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 201–300 of 2,990
Joseph, N. M., Hailu, M. F., & Boston, D. (2017) · Review of Research in Education · doi:10.3102/0091732x16689045 · Cited by 138
“In addition, this problem is exacerbated by a shortage of qualified mathematics teachers and a consistent staffing pattern of giving the most unprepared teachers to the most underserved students (Ingersoll, 2001).”
BackgroundThe support gap: New teachers' early experiences in high-income and low-income schools
Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E., & Donaldson, M. L. (2004) · Education Policy Analysis Archives · doi:10.14507/epaa.v12n61.2004 · Cited by 127
“Given that the supports for new teachers are far from ideal even in high-income schools, we should not be surprised to find that turnover rates in lowincome schools are alarmingly high ( Ingersoll, 2001 ).”
BackgroundInfluentialCurrent Knowledge on the Nature, Prevalence, Sources and Potential Impact of Teacher Stress
Travers, C. (2017) · Aligning Perspectives on Health, Safety and Well-Being · doi:10.1007/978-3-319-53053-6_2 · Cited by 126
Toward a More Nuanced Understanding of New Teacher Attrition
DeAngelis, K. J., & Presley, J. B. (2010) · Education and Urban Society · doi:10.1177/0013124510380724 · Cited by 125
“Research shows that poor climate conditions in schools have a negative impact not only on teacher retention, including the retention of experienced teachers (Allensworth et al., 2009; Ingersoll, 2001), but also on student achievement (DeAngelis & Presley (IN PRESS); Sebring, Allensworth, Bryk, Easton, & Luppescu, 2006…”
BackgroundMethodInfluentialThe teacher labour market, teacher turnover and disadvantaged schools: new evidence for England
Allen, R. S., BURGESS, S. M., & Mayo, J. (2017) · Education Economics · doi:10.1080/09645292.2017.1366425 · Cited by 126
“15 Again, there are other variables that would be useful to have: Ingersoll (2001) reports that a 1-unit difference in reported student discipline problems between two schools (on a 4-unit scale) is associated with a 47% difference in the odds of a teacher departing. 16 See also Dolton and van der Klaauw (1999) and In…”
InfluentialBear, G., Yang, C., Pell, M., & Gaskins, C. S. (2014) · Learning Environments Research · doi:10.1007/s10984-014-9162-1 · Cited by 4
“…related to their job satisfaction (Ma and MacMillan 1999; Taylor and Tashakkori 1995), burnout and retention rates (Grayson and Alvarez 2008; Ingersoll 2001; Loeb et al. 2005; McLeskey and Billingsley 2008), perceptions of work conditions (Liu and Meyer 2005) and to their fidelity in…”
BackgroundA Longitudinal Study of Teaching Practice and Early Career Decisions
Cochran‐Smith, M., McQuillan, P. J., Mitchell, K., et al. (2012) · American Educational Research Journal · doi:10.3102/0002831211431006 · Cited by 125
“To track teachers’ career decisions, we were influenced by expanded concepts of retention/attrition that go beyond the ‘‘leaving/staying’’ dichotomy (e.g., Ingersoll, 2001, 2002; Johnson & Birkeland, 2003; Johnson & The Project on the Next Generation of Teachers, 2004; Quartz et al., 2008).”
Bettini, E. A., Jones, N. D., Brownell, M. T., Conroy, M. A., Park, Y., Leite, W. L., Crockett, J. B., & Benedict, A. E. (2017) · Remedial and Special Education · doi:10.1177/0741932517708327 · Cited by 126
“Thus, movement out of a school or district may be a greater concern than movement out of special education, in terms of reducing the impact of attrition on those students who are most likely experience a “revolving door” of inexperienced teachers (Ingersoll, 2001, p. 499).”
BackgroundJones, N. D., Youngs, P. A., & Frank, K. A. (2013) · Exceptional Children · doi:10.1177/001440291307900303 · Cited by 124
“, 2004; Mastropieri, 2001) and general education (e.g., Johnson et al., 2004; Ingersoll, 2001) suggests that school-based colleagues can serve as important sources of support in navigating these various responsibilities.”
BackgroundMcInerney, D. M., Ganotice, F. A., King, R. B., Marsh, H. W., & Morin, A. J. S. (2015) · Teaching and Teacher Education · doi:10.1016/j.tate.2015.08.004 · Cited by 95
“For example, in the United States, about 30 percent of new teachers leave the teaching profession after five years, and this figure can be as high as 50 percent for schools in high-poverty areas (Chan, 2006; Hong, 2010; Ingersoll, 2001).”
BackgroundExplaining the gap in charter and traditional public school teacher turnover rates
Stuit, D. A., & Smith, T. M. (2011) · Economics of Education Review · doi:10.1016/j.econedurev.2011.09.007 · Cited by 123
Using Policy to Improve Teacher Induction
Carver, C. L., & Feiman‐Nemser, S. (2008) · Educational Policy · doi:10.1177/0895904807310036 · Cited by 122
“It is widely reported that anywhere from 30% to 50% of teachers leave the profession within 5 years, with attrition highest in high-poverty settings (Darling-Hammond & Sykes, 2003; Guarino, Santibanez, & Daley, 2006; Ingersoll, 2001).”
BackgroundThe Demographic Transformation of the Teaching Force in the United States
Ingersoll, R. M., Merrill, E., Stuckey, D., Collins, G. J., & Harrison, B. J. (2021) · Education Sciences · doi:10.3390/educsci11050234 · Cited by 168
“In contrast, the main, but under-recognized, source of mathematics and science teach r staffing problems is p e-retirement voluntary turnover [10,12,13], an issue to which we r turn in Trend 7.”
BackgroundSelf-citationIrizarry, J. G., & Donaldson, M. L. (2012) · American Educational Research Journal · doi:10.3102/0002831211434764 · Cited by 122
“Approximately half of all teachers leave the profession within 5 years (Ingersoll, 2003), and the rates of departure are higher in schools serving larger percentages of students of color and students from lower socioeconomic strata (Ingersoll, 2001).”
BackgroundPfitzner-Eden, F. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.01.018 · Cited by 141
Irreconcilable differences: Teacher attrition in public and catholic schools
Scheopner, A. J. (2010) · Educational Research Review · doi:10.1016/j.edurev.2010.03.001 · Cited by 120
Tailor-made: Towards a pedagogy for educating second-career teachers
Tigchelaar, A., Brouwer, N., & Vermunt, J. D. H. M. (2009) · Educational Research Review · doi:10.1016/j.edurev.2009.11.002 · Cited by 146
Zhang, L. J., Fathi, J., & Mohammaddokht, F. (2023) · Perceptual and Motor Skills · doi:10.1177/00315125231182269 · Cited by 161
“Perceived school climate has been identi fi ed as a signi fi cant construct associated with teachers ’ stress, ef fi cacy perceptions, job satisfaction, wellbeing, and teacher retention (Ingersoll, 2001; Katsantonis, 2019; Kohl et al., 2013).”
Ingersoll, R. M. (2002) · PsycEXTRA Dataset · doi:10.1037/e547052012-001 · Cited by 119
“…qualifications, see Ingersoll, 2001a. 3 For a detailed review and evaluation of a variety of different measures of out-of-field teaching, see Ingersoll, 2001c. 4 For details on this first type of out-of-field teaching measure and a chart showing the categorization of disciplines and…”
BackgroundInfluentialSelf-citationHire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility
Feng, L. (2010) · Education Finance and Policy · doi:10.1162/edfp_a_00002 · Cited by 119
Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction
Reilly, E., Dhingra, K., & Boduszek, D. (2014) · International Journal of Educational Management · doi:10.1108/ijem-04-2013-0053 · Cited by 145
“their work display lower work commitment, negatively impact on student motivation through emotional contagion (Hatfiled, Cacioppo, and Rapson, 1993), may fail to satisfy their student’s needs for autonomy and competence (Ryan and Deci, 2000; Klusmann, Kunter, Trautwein, Lüdtke, and Baumert, 2008), and are at greater r…”
BackgroundImproving Teacher Job Satisfaction: The Roles of Social Capital, Teacher Efficacy, and Support
Edinger, S. K., & Edinger, M. J. (2018) · The Journal of Psychology · doi:10.1080/00223980.2018.1489364 · Cited by 131
Kelly, N., Cespedes, M. I., Clarà, M., de Lleida, U., & Hanaher, P. (2019) · The Australian journal of teacher education · doi:10.14221/ajte.2018v44n3.6 · Cited by 121
“, 2015; Lindqvist & Nordänger, 2016) have reported how isolation (including geographical isolation) may drive teachers to leave the profession, and other studies (Borman & Dowling, 2008; Ingersoll, 2001) have found that there is significantly more attrition in smaller schools (although with small effect sizes).”
BackgroundInfluentialStrategies for attracting and retaining educators: What does the evidence say?
Podolsky, A., Kini, T., Darling‐Hammond, L., & Bishop, J. (2019) · Education Policy Analysis Archives · doi:10.14507/epaa.27.3722 · Cited by 130
Expanding teacher work roles: a resource for retention or a recipe for overwork?
Bartlett, L. (2004) · Journal of Education Policy · doi:10.1080/0268093042000269144 · Cited by 117
“A full 45% of teacher attrition (leaving the profession) and 33% of teacher migration (leaving one school for another) is credited to personal reasons like pregnancy, childrearing and health problems (see Ingersoll, 2001).”
BackgroundHow principal leadership and person-job fit are associated with teacher mobility and attrition
Player, D. W., Youngs, P. A., Perrone, F., et al. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.06.017 · Cited by 116
Support for Music Education: A Case Study of Issues Concerning Teacher Retention and Attrition
Madsen, C. K., & Hancock, C. B. (2002) · Journal of Research in Music Education · doi:10.2307/3345689 · Cited by 115
“, personal characteristics, school characteristics, and teacher perception) that contribute to teacher attrition and retention (Bobbit, Faupel, & Burns, 1991; Bobbit, Leich, Whitener, & Lynch, 1994; Boe, Bobbit, Cook, Whitener, & Weber, 1996; Chapman, 1984; Chapman & Green, 1986; Chapman & Hutchenson, 1982; Heyns, 198…”
BackgroundResultInfluentialEddy, C. L., Herman, K. C., & Reinke, W. M. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.05.001 · Cited by 120
Large‐scale science education intervention research we can use
Penuel, W. R., & Fishman, B. (2012) · Journal of Research in Science Teaching · doi:10.1002/tea.21001 · Cited by 130
“High teacher turnover, limited access to high quality instructional materials, and accountability pressures disproportionately affect students in schools with high percentages of low-income students and students of color (Ingersoll, 2001; Jacob, 2007; Oakes, 1990; Scafidi, Sjoquist, & Stinebrickner, 2007).”
BackgroundMANUEL, J. (2003) · Asia-Pacific Journal of Teacher Education · doi:10.1080/13598660301611 · Cited by 114
The Teacher Educator's Role in Enhancing Teacher Quality
Liston, D., Borko, H., & Whitcomb, J. (2008) · Journal of Teacher Education · doi:10.1177/0022487108315581 · Cited by 113
“Ingersoll (2001) describes the "revolving door" that many new teachers go through.”
BackgroundA Comparative Study of Teacher Preparation and Qualifications in Six Nations
Ingersoll, R. M. (2007) · doi:10.12698/cpre.2007.6nationsrr · Cited by 113
“Compared with other occupations and with the traditional professions in particular, teaching has a relatively low entry bar, and a relatively wide entry gate (Etzioni, 1969; Lortie, 1975; Ingersoll, 2001).”
BackgroundSelf-citationSteinberg, M. P., & Sartain, L. (2015) · Education Finance and Policy · doi:10.1162/edfp_a_00173 · Cited by 111
The teacher leadership process: Attempting change within embedded systems
Cooper, K. S., Stanulis, R. N., Brondyk, S. K., Hamilton, E. R., Macaluso, M., & Meier, J. A. (2015) · Journal of Educational Change · doi:10.1007/s10833-015-9262-4 · Cited by 116
Teacher attrition in the USA: the relational elements in a Utah case study
Newberry, M., & Allsop, Y. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1358705 · Cited by 165
“However, the majority of the research indicates preretirement teacher turnover leads to increases in teacher shortages and attrition rates (Alliance for Excellent Education (AEE), [AEE], 2014; Ingersoll, 2001).”
BackgroundThe role of motivations and perceptions on the retention of inservice teachers
Alexander, C., Wyatt‐Smith, C., & Plessis, A. E. D. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103186 · Cited by 112
“6% McInerney et al. (2015) Netherlands 15% (beginning teachers) Den Brok et al., 2017 USA between 30% and 50% Hong, 2010; Ingersoll, 2001 UK 50% (after 5 years) Espinoza (2015) Australia 30e40% (within 5 years) Ewing & Manuel, 2005; Milburn, 2011 both socially and personally, and Perceptions of…”
School Crime Control and Prevention
Cook, P. J., Gottfredson, D. C., & Na, C. (2010) · Crime and Justice · doi:10.1086/652387 · Cited by 123
Beginning teacher attrition: a question of identity making and identity shifting
Schaefer, L. (2013) · Teachers and Teaching · doi:10.1080/13540602.2012.754159 · Cited by 111
Lambersky, J. (2016) · Leadership and Policy in Schools · doi:10.1080/15700763.2016.1181188 · Cited by 155
“…and morale—understood by researchers as a positive attitude and enthusiasm toward a person’s work (Evans, 1997; Hoy, Tarter, & Kottkamp, 1991)—has been connected to improved school performance in a variety of ways (for example, Baylor & Ritchie, 2002; Ingersoll, 2001; and Stockard & Lehman, 2004).”
BackgroundTeacher Leader Model Standards
Berg, J. H., Carver, C. L., & Mangin, M. M. (2013) · Journal of Research on Leadership Education · doi:10.1177/1942775113507714 · Cited by 110
“Additional studies document indirect effects, finding that teacher leadership can contribute to greater teacher satisfaction (Johnson & Landman, 2000; Taylor & Bogotch, 1994), the development of a collaborative culture marked by trust and shared decision making (Harris, 2005; York-Barr & Duke, 2004), and an increased…”
Backgroundvon der Embse, N. P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.08.001 · Cited by 112
“Low job satisfaction is associated with an increased likelihood of absenteeism and illness (Billingsley & Cross, 1992), low morale (Collie, Shapka, & Perry, 2012) and intent to leave the profession (Ingersoll, 2001).”
BackgroundTeacher Working Conditions That Matter: Evidence for Change
Leithwood, K. A. (2006) · Cited by 109
What Will Keep Today's Teachers Teaching? Looking for a Hook as a New Career Cycle Emerges
Margolis, J. (2008) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810811000107 · Cited by 110
“These are not necessarily the same teachers who are oft-cited as leaving teaching within five years (see Ingersoll, 2001) due to stress or their feeling ill-prepared, but are ones who have adjusted quickly to the profession and are now facing boredom and routine along with stress and frustration.”
BackgroundMethodInfluentialDe Stasio, S., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., & Chiacchio, C. D. (2017) · Psychology in the Schools · doi:10.1002/pits.22013 · Cited by 108
Do Professional Development Schools Reduce Teacher Attrition?
Latham, N. I., & Vogt, W. P. (2007) · Journal of Teacher Education · doi:10.1177/0022487106297840 · Cited by 108
“Discipline and issues of classroom management, along with inadequate administrative support are also top reasons identified by leavers (Harrell, Leavell, Van Tassll, & McKee, 2004; Ingersoll, 2001; Johnson, 2004).”
BackgroundWho Will Stay and Who Will Leave? Predicting Secondary English Teacher Attrition Risk
Hancock, C. B., & Scherff, L. (2010) · Journal of Teacher Education · doi:10.1177/0022487110372214 · Cited by 125
“For example, although urban schools tend to lose teachers (mostly because of transfer; Ingersoll, 2001), it is also known that more experienced teachers who remain in urban schools show considerable longevity in the field (Ingersoll & Alsalam, 1997).”
BackgroundMethodFarinde, A. A., Allen-Handy, A., & Lewis, C. W. (2016) · Equity & Excellence in Education · doi:10.1080/10665684.2015.1120367 · Cited by 134
“Particularly, schools with greater administrative support andwhere teachers are included in decisionmaking, typically have higher teacher retention rates (Borman & Dowling, 2008; Ingersoll, 2001).”
BackgroundThe National Teacher Shortage, Urban Education and the Cognitive Sociology of Labor
Wiggan, G. A., Smith, D. S., & Watson-Vandiver, M. J. (2020) · The Urban Review · doi:10.1007/s11256-020-00565-z · Cited by 118
“Concurrently, most people view public schools’ underperformance as a central issue related to the inability of schools to adequately staff classrooms with qualified teachers (Ingersoll 2001).”
BackgroundInfluentialSocial and emotional learning in teacher preparation: Pre-service teacher well-being
Corcoran, R. P., & O’Flaherty, J. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103563 · Cited by 175
Teacher Mobility: Looking More Closely at "The Movers" Within a State System
Elfers, A. M., Plecki, M. L., & Knapp, M. S. (2006) · Peabody Journal of Education · doi:10.1207/s15327930pje8103_4 · Cited by 105
“%) or exiting the profession to pursue other jobs (6%), thereby creating a situation that he called a “revolving door” (Ingersoll, 2001b, p. 24).”
BackgroundResultInfluentialMcInerney, D. M., Ganotice, F. A., King, R. B., Morin, A. J. S., & Marsh, H. W. (2015) · Educational Psychology · doi:10.1080/01443410.2014.895801 · Cited by 105
“Moreover, commitment has been shown to exert an influence on students’ achievement gains and their attitude towards school (Ebmeier, 2003; Firestone, 1996; Ingersoll, 2001; Park, 2005; Somech & Bogler, 2002; Tsui & Cheng, 1999; Weiss, 1999).”
BackgroundEarly career teacher retention intention: Individual, school and country characteristics
den Borre, L. V., Spruyt, B., & Droogenbroeck, F. V. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103427 · Cited by 105
Teacher Resilience in Urban Schools
Yonezawa, S., Jones, M., & Singer, N. (2011) · Urban Education · doi:10.1177/0042085911400341 · Cited by 78
“Those who study educational organizations such as Ingersoll (2001) add that the features of organizations employing teachers must also be examined for their impact on teacher attrition and migration.”
BackgroundCrossing horizons: Continuity and change during second-career teachers’ entry into teaching
Tigchelaar, A., Brouwer, N., & Korthagen, F. A. J. (2008) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.03.001 · Cited by 104
“As several authors, notably Ingersoll (1997, 2001), have signalled, a ‘‘revolving door effect’’ is at work, meaning that career changers ee front matter r 2008 Elsevier Ltd.”
BackgroundOh, Won't You Stay: A Multilevel Analysis of the Difficulties in Retaining Qualified Teachers
Strunk, K. O., & Robinson, J. P. (2006) · Peabody Journal of Education · doi:10.1207/s15327930pje8104_4 · Cited by 102
“Researchers have found that a teacher’s subject specialty significantly predicts the probability that he or she will quit or transfer (Boe, Bobbit, & Cook, 1997; Grissmer & Kirby, 1992; Ingersoll, 2001; Murnane & Olsen, 1989a, 1989b, 1990; Rumberger, 1987).”
BackgroundMethodInfluentialThomas, J. Y., & Brady, K. P. (2005) · Review of Research in Education · doi:10.3102/0091732x029001051 · Cited by 105
“This is a particular problem in historically underperforming districts that serve large minority populations, as well as in rural districts (Center on Education Policy, 2003; Hanushek, Kain, & Rivkin, 2004; Ingersoll, 2001; Johnson, Berg, & Donaldson, 2005; Watson, 2003).”
BackgroundNoor, S., & Maad, N. (2009) · International Journal of Business and Management · doi:10.5539/ijbm.v3n11p93 · Cited by 104
“Ingersoll (2001) considers turnover important due to its relationship with organizational performance.”
BackgroundEarly Career Outcomes for the “Best and the Brightest”
Kelly, S., & Northrop, L. (2015) · American Educational Research Journal · doi:10.3102/0002831215587352 · Cited by 104
“Attrition may be especially high in alternative programs that place the most selective college graduates into high poverty schools, which have the most challenging behavioral climates (Ingersoll, 2001; Kelly, 2010; Robers, Kemp, & Truman, 2013).”
BackgroundResultInfluentialHeck, R. H., & Moriyama, K. I. (2010) · School Effectiveness and School Improvement · doi:10.1080/09243453.2010.500097 · Cited by 103
“…of teachers within a school has been found to be related to greater consistency and continuity in curriculum and school improvement efforts and has been found to be related to achievement levels (Barnes, Crowe, & Schaeffer, 2007; Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2006; Ingersoll, 2001).”
BackgroundOlsen, A. A., & Huang, F. L. (2019) · Education Policy Analysis Archives · doi:10.14507/epaa.27.4174 · Cited by 106
“Given that many teachers are choosing to leave the profession (Ingersoll, 2001; Johnson, 2006), it is important to understand why.”
BackgroundMcInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.12.020 · Cited by 126
“…numbers of students enter teacher training institutes and many of them subsequently become teachers, substantial numbers drop-out from the teaching profession within a few years (Goldring, Taie, & Riddles, 2014; see also; Guarino, Santibanez, & Daley, 2006; Ingersoll, 2001, 2003; Weiss, 1999).”
BackgroundOpportunity Wages, Classroom Characteristics, and Teacher Mobility
Feng, L. (2009) · Southern Economic Journal · doi:10.1002/j.2325-8012.2009.tb00952.x · Cited by 101
Student Teaching and Teacher Attrition in Special Education
Connelly, V. J., & Graham, S. (2009) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406409339472 · Cited by 101
“…teacher migration through transfer or exit attrition from the field, ultimately both have the same result of providing one less certified teacher for students with disabilities (see Ingersoll, 2001, for a fuller discussion on the organization-level literature on teacher turnover migration).”
BackgroundMethodRethinking Teacher Turnover: Longitudinal Measures of Instability in Schools
Holme, J. J., Jabbar, H., Germain, E., & Dinning, J. (2017) · Educational Researcher · doi:10.3102/0013189x17735813 · Cited by 100
“These migration patterns, furthermore, are primarily due to voluntary departures rather than involuntary dismissal or termination (Béteille et al., 2012; Goldring, Taie, & Riddles, 2014; Ingersoll, 2001).”
BackgroundResultInfluentialTwo Years Later: How COVID-19 Has Shaped the Teacher Workforce
Bacher-Hicks, A., Chi, O. L., & Orellana, A. (2023) · Educational Researcher · doi:10.3102/0013189x231153659 · Cited by 100
“In terms of school characteristics, a large literature shows that teachers are more likely to leave schools that serve high concentrations of traditionally underserved racial/ethnic groups and low-income students (Ingersoll, 2001; Lankford et al., 2002; Papay et al., 2017; Scafidi et al., 2007).”
BackgroundResultNew teacher learning: substantive knowledge and contextual factors
Wilson, E., & Demetriou, H. (2007) · The Curriculum Journal · doi:10.1080/09585170701589710 · Cited by 111
“In the absence of fresh insights to problems arising in the classroom, many new teachers struggle, feel undermined and many leave the profession (Ingersoll, 2001).”
BackgroundTeacher retention in international schools: The key role of school leadership
Mancuso, S., Roberts, L., & White, G. (2010) · Journal of Research in International Education · doi:10.1177/1475240910388928 · Cited by 95
“These constructs were validated by a number of studies (Borman and Dowling, 2008; Guarino et al., 2006; Ingersoll, 2001b; McGrath and Princiotta, 2005) that found that organizational conditions play a significant role in teachers’ decisions to stay in or leave a school.”
BackgroundMethodResultInfluentialEarly career teachers’ self-efficacy: A longitudinal study from Australia
George, S., Richardson, P., & Watt, H. M. G. (2018) · Australian Journal of Education · doi:10.1177/0004944118779601 · Cited by 140
Arbuckle, C., & Little, E. (2004) · RMIT Research Repository (RMIT University Library) · Cited by 100
Mitchell, R. M., Kensler, L. A. W., & Tschannen‐Moran, M. (2016) · International Journal of Leadership in Education · doi:10.1080/13603124.2016.1157211 · Cited by 105
“The teachers who do find the desire and capacity to persist often transfer to less demanding school environments after gaining experience, creating openings for more early career teachers, thus perpetuating the cycle (Ingersoll, 2001).”
BackgroundLeaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover
Redding, C., & Henry, G. T. (2018) · American Educational Research Journal · doi:10.3102/0002831218790542 · Cited by 98
What makes teachers tick? Sustaining events in new teachers’ lives
Morgan, M., Ludlow, L. H., Kitching, K., O'Leary, M. R., & Clarke, A. M. (2009) · British Educational Research Journal · doi:10.1080/01411920902780972 · Cited by 110
“Ingersoll, 2001 ); Ireland however, has a relatively low overall attrition rate (OECD, 2005 ).”
BackgroundAn investigation into teacher turnover in international schools
Odland, G., & Ruzicka, M. F. (2009) · Journal of Research in International Education · doi:10.1177/1475240908100679 · Cited by 98
Larkin, I. M., Brantley‐Dias, L., & Lokey-Vega, A. (2016) · Online Learning · doi:10.24059/olj.v20i3.986 · Cited by 97
“Given the lack of consistent state policy and teacher preparation requirements (Archambault & Kennedy, 2014; Davis & Roblyer, 2005; Watson, Pape, Murin, Gemin, & Vashaw, 2014), and because there is limited research in the new field (Barbour, 2012; Barbour & Reeves, 2008; ETS, 2011; Reeves, 2006), the task seems even m…”
InfluentialThomas, L., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2018) · Educational Management Administration & Leadership · doi:10.1177/1741143218781064 · Cited by 140
“In general, the early attrition rates have led to several consequences such as teacher shortages (Ingersoll, 2001) and deteriorating student performance (Ronfeldt et al.”
BackgroundProfiles of professional engagement and career development aspirations among USA preservice teachers
Watt, H. M. G., Richardson, P., & Wilkins, K. (2013) · International Journal of Educational Research · doi:10.1016/j.ijer.2013.09.008 · Cited by 97
“Ingersoll and colleagues in particular have established in the USA that areas of teacher shortage are primarily due to a ‘‘revolving door’’ through which large numbers of teachers depart teaching long before retirement (e.g., Ingersoll, 2001, 2012; Ingersoll & Strong, 2011).”
BackgroundPlunkett, M., & Dyson, M. (2011) · The Australian journal of teacher education · doi:10.14221/ajte.2011v36n1.3 · Cited by 98
Jones, N. D., & Youngs, P. A. (2012) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811211400203 · Cited by 97
“In addressing the high rates of attrition in the teaching workforce, researchers have increasingly looked to the loss of beginning teachers, or what Ingersoll (2001a, 2001b) referred to as the “revolving door” of teaching.”
BackgroundResultVoss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.08.002 · Cited by 123
The Effectiveness of "Teach for America" and Other Under-certified Teachers
Laczko-Kerr, I., & Berliner, D. C. (2002) · Education Policy Analysis Archives · doi:10.14507/epaa.v10n37.2002 · Cited by 95
Walker, J., & Slear, S. (2011) · NASSP Bulletin · doi:10.1177/0192636511406530 · Cited by 94
“Several studies have linked lack of support for teachers to increased levels of teacher attrition from the classroom with an estimated 33% of teachers leaving the profession within their first 3 years (Ingersoll, 2001; Kelley, 2004).”
BackgroundChesnut, S. R., & Cullen, T. A. (2014) · The Teacher Educator · doi:10.1080/08878730.2014.887168 · Cited by 94
“…factors included perceptions of salary (Coladarci, 1992; Inman & Marlow, 2004), workload and workload creep (Buchanan, 2009; Macdonald, 1999), autonomy in the classroom (Ewing & Smith, 2003; Hong, 2010), and collegiality and participation in school policy (Darling-Hammond, 2003; Ingersoll, 2001).”
BackgroundAnderson, L. (2010) · Harvard Educational Review · doi:10.17763/haer.80.4.f2v8251444581105 · Cited by 94
Teachers’ first year in the profession: the power of high-quality support
Thomas, L., Tuytens, M., Moolenaar, N. M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2019) · Teachers and Teaching · doi:10.1080/13540602.2018.1562440 · Cited by 121
“These high drop-out rates have been recognised as one of the causes of teacher shortages (Ingersoll & Strong, 2011) with a potentially negative impact on student performance (Ingersoll, 2001).”
BackgroundStevenson, N. A., VanLone, J., & Barber, B. R. (2020) · Education and Treatment of Children · doi:10.1007/s43494-020-00031-1 · Cited by 142
“Inadequate skill in classroom management, by contrast, is linked to increased rates of teacher attrition (Haynes, 2014; Ingersoll, 2001; Klassen & Chiu, 2010; Landers et al., 2008; Zabel & Zabel, 2002).”
BackgroundUnderstanding Teacher Attraction and Retention Drivers: Addressing Teacher Shortages
Ashiedu, J. A., & Scott‐Ladd, B. (2012) · The Australian journal of teacher education · doi:10.14221/ajte.2012v37n11.1 · Cited by 93
“Research in other industries shows that employees tend to identify more with smaller groups (Tyson, 2006), however, for schools, teachers seem to prefer larger school environments to smaller ones (Ingersoll, 2001a) as there is often more support both within and outside the organisation.”
BackgroundMethodInfluentialFitchett, P. G., Starker, T. V., & Salyers, B. (2012) · Urban Education · doi:10.1177/0042085912436568 · Cited by 96
“In addition, a majority of PSTs are White and female (Boyd, Lankford, Loeb, & Wyckoff, 2005; Ingersoll, 2001).”
BackgroundMusic Teachers at Risk for Attrition and Migration
Hancock, C. B. (2008) · Journal of Research in Music Education · doi:10.1177/0022429408321635 · Cited by 92
“Urban schools, for example, may face difficulties attracting teachers while simultaneously losing them to schools in suburban and rural communities (Ingersoll, 2001).”
BackgroundResultInfluentialWhy are New Teachers Leaving the Profession? Results of a Canada-Wide Survey
Karsenti, T. P., & Collin, S. M. (2013) · Archipel (Université du Québec à Montréal) · Cited by 91
DeMatthews, D. E., Knight, D. S., & Shin, J. (2021) · Educational Administration Quarterly · doi:10.1177/0013161x211051974 · Cited by 140
“While a small amount of employee attrition is healthy in professional organizations, chronic turnover disrupts social ties and destabilizes organizational culture (Ingersoll, 2001).”
BackgroundKougioumtzis, K., Patriksson, G., & Stråhlman, O. (2011) · European Physical Education Review · doi:10.1177/1356336x11402266 · Cited by 90
“Prestige as attractiveness and desirability of a teaching career within the employment market can be addressed as teacher mobility (Greenberg and McCall, 1974) and teacher turnover (Ingersoll, 2001).”
BackgroundFitchett, P. G., McCarthy, C. J., Lambert, R. G., & Boyle, L. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1386648 · Cited by 91
Fletcher, S. H., Strong, M. A., & Villar, A. (2008) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810811001003 · Cited by 89
The Teacher Workforce and Problems of Educational Equity
Little, J., & Bartlett, L. (2010) · Review of Research in Education · doi:10.3102/0091732x09356099 · Cited by 79
“A prominent example is sociologist Richard Ingersoll’s (2002) analyses of out-of-field teaching, teacher turnover (Ingersoll, 2001), and the differential distribution of qualified teachers (Ingersoll, 2004), each of which points to features of school-level working conditions and to local practices of hiring and teache…”
BackgroundTorres, A. C. (2014) · Urban Education · doi:10.1177/0042085914549367 · Cited by 89
“…experience higher than average teacher turnover and are most frequently assigned the least experienced, least effective teachers (Allensworth, Ponisciak, & Mazzeo, 2009; Borman & Dowling, 2008; Ingersoll, 2001; W. H. Marinell & Coca, 2013; Ronfeldt, Loeb, & Wyckoff, 2013; Sanders & Rivers, 1996).”
BackgroundMethodInfluentialMintrop, H., & Trujillo, T. M. (2007) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373707309219 · Cited by 89
“Otherwise, morale may be low and commitment to stay in the challenged environment may be reduced (Ingersoll, 2001; LeCompte & Dworkin, 1991; Odden & Kelley, 1997; Rowan, Chiang, & Miller, 1997).”
BackgroundQuartz, K. H., Thomas, A., Anderson, L., et al. (2008) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810811000102 · Cited by 89
“When analyses combined minority non-White groups, Whites tended to have higher attrition rates (Ingersoll, 2001; Shin, 1995).”
BackgroundInfluentialA Multi-Level Conceptual Model to Examine Child Welfare Worker Turnover and Retention Decisions
Wilke, D. J., Radey, M., King, E. A., Spinelli, C., Rakes, S., & Nolan, C. R. (2017) · Journal of Public Child Welfare · doi:10.1080/15548732.2017.1373722 · Cited by 93
“Additional community characteristics contributing to teacher turnover that may be similar to child welfare workers include district characteristics (Lankford, Loeb, & Wyckoff, 2002), and funding source (e.g., public, private; Ingersoll, 2001).”
BackgroundAN EXPLORATION OF WHY PUBLIC ORGANIZATIONS ‘INGEST’ INNOVATIONS
Fernández, S., & Wise, L. R. (2010) · Public Administration · doi:10.1111/j.1467-9299.2010.01857.x · Cited by 88
Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners
Lewis, J. L., Ream, R. K., Bocian, K. M., Cardullo, R. A., Hammond, K. A., & Fast, L. A. (2012) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811211400701 · Cited by 94
“Indeed, quit and transfer decisions are the largest component of teacher supply problems (Ingersoll, 2001; National Commission on Teaching and America’s Future, 2003).”
Background
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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