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 301–400 of 2,990
New Teachers and the Massachusetts Signing Bonus: The Limits of Inducements
Liu, E., Johnson, S. M., & Peske, H. G. (2004) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737026003217 · Cited by 87
Marinell, W. H., & Coca, V. M. (2013) · Cited by 87
Mérida‐López, S., Gómez, M. S., & Extremera, N. (2020) · Psychosocial Intervention · doi:10.5093/pi2020a10 · Cited by 123
“Likewise, it has been reported that replacing one leaving teacher can cost between $8,000 and $20,000 (Ingersoll, 2001).”
BackgroundLiu, X. S. (2007) · Educational Research and Evaluation · doi:10.1080/13803610600797615 · Cited by 86
“Teachers move in and out of the educational system as if through ‘‘a revolving door’’; schools frequently need to find replacement teachers to fill vacancies left by the former teachers (Ingersoll, 2001).”
BackgroundResultInfluentialEstimating the Effects of No Child Left Behind on Teachers’ Work Environments and Job Attitudes
Grissom, J. A., Nicholson‐Crotty, S., & Harrington, J. R. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373714533817 · Cited by 103
“Yet understanding the impact of NCLB on teachers is keenly important, not only because teachers are a main stakeholder group in education policy but also because teacher attitudes and perceptions of the work environment have been linked empirically to policy-relevant outcomes, such as teacher turnover (Allensworth, Po…”
BackgroundConsequences of Job Stress for the Mental Health of Teachers
Schonfeld, I. S., Bianchi, R., & Luehring‐Jones, P. (2017) · Aligning perspectives on health, safety and well-being · doi:10.1007/978-3-319-53053-6_3 · Cited by 111
“However, high rates of turnover have not been a function of excess retirements (Ingersoll, 2001; Ingersoll & May, 2012), and more likely reflect the stressfulness of the working conditions many teachers face (Ingersoll, 2001; Ingersoll & May, 2012).”
Teacher salary and national achievement: A cross-national analysis of 30 countries
Akiba, M., Chiu, Y.-L., Shimizu, K., et al. (2012) · International Journal of Educational Research · doi:10.1016/j.ijer.2012.03.007 · Cited by 85
‘It didn't have to be so hard’: the first years of teaching in an urban school
Worthy, J. (2005) · International Journal of Qualitative Studies in Education · doi:10.1080/09518390500082699 · Cited by 97
“In a large-scale study of teacher turnover that included data from teachers across the United States, Ingersoll (2001) reported that, along with discipline problems and limited opportunities to participate in school decisions, inadequate principal support was one of the primary reasons public…”
BackgroundInfluentialEmotional Exhaustion, Absenteeism, and Turnover Intentions in Childcare Teachers
Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010) · Journal of Health Psychology · doi:10.1177/1359105309360697 · Cited by 102
“That is, studies have only examined the teacher burnout consequence of intentions to leave teaching entirely (attrition, either because of quitting or early retirement), while overlooking teachers’ intentions to move (migration) to a different school (Ingersoll, 2001).”
BackgroundRaible, J., & Irizarry, J. G. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.02.006 · Cited by 85
“Second, as a consequence of soaring teacher attrition rates in urban districts, city schools in the United States tend to have a disproportionately high percentage of novice teachers, and are more likely to feel the adverse impacts associated with the national teacher shortage (Howard, 2003; Ingersoll, 2001).”
BackgroundTeacher Retention Issues: How Some Principals are Supporting and Keeping New Teachers
Brown, K. M., & Wynn, S. R. (2007) · Journal of School Leadership · doi:10.1177/105268460701700601 · Cited by 85
The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support
McMahon, S. D., Reaves, S., McConnell, E. A., et al. (2017) · American Journal of Community Psychology · doi:10.1002/ajcp.12202 · Cited by 84
“While not typically considered a victimization in itself, teachers’ experiences with lack of administrative support require further attention, especially given links with turnover (Ingersoll, 2001) and disengagement (Galand et al.”
BackgroundInfluentialA Model of Positive School Leadership to Improve Teacher Wellbeing
Cann, R. F., Riedel, R., & Powell, D. (2020) · International Journal of Applied Positive Psychology · doi:10.1007/s41042-020-00045-5 · Cited by 128
“Many of the negative effects of low wellbeing are well publicized, with stress, or burnout, being linked to negative impacts on school performance and attrition (Greenberg 2016; Ingersoll 2001) and the resulting teacher shortages worldwide (OECD 2019).”
BackgroundWartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09831-4 · Cited by 180
“…profession belongs to a professional group that faces high dropout rates, especially among those entering the profession (den Brok et al., 2017; Ingersoll, 2001), increasing teacher shortage worldwide (OECD, 2005; UNESCO Institute for Statistics, 2016), generally low occupational well-being…”
Teacher Induction, Mentoring, and Retention: A Summary of the Research
Strong, M. A. (2005) · The New Educator · doi:10.1080/15476880590966295 · Cited by 83
“The term “turnover” may refer both to movement among schools and movement out of the profession, while “retention” can mean staying in a school or staying in the profession (eg, Ingersoll, 2001 , 2002 , 2004 ).”
BackgroundHammer, P. C., Hughes, G. K., McClure, C., et al. (2005) · Cited by 84
An ecological perspective of teacher retention: An emergent model
Zavelevsky, E., & Shapira‐Lishchinsky, O. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102965 · Cited by 98
“Ingersoll (2001) distinguishes between ‘attrition’ and ‘migration’ in school: attrition refers to leaving the profession completely, while ‘migration’ refers to moving to another school.”
BackgroundInfluentialMarcionetti, J., & Castelli, L. (2022) · International Journal for Educational and Vocational Guidance · doi:10.1007/s10775-021-09516-w · Cited by 124
“, 2006) have been found to predict job satisfaction, which in turn influences teachers’ retention (Ingersoll, 2001) and relations to students (Veldman et al.”
BackgroundInterventions to Teacher Well-Being and Burnout A Scoping Review
Avola, P., Soini, T., Jyrkiäinen, A., & Pentikäinen, V. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-09986-2 · Cited by 158
Teacher commitment: Exploring associations with relationships and emotions
Hun, J. S. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.07.004 · Cited by 99
Beginning Teachers' Perceptions of Their Induction Program Experiences
Algozzine, B., Gretes, J. A., Queen, A. J., et al. (2007) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.3200/tchs.80.3.137-143 · Cited by 83
“Yasin 1999), and professionals argued that high-quality preparation, induction, and mentoring programs were needed to keep teachers in schools (Berry and Hirsch 2005; Darling-Hammond 1997; Fielder and Haselkorn 1999; Ganser 2002; Ingersoll 2001; Ingersoll and Smith 2003; Johnson and Birkeland 2003; Villani 2002).”
BackgroundGeneral Education Teachers’ Natural Rates of Praise: A Preliminary Investigation
Floress, M. T., Jenkins, L. N., Reinke, W. M., et al. (2017) · Behavioral Disorders · doi:10.1177/0198742917709472 · Cited by 83
“Student disruptive behavior and ineffective classroom management likely influence teacher attrition, in that many teachers who leave the field due to job dissatisfaction cite student discipline as a contributing factor (Ingersoll, 2001).”
BackgroundTeachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us
Shernoff, E. S., Maríñez‐Lora, A. M., Frazier, S. L., Jakobsons, L. J., Atkins, M. S., & Bonner, D. (2011) · School Psychology Review · doi:10.1080/02796015.2011.12087525 · Cited by 84
“This “revolving door” (Ingersoll, 2001) is exacerbated by new teachers being placed in the hardest-to-staff schools situated in high-poverty, urban communities where one-third to one-half of teachers leave within their first five years (Barnes, Crowe, & Schaefer, 2007; Borman & Dowl- Stacy L.…”
Prather-Jones, B. (2010) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2010.489387 · Cited by 82
“In fact, special education teachers are more likely to leave teaching than teachers of other subjects ( Ingersoll 2001 ; Katsiyannis, Zhang, and Conroy 2003 ; Nichols and Sosnowsky 2002 ), and the shortages in this field are greater than in any other area of certification ( McLeskey, Tyler, and Flippin 2004 ).”
BackgroundSustaining the commitment and realising the potential of highly promising teachers
Cameron, M., & Lovett, S. (2014) · Teachers and Teaching · doi:10.1080/13540602.2014.928132 · Cited by 81
“Satisfaction and commitment appear inextricably linked with teacher retention (Ingersoll, 2001), and there is evidence that job satisfaction, defined by Judge, Thoresen, Bono, and Patton (2001) as ‘feelings of fulfilment derived from day-to-day work activities’ (p. 742) is associated with higher…”
BackgroundUnderstanding beginning teacher induction: A contextualized examination of best practice
Kearney, S. (2014) · Cogent Education · doi:10.1080/2331186x.2014.967477 · Cited by 82
“The reported rate of attrition in the US is estimated at 39% (Ingersoll, 2001).”
BackgroundLeaving teaching: lack of resilience or sign of agency?
Smith, K., & Ulvik, M. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1358706 · Cited by 82
“…7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 For Peer Review O nly 6 Ingersoll (2001) called healthy turnover, and too little turnover might lead to stagnancy (Smith & Ingersoll, 2004).”
Shaukat, S., Vishnumolakala, V. R., & Bustami, G. A. (2018) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12425 · Cited by 106
A Review of the Research Literature on Teacher Recruitment and Retention
Guarino, C. M., Santibáñez, L., Daley, G. A., & Brewer, D. J. (2004) · Cited by 80
Four Myths About America's Teacher Quality Problem
Ingersoll, R. M. (2004) · Yearbook of the National Society for the Study of Education · doi:10.1111/j.1744-7984.2004.tb00029.x · Cited by 81
Self-citationHarfitt, G. J. (2014) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2014.932333 · Cited by 81
“The issue of teacher attrition and particularly early career attrition has been well documented globally (Guarino, Santibanez, & Daley, 2006; Hong, 2012; Ingersoll, 2001; Schaefer, 2013; Schaefer & Clandinin, 2011), as has the expectations of new teachers (see Kyriacou & Kunc, 2007), and the resilience of teachers at…”
Background"What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools.
Freedman, S. W., & Appleman, D. (2008) · Teacher education quarterly (Claremont, Calif.) · Cited by 81
Accountability and control in American schools
Ingersoll, R. M., & Collins, G. J. (2017) · Journal of Curriculum Studies · doi:10.1080/00220272.2016.1205142 · Cited by 91
“Finally, we have documented that teacher turnover is the major factor behind teacher shortages, particularly in math and science (Ingersoll, 2001; Ingersoll & Perda, 2010) and that working conditions and leadership actions affect teacher turnover (Ingersoll & May, 2012).”
BackgroundSelf-citationTekleselassie, A. A., & Villarreal, P. (2011) · Leadership and Policy in Schools · doi:10.1080/15700763.2011.585536 · Cited by 80
“Consistent with prior research (Ingersoll, 2001; Kelly, 2004; KuklaAcevedo, 2009; Van Dick & Wagner, 2001) that found the association between negative work climate and undesirable organizational outcomes, in bivariate random-intercepts regression models, student behavioral challenges (i.”
BackgroundResultInfluentialRonfeldt, M., Reininger, M., & Kwok, A. (2013) · Journal of Teacher Education · doi:10.1177/0022487113488143 · Cited by 81
“On average, male teachers have lower turnover rates (Ingersoll, 2001).”
BackgroundInfluentialUnderstanding the Teacher Job Search Process: Espoused Preferences and Preferences in Use
Cannata, M. A. (2010) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811011201205 · Cited by 80
“…of working conditions to include the organization of schools, principal leadership, and new teacher supports that shape an individual’s job satisfac- tion and career decision (Ingersoll, 2001; Johnson & Birkland, 2003; Johnson, Kardos, Kauffman, Liu, & Donaldson, 2004; Smith & Ingersoll, 2004).”
BackgroundFactors Influencing Teaching Choice: Why Do Future Teachers Choose the Career?
Richardson, P., & Watt, H. M. G. (2016) · Springer eBooks · doi:10.1007/978-981-10-0369-1_8 · Cited by 82
Are Teachers Tracked? On what Basis and with what Consequences
Kelly, S. (2004) · Social Psychology of Education · doi:10.1023/b:spoe.0000010673.78910.f1 · Cited by 78
“Research on teacher satisfaction (Lee, Dedrick, & Smith, 1991; Perie & Baker, 1997) and teacher attrition ( Ingersoll, 2001 ) often focuses on the effects of teaching in schools with different student compositions, funding levels, and disciplinary climates, finding that the rewards of teaching are not distributed equa…”
BackgroundTeacher Working Conditions that Matter.
Leithwood, K., & McAdie, P. (2007) · Education Canada · Cited by 80
Craig, C. J. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.08.003 · Cited by 78
Smith, T. M., & Rowley, K. J. (2005) · Educational Policy · doi:10.1177/0895904804270773 · Cited by 78
“Austin, 1990; Ingersoll & Smith, 2003; Murnane, Singer, Willett, Kemple, & Olsen, 1991), with single-year turnover rates of 13% for all teachers (Ingersoll, 2001).”
BackgroundMethodInfluentialBuilding a community to support HS CS teachers
Ni, L., Guzdial, M., Tew, A. E., Morrison, B. B., & Galanos, R. (2011) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/1953163.1953319 · Cited by 77
“Keywords CS Teacher, Community, Reflection.”
The Retention of Educators of Color Amidst Institutionalized Racism
Grooms, A. A., Mahatmya, D., & Johnson, E. T. (2021) · Educational Policy · doi:10.1177/0895904820986765 · Cited by 91
“The national Schools and Staffing Survey is a commonly used data source in educator retention/attrition studies (e.g., Djonko-Moore, 2016; Ingersoll, 2001; Ingersoll et al., 2019).”
MethodAdvocacy for Equity in Classrooms and Beyond: New Teachers’ Challenges and Responses
Athanases, S. Z., & de Oliveira, L. C. (2008) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810811000101 · Cited by 78
“New teachers leave the profession early at an alarming rate, often because of job dissatisfaction and unsupportive schooling conditions (Ingersoll, 2001).”
BackgroundPutting School Reform in Its Place
Holme, J. J., & Rangel, V. S. (2011) · American Educational Research Journal · doi:10.3102/0002831211423316 · Cited by 77
“In the past, these problems have been concentrated primarily in urban and rural school districts (Ingersoll, 2001; Lankford, Loeb, & Wyckoff, 2002).”
BackgroundThe effect of job satisfaction on job search: Not just whether, but also where
Delfgaauw, J. (2006) · Labour Economics · doi:10.1016/j.labeco.2006.06.002 · Cited by 77
Job satisfaction, work engagement, and turnover intention of CTE health science teachers
Park, K. A., & Johnson, K. R. (2019) · International Journal for Research in Vocational Education and Training · doi:10.13152/ijrvet.6.3.2 · Cited by 98
“Even seasoned tenured teachers have the desire to leave the profession if the teacher experiences job dissatisfaction (Ingersoll, 2001).”
InfluentialBaroudi, S., Tamim, R. M., & Hojeij, Z. (2020) · Leadership and Policy in Schools · doi:10.1080/15700763.2020.1734210 · Cited by 76
“Moreover, teachers’ positive performance and the retention of the strong committed and motivated ones have been revealed as significant indicators of effective schools (Ingersoll, 2001; Judge et al., 2001; Shann, 1998; Travers & Cooper, 1996).”
BackgroundNguyen, T. D., & Springer, M. G. (2021) · Educational Review · doi:10.1080/00131911.2021.1940103 · Cited by 102
Sass, D. A., Flores, B. B., Claeys, L., & Pérez, B. (2012) · Education Policy Analysis Archives · doi:10.14507/epaa.v20n15.2012 · Cited by 76
“Other research using race/ethnicity as a possible factor influencing attrition is conflicting (Boe, Bobbit, Cook et al., 1997; Ingersoll, 2001; Kirby et al., 1999; Quartz et al., 2008).”
BackgroundMethodInfluentialKoç, M. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.07.006 · Cited by 84
Wang, K., Li, Y., Luo, W., & Zhang, S. (2019) · Leadership and Policy in Schools · doi:10.1080/15700763.2019.1586963 · Cited by 76
Teacher well-being: Voices in the field
Weiland, A. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103250 · Cited by 106
LoCasale‐Crouch, J., Davis, E. A., Wiens, P. D., & Pianta, R. C. (2012) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611267.2012.701959 · Cited by 75
“…teachers represent a well-known risk group in education, prone to working in high-stress teaching environments with excessive attrition (Ingersoll, 2001), experiences of low self-efficacy, and evidence suggesting less effectiveness in the classroom (Benner, 2000; National Academy…”
BackgroundPredicting Teacher Commitment Using Principal and Teacher Efficacy Variables: An HLM Approach
Ware, H. W., & Kitsantas, A. (2011) · The Journal of Educational Research · doi:10.1080/00220671003638543 · Cited by 75
“For example, Ingersoll (2001) showed that teacher turnover is associated primarily with job dissatisfaction and the decision to leave the profession to pursue other careers.”
BackgroundVocational Concerns of Elementary Teachers: Stress, Job Satisfaction, and Occupational Commitment
McCarthy, C. J., Lambert, R. G., & Reiser, J. (2014) · Journal of Employment Counseling · doi:10.1002/j.2161-1920.2014.00042.x · Cited by 75
Editorial Teacher Attrition: An Issue of National Concern
Jalongo, M. R., & Heider, K. (2006) · Early Childhood Education Journal · doi:10.1007/s10643-006-0122-y · Cited by 75
“In urban districts alone, this percentage increases to fifty (Chase, 2001; Ingersoll, 2001 ).”
BackgroundEvans, D., Butterworth, R., & Law, G. U. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.03.008 · Cited by 92
Quantitative and qualitative teacher shortage and the turnover phenomenon
Donitsa‐Schmidt, S., & Zuzovsky, R. (2016) · International Journal of Educational Research · doi:10.1016/j.ijer.2016.03.005 · Cited by 73
Teachers’ Autonomy in Today's Educational Climate: Current Perceptions From an Acceptable Instrument
Strong, L. E. G., & Yoshida, R. K. (2014) · Educational Studies · doi:10.1080/00131946.2014.880922 · Cited by 73
“Ingersoll (1994) claimed that teacher autonomy depends and may vary based simply on the activity in question.”
BackgroundInfluentialSustaining teachers’ stories to live by: implications for teacher education
Schaefer, L., & Clandinin, D. J. (2018) · Teachers and Teaching · doi:10.1080/13540602.2018.1532407 · Cited by 72
“We purposefully selected teachers at that point in their teaching as studies showed there were an increased number of teachers who left teaching in their fourth and fifth years of teaching (Long et al., 2012; Ingersoll, 2001).”
BackgroundJentsch, A., Hoferichter, F., Blömeke, S., König, J., & Kaiser, G. (2022) · Psychology in the Schools · doi:10.1002/pits.22788 · Cited by 138
“As such, administrative leaders have an important role to play when it comes to teachers' job satisfaction and perceived stress, which has frequently been underscored by policy research (Béteille & Loeb, 2009; Ingersoll, 2001; Ladd, 2011).”
BackgroundOut-of-Field Teaching and the Limits of Teacher Policy
Ingersoll, R. M. (2003) · ScholarlyCommons (University of Pennsylvania) · Cited by 72
Self-citationEllis, C., Skidmore, S. T., & Combs, J. P. (2017) · Educational Administration Quarterly · doi:10.1177/0013161x16687007 · Cited by 75
“…(Brown, 2009; Denton, 2009; Leithwood, 2006), school environment (Guarino, Santibanez, & Daley, 2006), fit with the position and campus (Davis, 2006; Ingersoll, 2001; Rehfuss, Gambrell, & Meyer, 2012; Westfall, 2012; Wheeler, Gallagher, Brouer, & Sablynski, 2007), amount of support (Education…”
BackgroundMethodInfluentialSims, S. (2019) · British Educational Research Journal · doi:10.1002/berj.3578 · Cited by 80
Hammerness, K. M. (2008) · The New Educator · doi:10.1080/15476880701829184 · Cited by 71
“Ingersoll (2001) found that job dissatisfaction, alternative career choices, problems with students, and lack of input into school decision making were key organizational factors in teachers' decisions to stay, move, or leave.”
BackgroundBeginning Teachers’ Perception of Their Induction into the Teaching Profession
Kidd, L., Brown, N. R., & Fitzallen, N. (2015) · The Australian journal of teacher education · doi:10.14221/ajte.2014v40n3.10 · Cited by 71
“Ingersoll (2001) attributed the high attrition rates to the dissatisfaction of working conditions.”
BackgroundInfluentialAlready elsewhere – A study of (skilled) teachers' choice to leave teaching
Lindqvist, P., & Nordänger, U. K. (2015) · Teaching and Teacher Education · doi:10.1016/j.tate.2015.11.010 · Cited by 71
Principals' Perceptions of the Causes of Teacher Ineffectiveness.
Torff, B., & Sessions, D. N. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.4.530 · Cited by 75
Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices
McFadden, J., Ellis, J. A., Anwar, T., et al. (2013) · Journal of Science Education and Technology · doi:10.1007/s10956-013-9476-2 · Cited by 70
“However, induction programs vary significantly in quality and the forms of support (Ingersoll 2001), and the quality of the induction support dramatically changes the intended impact on teacher retention (Smith and Ingersoll 2004).”
BackgroundLavigne, A. L. (2014) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811411600103 · Cited by 75
“In particular, low job satisfaction is related to a greater likelihood of leaving the profession (Ingersoll, 2001).”
BackgroundHenry, G. T., & Redding, C. (2018) · Education Finance and Policy · doi:10.1162/edfp_a_00274 · Cited by 71
“…for school systems, an extensive body of research points to the ways that teacher turnover disrupts school organizational processes and the continuity of a child’s learning experiences (Ingersoll 2001; Lankford, Loeb, and Wyckoff 2002), particularly in underserved schools (Simon and Johnson 2015).”
BackgroundDeveloping effective beginning teachers through mentor‐based induction
Fletcher, S. H., & Barrett, A. (2004) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/030910042000275936 · Cited by 70
“These typically larger, public schools, located in high-poverty urban areas are most often those that exhibit a decreased sense of community (Ingersoll, 2001).”
BackgroundTeaching Out-of-Field in Western Australia
McConney, A. A., & Price, A. (2009) · The Australian journal of teacher education · doi:10.14221/ajte.2009v34n6.6 · Cited by 70
“Ingersoll’s research based on the national US Schools and Staffing Surveys (SaSS) for example, drew attention to what he considered to be “the high levels of out-of-field teaching” which were a “leading source of underqualified teaching in American schools” (2003, p. 5). Clearly these findings provide evidence for the…”
InfluentialImplicit Beliefs about Teaching Ability, Teacher Emotions, and Teaching Satisfaction
Nalipay, M. J. N., Mordeno, I. G., Semilla, J.-R. B., & Frondozo, C. E. (2019) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-019-00467-z · Cited by 76
“Teaching satisfaction has been found to be an important factor affecting preservice teachers’ decision to enter and remain in the teaching profession (Hong 2012; Horvath et al. 2018; Ingersoll 2001).”
BackgroundTeacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom
Wettstein, A., Schneider, S., Holtforth, M. G., & Marca, R. L. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.681258 · Cited by 109
“Within the school, teachers cite classroom disruptions as the main reason for career exit (Ingersoll, 2001; Herzog et al., 2005; Lewis et al., 2005; Makarova et al., 2014) and early retirement (Helmke, 2009).”
BackgroundXaba, M. I. (2003) · South African Journal of Education · doi:10.4314/saje.v23i4.24948 · Cited by 69
“Addressing turnover at school level Teacher turnover at school level relates to organisational characteristics, in particular those factors that influence teacher job satisfaction (cf. Ingersoll, 2002; Ingersoll, 2001b:501; Jackson & Schuler, 2000:280).”
BackgroundCross-Level Measurement Invariance in School and Classroom Environment Surveys
Schweig, J. D. (2013) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713509880 · Cited by 79
“Better understanding how targeted improvements in working conditions may improve retention is particularly critical for schools serving high-poverty, low-achieving student populations, where teacher turnover rates may be as high as 50% (Ingersoll, 2001).”
BackgroundJob satisfaction and career persistence of beginning teachers
Mau, W., Ellsworth, R., & Hawley, D. J. (2008) · International Journal of Educational Management · doi:10.1108/09513540810844558 · Cited by 68
“Recent research seems to indicate that recruitment is not the primary problem in staffing the nation’s schools but it is more a matter of teacher retention (Cochran-Smith, 2004; Ingersoll, 2001), which is a prime responsibility of school administrators.”
BackgroundJackson, K. M., & Marriott, C. (2012) · Educational Administration Quarterly · doi:10.1177/0013161x11432925 · Cited by 76
“Elsewhere, the lack of teacher influence has been cited as a key factor in teachers’ dissatisfactionrelated job turnover (Ingersoll, 2001, 2004) and in teacher commitment and turnover more generally (Ingersoll, 1996; Ingersoll, Alsalam, Quinn, & Bobbitt, 1997).”
BackgroundTeacher stress: balancing demands and resources.
McCarthy, C. J. (2019) · Phi Delta Kappan · doi:10.1177/0031721719885909 · Cited by 67
“, school administration, teacher autonomy, and collegiality with colleagues) as the main driver of occupational health (Béteille & Loeb, 2009; Ingersoll, 2001; Ladd, 2011).”
BackgroundTeacher victimization, turnover, and contextual factors promoting resilience
Curran, F. C., Viano, S. L., & Fisher, B. W. (2017) · Journal of School Violence · doi:10.1080/15388220.2017.1368394 · Cited by 70
“Teachers with traditional teaching backgrounds and regular credentials are more likely to remain in teaching, while some evidence suggests that math, science, and highly educated teachers might be more likely to leave (Borman & Dowling, 2008; Darling-Hammond, 2000; Ingersoll, 2001; Ingersoll & May, 2012; Johnson & Bir…”
BackgroundResultInfluentialPublic school accountability, workplace culture, and teacher morale
Erichsen, K., & Reynolds, J. R. (2019) · Social Science Research · doi:10.1016/j.ssresearch.2019.102347 · Cited by 68
Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Medlock, A. L. (2004) · Communication Education · doi:10.1080/03634520410001682410 · Cited by 68
“The results suggest that student responsiveness affects teacher self-efficacy and job satisfaction, two variables that have been shown to influence student achievement (Dinham & Scott, 2000; Ross, 1998) and teacher retention and turnover (Glickman & Tamashiro, 1982; Ingersoll, 2001).”
BackgroundFantuzzo, J. W., Perlman, S. M., Sproul, F., Minney, A., Perry, M. A., & Li, F. (2012) · Psychology in the Schools · doi:10.1002/pits.20623 · Cited by 81
liu, E., Rosenstein, J. G., Sein, A. S., et al. (2008) · Leadership and Policy in Schools · doi:10.1080/15700760701822140 · Cited by 67
“compensation, of course, are also important ( Ingersoll, 2001; Smith & Ingersoll, 2004; Johnson”
BackgroundInfluentialPrather-Jones, B. (2010) · Remedial and Special Education · doi:10.1177/0741932510362195 · Cited by 67
“Yet special education teachers are more likely to leave teaching than are other groups of teachers (Ingersoll, 2001), and the shortages in this field are greater than in any other area of certification (McLesky, Tyler, & Flippin, 2004).”
BackgroundThe influence of typologies of school leaders on teacher retention
Urick, A. (2016) · Journal of Educational Administration · doi:10.1108/jea-08-2014-0090 · Cited by 87
Teacher Burnout and Contextual and Compositional Elements of School Environment
Shackleton, N., Bonell, C. P., Jamal, F., Allen, E., Mathiot, A., Elbourne, D. R., & Viner, R. (2019) · Journal of School Health · doi:10.1111/josh.12839 · Cited by 89
Organizational citizenship behaviors in American and Portuguese public schools
DiPaola, M. F., & Neves, P. M. M. D. C. (2009) · Journal of Educational Administration · doi:10.1108/09578230910967464 · Cited by 66
“Researchers have found strong links among organizational conditions and employee motivation, commitment, and turnover (Ingersoll, 2001).”
BackgroundMisbehavior or Misinterpretation?
Monroe, C. R. (2006) · Kappa Delta Pi Record · doi:10.1080/00228958.2006.10518021 · Cited by 66
Dumay, X., & Galand, B. (2011) · British Educational Research Journal · doi:10.1080/01411926.2011.577889 · Cited by 66
“The rationale of this line of research is that work motivation and commitment have less to do with the personal qualities people bring to the workplace than with the design and management of tasks within schools (Ingersoll, 2001 ).”
BackgroundThe construction of early career teachers’ identities: coping or managing?
Hong, J. Y., Day, C. W., & Greene, B. A. (2017) · Teacher Development · doi:10.1080/13664530.2017.1403367 · Cited by 66
“…ways that these influence teachers’ professional identity development and perceived effectiveness, if we are to understand why some teachers stay and thrive and why others leave (Cooper and Alvarado, 2006; Ingersoll, 2001; Johnson andand Birkland, 2003; Lindqvist, Nordänger, and Carlsson, 2014).”
BackgroundSpecial educators in inclusive education programmes: reframing their work as teacher leadership
York‐Barr, J., Sommerness, J., Duke, K., et al. (2005) · International Journal of Inclusive Education · doi:10.1080/1360311042000339374 · Cited by 65
“Special educators are more likely to depart the profession of teaching than any other teaching group (Ingersoll, 2001).”
BackgroundOwens, J. S., Coles, E. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E. L., Holdaway, A. S., Zoromski, A. K., Schamberg, T., & Schulte, A. C. (2017) · School Mental Health · doi:10.1007/s12310-017-9217-4 · Cited by 65
Isenberg, E., Glazerman, S., Bleeker, M. M., Johnson, A., Lugo‐Gil, J., Grider, M., Dolfin, S., & Britton, E. (2009) · RePEc: Research Papers in Economics · Cited by 65
The Ties that Bind: Social Networks, Person-Organization Fit and Turnover IntentionPreprint
Moynihan, D. P., & Pandey, S. K. (2007) · SSRN Electronic Journal · doi:10.2139/ssrn.975270 · Cited by 65
Will VAMS Reinforce the Walls of the Egg-Crate School?
Johnson, S. M. (2015) · Educational Researcher · doi:10.3102/0013189x15573351 · Cited by 73
“Ingersoll (2001) analyzed data from the national Schools and Staffing Survey and found that turnover rates were unexpectedly high.”
MethodKeogh, J., Garvis, S., Pendergast, D., et al. (2012) · The Australian journal of teacher education · doi:10.14221/ajte.2012v37n8.3 · Cited by 64
“…opportunities, parent involvement, and community support, to explain why so Vol 37, 8, August 2012 47 many beginning teachers leave the profession (Ingersoll, 2001; Buckley, Schneider & Shang, 2004; Johnson, Berg & Donaldson, 2005; Loeb, Darling-Hammond, & Luczak, 2005; Scheriff, 2008; Smethem,…”
First-Year Teachers and Induction Support: Ups, Downs, and In-Betweens
Fry, S. W. (2015) · The Qualitative Report · doi:10.46743/2160-3715/2007.1635 · Cited by 64
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
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