: Supporting Rural Preservice Teachers through Twitter Chats.
Zimmerle, J. C. (2020) · SRATE journal · Cited by 2
Self-Efficacy of Physical and Health Education Student Teachers in the Quebec Context
Amamou, S., Vandercleyen, F., & Desbıens, J.-F. (2021) · Discourse and Communication for Sustainable Education · doi:10.2478/dcse-2021-0003 · Cited by 2
Kharismawan, P. Y., & Mbato, C. L. (2020) · doi:10.4108/eai.20-9-2019.2292099 · Cited by 2
“Ingersoll [5] identified that after three years, twenty nine percent (29”
BackgroundInfluentialPersonality traits and occupational stress among special needs education teachers
Adigun, O. T., Hlongwane, M. M., & Isaiah, O. O. (2021) · Journal of Psychology in Africa · doi:10.1080/14330237.2021.1978181 · Cited by 4
“…school organisational structures and/or administrative support given to teachers (Adeniyi, 2007; Adeniyi et al ., 2010; Alekhina & Silantyeva, 2014; Ingersoll, 2001) as well as personal factors (Antoniou et al ., 2006; Lau et al ., 2005), including age, experience, and sex (Antoniou et al ., 2006;…”
BackgroundTresner, C. A. (2010) · K-State Research Exchange (Kansas State University) · Cited by 2
Young, G. C. (2000) · doi:10.15760/etd.2064 · Cited by 3
“Ingersoll (2001) estimated that 40% to 50% of beginning teachers quit the profession before their fifth year of teaching, and roughly 17% of beginning teachers quit after one year of teaching.”
BackgroundWhy they stayed: a study of the working lives of long serving teachers in inner city schools
McIntyre, J. (2010) · Nottingham ePrints (University of Nottingham) · Cited by 2
Evaluation Report III: The Robert Noyce Scholarship Program at CSUB
Wang, J. (2013) · doi:10.13140/rg.2.1.4463.1126 · Cited by 2
Transformative professional development and teacher engagement
Geil, K. E. (2011) · CU Scholar (University of Colorado Boulder) · Cited by 2
Characteristics of music education programs in public schools of Jamaica
Mundle, O. (2008) · Texas ScholarWorks (Texas Digital Library) · Cited by 2
Managing the professional development of primary school teachers by means of action research
Banoo, R. (2014) · Unisa Institutional Repository (University of South Africa) · Cited by 2
Waite, W. (2009) · ProQuest Demo Repository · Cited by 2
Characteristics of STAR Secondary Social Studies Teachers: Relating Reality to Theory
Neubert, G. A., & Binko, J. B. (2007) · Social Studies Research and Practice · doi:10.1108/ssrp-03-2007-b0004 · Cited by 2
“…by the two teachers in this study—mandatory paperwork, minimal teacher decision-making, and disillusionment with the school climate and leadership team—are among the leading causes cited in national studies for teachers leaving the profession (e.g., Ingersoll, 2001; Johnson & Birkland, 2003).”
BackgroundLeslie, J. M. (2009) · ScholarWorks - WMU (Western Michigan University) · Cited by 2
Walker, M. B. L. (2011) · OakTrust (Texas A&M University Libraries) · Cited by 2
Crutchfield, N. (2010) · OakTrust (Texas A&M University Libraries) · Cited by 2
A Study of the Impact of Salary Supplements on Teacher Turnover in North Carolina School Districts
Cox, L. (2019) · Carolina Digital Repository (University of North Carolina at Chapel Hill) · doi:10.17615/7swp-0h12 · Cited by 2
Restorying Ourselves: Using Currere to Examine Teachers' Careers
Brown, D. (2008) · SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) · Cited by 2
The Impact of a New Teacher Support System on Teacher Efficacy
Simpson, T. D. (2016) · ScholarWorks (Walden University) · Cited by 2
Soeder-Kolodey, C. (2015) · doi:10.18297/etd/2310 · Cited by 2
“Some school districts have estimated losing $16,000 to $20,000 for every teacher who leaves the profession because of the amount of training and retraining that needs to take place to 35 induct every new teacher to the profession (Ingersoll, 2001).”
BackgroundInfluentialRetention Of Academia At Makerere University: A Time-To-Event AnalysisPreprint
Muhwezi, K., Wamala, R., & Atuhaire, L. K. (2017) · RePEc: Research Papers in Economics · Cited by 2
DeMeulenaere, M. (2016) · Louisiana State University · doi:10.31390/gradschool_dissertations.2961 · Cited by 2
“19 (DeAngelis, & Perry), with approximately one third of new teachers quitting within three years (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009; Ingersoll, 2003), preschool teachers specifically have a turnover rate of 50 percent per year (Miller & Bogatova, 2009). Without effective teachers, class- size increases,…”
BackgroundInfluentialOrlowski, N. (2018) · Deep Blue (University of Michigan) · Cited by 2
Wallace, M. F. G. (2017) · doi:10.31390/gradschool_dissertations.4295 · Cited by 2
“For the teachers in Ingersoll’s (2001) study, job dissatisfaction comes from feelings of “inadequate support from the school administration, student discipline problems, limited faculty input into school decision-making, and .”
BackgroundInfluentialLebel, R. (2010) · Scholarship at UWindsor (University of Windsor) · Cited by 2
Osipova, A. V. (2014) · eScholarship (California Digital Library) · Cited by 2
International Journal of Business and Management, Vol. 3, No. 11, November 2008
Editor, I. J. B. M. (2009) · International Journal of Business and Management · doi:10.5539/ijbm.v3n11p0 · Cited by 2
Qadach, M., Da’as, R., & Finkelstein, I. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.05042-9 · Cited by 2
Educating the teaching profession
Lillejord, S. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.04049-5 · Cited by 3
Teachers' work in the context of COVID-19
Collins, R., Bartlett, L., Thompson, A., Little, J. W., & Darwich, L. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.04101-4 · Cited by 2
Enhancing Teacher Status in Kazakhstan: The Role of School Leaders and Legislative MeasuresPreprint
Sarmurzin, Y. (2024) · Research Square · doi:10.21203/rs.3.rs-4195846/v1 · Cited by 2
Ntumi, S. (2025) · Research Square · doi:10.21203/rs.3.rs-6794493/v1 · Cited by 2
We won’t solve the teacher shortage until we answer these 4 questions
Gundlach, H. A. D. (2023) · doi:10.64628/aa.dep3ee4wt · Cited by 2
Bales, R. W. (2004) · Digital Commons - East Tennessee State University (East Tennessee State University) · Cited by 2
Steele, J. S., Brown, N., Tiffany-Kinder, R., et al. (2019) · Culture Studies ↔ Critical Methodologies · doi:10.1177/1532708619885404 · Cited by 1
Hamilton, L., & King, B. N. (2020) · Journal of Education Society and Behavioural Science · doi:10.9734/jesbs/2020/v33i830250 · Cited by 1
“Job dissatisfaction, due to poor salary, poor administrative support, and student discipline problems, is also among the most frequent reasons teachers give for leaving the profession [38,39,40].”
BackgroundLópez-Estrada, V. (2021) · Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education · doi:10.4018/978-1-7998-6963-4.ch008
Price, H. E. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-38298-8_39-1 · Cited by 1
How research-practice partnerships meet high-performing teachers’ needs
Wu-Pope, J. (2022) · Phi Delta Kappan · doi:10.1177/00317217221123646 · Cited by 1
“While mid-career teachers tend to leave at a lower rate than new and late-career teachers, resulting in a U-shaped attrition pattern (Ingersoll, 2001), their departures also demand attention.”
BackgroundTeacher assignment in rural regions of Azerbaijan
Abizada, A., Gurbanova, U., Iskandarova, A., et al. (2022) · Advances in Building Education · doi:10.20868/abe.2022.2.4941 · Cited by 1
“In contrast, Ingersoll [12] believes that all initiatives will be valid only in case of having more focus on retention of educators in rural areas and less on recruitment.”
BackgroundOfem, B., Beeth, M., Doering, J., Fink, K., Konz, R., Mohr‐Schroeder, M. J., Polizzi, S. J., Roehrig, G., Rushton, G. T., & Sheppard, K. (2022) · Journal of STEM Teacher Education · doi:10.30707/jste57.1.1664998343.920643 · Cited by 1
“Or, they use other characteristics of the individual (e.g., age, prior experience) to predict voluntary turnover (Ingersoll, 2001).”
BackgroundLi, H., & Zhao, N. (2023) · Proceedings of The World Conference on Research in Teaching and Education · doi:10.33422/worldte.v1i1.43 · Cited by 1
Weiss, A., Woo, D. S., & Nguyen, T. D. (2023) · Journal of School Choice · doi:10.1080/15582159.2023.2291220 · Cited by 1
“We also found a narrowing proportion of early career teachers over time, a subgroup which prior research suggested are more likely to turn over (Ingersoll, 2001).”
ResultChen, F., Harris, D. N., & Penn, M. (2024) · Economics of Education Review · doi:10.1016/j.econedurev.2024.102520 · Cited by 1
“Working conditions are also important to teachers (Ingersoll, 2001).”
BackgroundTeacher positioning within the figured world(s) of urban school science
Wade‐Jaimes, K., & Askew, R. (2024) · Science Education · doi:10.1002/sce.21866 · Cited by 2
Redding, C. (2024) · Urban Education · doi:10.1177/00420859241244778 · Cited by 1
“District graduates ’ embeddedness within their community also results in greater stability, which can help to reduce overall teacher shortages faced by urban school systems (Ingersoll, 2001; Redding, 2022; Whipp & Geronime, 2017).”
Professional Skills for School Administrators in the 21st Century
Siphai, S., & Siphai, S. (2024) · Journal of Education and Learning Reviews · doi:10.60027/jelr.2024.798 · Cited by 1
“Effective recruitment strategies include creating clear job descriptions, implementing fair and thorough hiring processes, and attracting candidates who share the school's mission and values (Ingersoll, 2001).”
BackgroundMein, E. L., Ocaña, P., & Gonzalez, M. (2024) · Theory & Practice in Rural Education · doi:10.3776/tpre.2024.v14n2p1-20 · Cited by 1
From classroom challenges to scholarly insights: A bibliometric analysis of novice teacher research
Jin, B. Y. P., Zalli, M. M. M., Ahmi, A., Law, H. H., Benlahcene, A., Jamil, M. R. M., & Quah, W. B. (2025) · British Educational Research Journal · doi:10.1002/berj.4153 · Cited by 6
Science Teacher Turnover in Texas: Who Are They and Where Do They Go?
Mansell, K. E. (2025) · Science Education · doi:10.1002/sce.21971 · Cited by 3
Baelen, R. N., Galla, B. M., & Maynard, R. A. (2025) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2025.100113 · Cited by 3
Insatisfacción docente: impacto en la calidad educativa y el tejido social
Morales, O. M. M. (2025) · LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades · doi:10.56712/latam.v6i3.3932 · Cited by 2
Sahito, F. Z., Sahito, Z. H., Alishba, U., & Phulpoto, J. (2025) · International Journal of Social Science & Entrepreneurship · doi:10.58622/ijsse.v5i1.343 · Cited by 1
Alazmi, A. A., & Al‐Mahdy, Y. F. H. (2025) · Teacher Development · doi:10.1080/13664530.2025.2542221 · Cited by 2
“Evidence also suggests that high teacher turnover rates do indeed affect school performance and academic achievement negatively (Ingersoll 2001; Ronfeldt, Loeb, and Wyckoff 2013).”
InfluentialPre-service teachers’ teaching satisfaction and the roles of job resources and psychological capital
Mordeno, I. G., Semilla, J.-R. B., & Nalipay, M. J. N. (2025) · Teacher Development · doi:10.1080/13664530.2025.2538625 · Cited by 1
“Pre-service Pre-service teachers who exhibit lower levels of teaching satisfaction are less likely to enter the profession, as dissatisfaction is a major factor contributing to teacher turnover (Hong 2012; Ingersoll 2001).”
Paul, R., Tanbir, A., & Sharma, N. (2025) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2025.2530967 · Cited by 1
“(Ingersoll, 2001) Even when proposals are accessible, bad management might hinder adoption (Kiplagat, 2012; Buabeng-Andoh, 2012).”
A civil társadalom és a pedagógusok közötti partnerség
Bacsa-Bán, A. (2025) · Civil Szemle · doi:10.62560/csz.2025.05.7 · Cited by 1
“A pedagóguspálya társadalmi megítélése közvetlenül befolyásolja a pedagó-gusok szakmai identitásának fejlődését, elkötelezettségét és hosszú távú pályán maradását (Ingersoll, 2001; Day, 2008).”
The Deregulation Dilemma: District Policy and the Teacher Shortage Crisis
Guthery, S., & Dixon, K. V. (2025) · Leadership and Policy in Schools · doi:10.1080/15700763.2025.2563370 · Cited by 2
Leroy, N. (2025) · Professional Development in Education · doi:10.1080/19415257.2025.2550987 · Cited by 8
Teacher Policy and Labor Market Outcomes
Voisin, A., Coppe, T., & Dumay, X. (2025) · doi:10.1093/9780197761717.003.0007 · Cited by 1
Elmas, T., Yılmaz, F., Çiftçi, E. Y., & Daloğlu, A. (2025) · Journal of Language Identity & Education · doi:10.1080/15348458.2025.2567373 · Cited by 3
“The “revolving door” phenomenon described by Ingersoll (2001, p. 501) thus becomes not just a labor market pattern but an identity-forming mechanism, transforming how teachers perceive themselves and their professional futures (Mockler, 2011).”
Winfield, L., Zeng, S., DeLisi, J., et al. (2025) · School Science and Mathematics · doi:10.1111/ssm.18410 · Cited by 1
Lipka, O., & Sarid, M. (2025) · Israel Affairs · doi:10.1080/13537121.2025.2511663 · Cited by 1
Eppley, K. (2021) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-470-220251004 · Cited by 1
Predictors of Elementary Teachers’ Burnout Symptoms
McCarthy, C.-J., Lambert, R. G., O’Donnell, M., Villarreal, S. A., & Melendres, L. T. (2012) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-917-020251020 · Cited by 1
Wang, L., Li, H., Qiao, T., Wang, X., Ye, P., & Xiang, J. (2026) · Frontiers in Public Health · doi:10.3389/fpubh.2025.1708777 · Cited by 3
“…climate showed slightly more favorable levels of support and teacher behaviors compared to the indifferent type, its strong emphasis on restrictive management may have psychologically undermined the limited resources available, rendering them ineffective in buffering high job demands (49, 50).”
Examining the Relationship between Teachers' Digital Competence and Career Satisfaction
Altin, A., & Topçu, Z. (2025) · Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi · doi:10.31704/ijocis.1486452 · Cited by 1
Miller, L. C., Langerhans, E. S., Player, D. W., et al. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105380 · Cited by 1
Dezavantajlı Bölgelerde Bulunan Okullardaki Öğretmen Sirkülasyonunun İncelenmesi
Özkan, N., & Önder, E. (2026) · Milli Eğitim Dergisi · doi:10.37669/milliegitim.1533946 · Cited by 1
Penner, E. K., Liu, Y., & Ainsworth, A. J. (2026) · Educational Researcher · doi:10.3102/0013189x261419503 · Cited by 1
“T eacher turnover is a persistent, widespread concern due to its potential cost to student experiences and learning (Ingersoll, 2001; Ronfeldt et al., 2013). experienced Several states dramatic fluctuations in teacher turnover following the COVID-19 pandemic, amplifying concerns about the…”
InfluentialGuandalini, P., Vignoli, M., Pajic, S., & HEIJDEN, B. I. J. M. V. D. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105450 · Cited by 3
Xu, C.-W., & Shi, B. (2026) · Scientific Reports · doi:10.1038/s41598-026-42848-7 · Cited by 1
“This interpretation aligns with established evidence that specialist staffing and professional capacity are central constraints in many education systems, and that capacity-building and professional development shape whether investments translate into effective provision 6,50–52 .”
Puma, J. E., & Farewell, C. V. (2026) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2026.04.003 · Cited by 1
Under Pressure: The Impact of Anti-CRT and Anti-DEI Laws and Rhetoric on Teacher Well-Being
Pernetti, M. L., Sutherland, D., & Germain, E. (2026) · Peabody Journal of Education · doi:10.1080/0161956x.2026.2647659 · Cited by 1
Teacher-led action research for transformative change in low-resource classrooms in Nepal
Negi, J. S. (2026) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2026.103602 · Cited by 1
Teacher Attrition Beyond Exit: Semi-Attrition and Intra-County Mobility in Rural China
Hu, Z., & He, Y. (2026) · Education Sciences · doi:10.3390/educsci16071108 · Cited by 1
Teacher turnover in Scotland: reluctant leavers, downscaling, and the limits of voluntary exit
Hulme, M., Bignell, C., Isdale, J., Murray, L., & Nisbet, L. (2026) · Oxford Review of Education · doi:10.1080/03054985.2026.2709882 · Cited by 1
Understanding beginning teacher turnover: The role of perceived preparedness
Li, S. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105767 · Cited by 1
THE MENTORING OF ALTERNATE ROUTE TEACHERS IN LOW SOCIO-ECONOMIC DISTRICTS IN NORTHEASTERN NEW JERSEY
LoCascio, S. J. (2011) · Cited by 1
Mentor perceptions in urban middle schools: A qualitative study of one school district
Boyd, K. D. (2009) · NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) · Cited by 1
Perceptions of professional supports and early career teacher attrition
Kolbe, T. J. (2014) · Lincoln (University of Nebraska) · Cited by 1
Shernoff, E. S., Frazier, S. L., Maríñez‐Lora, A. M., Atkins, M. S., & Keel, J. M. (2011) · Society for Research on Educational Effectiveness · Cited by 1
Strategies for Rural Minnesota School Districts: A Literature Review.
Broton, K., Mueller, D., Schultz, J. L., & Gaona, M. B. (2009) · Cited by 1
Can ICT Reduce Drop-Out Rates Among New Teachers? A Qualitative Study in Canadian Student Teachers
Karsenti, T. P., & Collin, S. M. (2011) · Springer eBooks · doi:10.1007/978-1-4614-1083-6_8 · Cited by 1
“…to echo several motives cited in the literature on teacher drop-out, for example, difficult relationships with parents (Certo and Fox 2002; Gonzales 1995; Macdonald 1999; OECD 2005) or with students (Chaplain 2008; Gonzales et al. 2008; Kirsch 2006; Ingersoll 2001; Macdonald 1999; OECD 2005).”
BackgroundHochstetler, S. (2011) · Language arts journal of Michigan · doi:10.9707/2168-149x.1835 · Cited by 1
“Given the high attrition rate for novice teachers, some of which is due to weak teacher identity, it is advantageous for teacher preparation programs to promote identity formation (Alsup, 200S; Ingersoll, 2001 ; 2002; McCann, 200S).”
BackgroundKoç, M., & Erginbas, S. (2011) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2011.04.216 · Cited by 1
Fellner, G. (2013) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2013.825346 · Cited by 1
“Studies by Ingersoll (2001) and Quartz et al. (2008) support this contention.”
ResultEvaluating Intradistrict Resource Allocation and its Implications for Equity: A Case Study
Levin, S. (2012) · Scholarly Commons (University of Pennsylvania) · Cited by 1
Teacher Transformation: Self-reflection and praxis
Rousseau, B. (2010) · UNM’s Digital Repository (University of New Mexico) · Cited by 1
A Historical Analysis of Special Education Services in Conservative Christian Schools since 1950
Craig, K.-L. (2010) · Cedarville University eBooks · doi:10.15385/tmed.2010.4 · Cited by 1
“(Johnson & Christenson, 2008). Cohen, Manion, and Morrison (2007) describe the researcher as an archeologist who interprets past events by the traces that have been left.”
BackgroundTeacher attrition: A case study of a Title I school
Knauer, C. E. (2014) · Cited by 1
Responsibility at the Core of Public Education: Students, Teachers, and the Curriculum
Mitchell, R. E., & Romero, L. S. (2014) · Advances in medical education · doi:10.1007/978-3-319-02603-9_2 · Cited by 1
“In these setting, we find noticeably fewer experienced teachers (Lankford, Loeb, & Wyckoff, 2002), higher rates of teacher exit and principal turnover (Loeb, Kalogrides, & Horng, 2010; Ingersoll, 2001), and higher suspension and expulsion rates (Losen & Gillespie, 2012).”
BackgroundImpact of Ethical Dilemmas on Job Satisfaction and Performance of University Teachers in Pakistan
Waqas, H., & Paracha, M. U. (2014) · Cited by 1
New Teacher Induction: Support, Self-efficacy, and Satisfaction
Hunter, W. (2014) · Cited by 1
Teacher Satisfaction and Turnover in WCPSS
Halstead, E. O. (2013) · Cited by 1
Ingersoll, R. M., & Smith, T. M. (2003) · Cited by 1
Self-citationOrganizational Strategies for Addressing California's Educational Achievement Gap
Mitchell, D. E., & Ream, R. K. (2008) · Cited by 1
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
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