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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“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
plainstates an association- Asserted: passes — The authors put it forward as true.
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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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- Rests on an assumption: Teachers' self-reported reasons for their departures accurately reflect the causes of their turnover.
- Also stated in: § Abstract · plain
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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
plainstates an association- Asserted: passes — The authors put it forward as true.
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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
plainstates an association- Asserted: passes — The authors put it forward as true.
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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
plainstates an association- Asserted: passes — The authors put it forward as true.
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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
boostedstates an association- Asserted: passes — The authors put it forward as true.
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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
plainstates a cause- 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
plainstates an association- Asserted: passes — The authors put it forward as true.
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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
plainstates an association- Asserted: passes — The authors put it forward as true.
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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
plainstates an association- 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.
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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
“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.
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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
plainstates a cause- 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
plainstates an association- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
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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
hedgedstates an association- 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 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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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
boostedstates an association- Asserted: passes — The authors put it forward as true.
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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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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
plainstates an association- Asserted: passes — The authors put it forward as true.
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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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- 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
hedgedstates an association- 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 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
plainstates an association- 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
“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
plainstates an association- 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 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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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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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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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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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
plainstates an association- 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
“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
plainstates a cause- 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
“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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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
plainstates an association- 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
“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
plainstates an association- 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
“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
plainstates a cause- 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
“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
plainstates an association- 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
“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
plainstates a cause- 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
“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.
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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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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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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.”
plainstates an association- 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
“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.”
boostedstates a cause- 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.
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
plainstates a cause- 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.
plainstates an association- 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
hedgedstates a possible cause- 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”
boostedstates an association- 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”
plainstates an association- 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
hedgedstates a cause- 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
hedgedstates a cause- 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
plainstates a cause- 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.
plainstates an association- 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.
plainstates an association- 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
plainstates an association- 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
plainstates a cause- 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
hedgedstates a possible cause- 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
hedgedstates a possible cause- 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
hedgedstates a cause- 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.
hedgedstates an association- 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
boostedstates an association- 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.
hedgedstates an association- 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
hedgedstates an association- 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
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Cited by
Sorted by citations
Items 401–500 of 2,990
Whipp, J. L., & Geronime, L. (2015) · Urban Education · doi:10.1177/0042085915574531 · Cited by 95
“…Urban Education 52(7) lunch) is well-documented (Borman & Dowling, 2008; Guarino, Santibanez, & Daley, 2006; Hanushek, Kain, & Rivkin, 2004; Ingersoll, 2001, 2003, 2004; Johnson, Berg, & Donaldson, 2005; R. Ronfeldt, Loeb, & Wyckoff, 2013; Sass, Flores, Claeys, & Perez, 2012).”
Teacher collaboration in the context of theResponsive Classroomapproach
Sawyer, B. E., & Rimm‐Kaufman, S. E. (2007) · Teachers and Teaching · doi:10.1080/13540600701299767 · Cited by 64
“At present, 50% of teachers leave within their first five years of teaching, creating shortages as more teachers leave than enter the workforce (Ingersoll, 2001 ).”
BackgroundPittman, R. T., Zhang, S., Binks‐Cantrell, E., et al. (2019) · Dyslexia · doi:10.1002/dys.1628 · Cited by 64
The importance of a collaborative culture for teachers’ job satisfaction and affective commitment
Meredith, C., Moolenaar, N. M., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00598-w · Cited by 90
“This is especially so because affective commitment and job satisfaction have been related to several outcomes such as performance, absenteeism and attrition (Ingersoll, 2001; Skaalvik & Skaalvik, 2011).”
Grissom, J. A. (2012) · Journal of Public Administration Research and Theory · doi:10.1093/jopart/mus042 · Cited by 64
Watters, J. J., & Diezmann, C. M. (2015) · Journal of Science Teacher Education · doi:10.1007/s10972-014-9413-0 · Cited by 63
“In particular, teachers with majors in STEM were found in several studies to have attrition rates higher than those with majors in education (Henke, Zahn, & Carroll, 2001; Ingersoll, 2001).”
BackgroundJob satisfaction, school rule enforcement, and teacher victimization
Kapa, R. R., & Gimbert, B. (2017) · School Effectiveness and School Improvement · doi:10.1080/09243453.2017.1395747 · Cited by 63
“Teacher victimization has negative effects on teacher retention (Evans, 2001; Ingersoll, 2001) and teacher morale, satisfaction, and engagement (Allensworth, Ponisciak, & Mazzeo, 2009; Dzuka & Dalbert, 2007; Galand et al., 2007; Marinell & Coca, 2013).”
BackgroundInfluentialThe influence of induction programs on beginning teachers'well-being and professional development
Kessels, C. (2003) · Leiden Repository (Leiden University) · Cited by 61
Who Leaves?: Teacher Attrition and Student Achievement
Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009) · PsycEXTRA Dataset · doi:10.1037/e722382011-001 · Cited by 63
Richter, E., Lucksnat, C., Redding, C., & Richter, D. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103704 · Cited by 76
Counselor Turnover in Substance Abuse Treatment Centers: An Organizational‐Level Analysis
McNulty, T. L., Oser, C., Johnson, J. A., Knudsen, H. K., & Roman, P. (2007) · Sociological Inquiry · doi:10.1111/j.1475-682x.2007.00186.x · Cited by 61
Le décrochage enseignant : état des connaissances
Karsenti, T. P., Collin, S. M., & Dumouchel, G. (2013) · International Review of Education · doi:10.1007/s11159-013-9367-z · Cited by 62
“…enfin, des groupes-classes dans lesquels le comportement des apprenants n’est pas propice à l’enseignement-apprentissage, qu’ils fassent preuve d’un manque de motivation (Ingersoll 2001; Kirsch 2006) ou de discipline (Chaplain 2008; Gonzalez et al. 2008; Ingersoll 2001; OCDE 2005), voire de…”
BackgroundInfluentialProfessional development needs of primary school English-language teachers in Malaysia
Kabilan, M. K., & Veratharaju, K. (2013) · Professional Development in Education · doi:10.1080/19415257.2012.762418 · Cited by 62
“Eventually, this will lead to teacher burnout, teachers leaving the profession or teachers transferring to another school (Ingersoll 2001).”
BackgroundAnderson, E. M. (2013) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2013.758535 · Cited by 62
“In urban districts, this estimate is closer to 50% of new teachers and is particularly acute outside of the public school system (Ingersoll, 2001; Jalongo & Heider, 2006).”
BackgroundAn, S. (2019) · International Public Management Journal · doi:10.1080/10967494.2018.1549629 · Cited by 62
“For the past few decades, education scholars have focused on teacher attrition and mobility (Boe, Cook, and Sunderland 2008; Ingersoll 2001; Smith and Ingersoll 2004) and how these affect student achievement (Boyd et al.”
BackgroundWhat do secondary trainee teachers say about teaching as a profession of their “choice” in Malawi?
Mtika, P., & Gates, P. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.09.012 · Cited by 61
Alternatively and Traditionally Certified Teachers: The Same but Different
Salyer, B. A. (2003) · NASSP Bulletin · doi:10.1177/019263650308763603 · Cited by 61
Telling Tales Out of School: Exploring Why Former Teachers are Not Returning to the Classroom
Buchanan, J. (2012) · Australian Journal of Education · doi:10.1177/000494411205600207 · Cited by 62
“) • working conditions, for example, salary, workload and behaviour management (Buchanan, 2010; Connell, 2007; Gonzalez, Brown & Slate, 2008; Ingersoll, 2001), including teaching out of field (McConney & Price, 2009) • cultural transition from pre-service to in-service (Buchanan, 2006; FeimanNemser, 2001; Kelchtermans…”
BackgroundProost, K., Ruysseveldt, J. V., & van Dijke, M. (2011) · European Journal of Work and Organizational Psychology · doi:10.1080/1359432x.2010.526304 · Cited by 67
“Hence, this study provides tools to solve the widespread problem of high turnover rates among teachers as a result of unmet expectations (Ingersoll, 2001).”
MethodA NEW APPROACH TO THE COST OF TEACHER TURNOVER
Milanowski, A., & Odden, A. R. (2007) · Cited by 61
Vagi, R., Pivovarova, M., & Barnard, W. M. (2017) · Journal of Teacher Education · doi:10.1177/0022487117725025 · Cited by 64
“Although Title I status is a somewhat blunt indicator, it should be highly correlated with many important schoollevel factors that can potentially influence teachers’ professional decisions (Ingersoll, 2001).”
BackgroundTeaching in Community Schools: Creating Conditions for Deeper Learning
Daniel, J., Quartz, K. H., & Oakes, J. (2019) · Review of Research in Education · doi:10.3102/0091732x18821126 · Cited by 88
The Mathematics and Science Teacher Shortage: Fact and Myth
Ingersoll, R. M., & Perda, D. (2009) · doi:10.12698/cpre.2009.rr62 · Cited by 61
“…analyses using the SASS/TFS data to estimate the relationships between a variety of school demographic characteristics and the likelihood of individual teachers moving from or leaving their schools (for detailed reports, see Ingersoll, 2001; Smith & Ingersoll, 2004; and Ingersoll & May, 2009).”
BackgroundMethodInfluentialSelf-citationTightening the Grip? The Impact of State Activism on Local School Systems
Malen, B. (2003) · Educational Policy · doi:10.1177/0895904803017002001 · Cited by 60
“See Ingersoll (2001) for a more extensive discussion of this prospect.”
BackgroundTeacher Attitudes about Compensation Reform: Implications for Reform Implementation
Goldhaber, D. D., DeArmond, M., & DeBurgomaster, S. (2011) · Industrial and Labor Relations Review · doi:10.1177/001979391106400302 · Cited by 60
“…significant wage effects on teacher mobility and instead suggest that teacher choices are influenced by working conditions and school culture (Ingersoll 2001; Smith and Ingersoll 2004).2 And so, in the background of conflicting opinion polls about compensation reform is the broader question…”
BackgroundNi, L., & Guzdial, M. (2012) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/2157136.2157283 · Cited by 60
Preservice Teachers’ Perceptions of Challenging Behavior
Butler, A., & Monda‐Amaya, L. E. (2016) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406416654212 · Cited by 59
“…disruptive behavior was interfering with their instruction and teachers cite student problem behavior as a key reason for leaving the teaching profession (Algozzine, Christian, Marr, McClanahan, & White, 2008; Billingsley, Carlson, & Klein, 2004; Ingersoll, 2001; Kelly, 2004; Kukla-Acevedo, 2009).”
BackgroundFinefter‐Rosenbluh, I. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.07.028 · Cited by 67
Editors’ Introduction: The Use of Teacher Value-Added Measures in Schools
Harris, D. N., & Herrington, C. D. (2015) · Educational Researcher · doi:10.3102/0013189x15576142 · Cited by 59
Redding, C., & Nguyen, T. D. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012200711 · Cited by 59
“Because of our interest in new teachers who begin their careers in underserved schools, we followed Ingersoll (2001) in operationalizing underserved schools in two different ways: (1) with a majority-minority indicator for teachers in schools with 50% or more non-White students, and (2) with a…”
MethodThrough the eyes of the novice teacher: perceptions of mentoring support
Clark, S., & Byrnes, D. A. (2012) · Teacher Development · doi:10.1080/13664530.2012.666935 · Cited by 59
“Introduction In the past, most teaching was done in isolation from other colleagues and teachers were left to their own devices to navigate the vulnerable first year (Ingersoll 2001).”
White and Black Teachers’ Job Satisfaction
Fairchild, S., Tobias, R., Corcoran, S. P., Djukic, M., Kovner, C. T., & Noguera, P. A. (2011) · Urban Education · doi:10.1177/0042085911429582 · Cited by 62
“…Liu & Ramsey, 2008; Pagano, Weiner, & Rand, 1997; Perie & Baker, 1997), and teacher–student relationships (Brunetti, 2006; Hounshell & Griffin, 1989; Ingersoll, 2001a, 2001b; Lee et al., 1991; Newberry & Davis, 2008; Perie & Baker, 1997; Shann, 1998) are associated with teacher job satisfaction.”
BackgroundResultInfluentialSupporting high school teachers' implementation of evidence-based classroom management practices
Kennedy, M. J., Hirsch, S. E., Rodgers, W., Bruce, A., & Lloyd, J. W. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.12.009 · Cited by 70
Challenges and Solutions: The Experiences of Newly Qualified Science Teachers
Boakye, C., & Ampiah, J. G. (2017) · SAGE Open · doi:10.1177/2158244017706710 · Cited by 59
“In many cases, there is a mismatch between these disciplines and the teacher’s own content preparation and field experiences (Ingersoll, 2001; Sanford, cited by Watson, 2006).”
BackgroundMarsh, J. A., Kerr, K. A., Ikemoto, G. S., Darilek, H., Booth, M. S., Zimmer, R., & Barney, H. (2005) · RAND Corporation eBooks · doi:10.7249/mg361 · Cited by 59
A Two-Dimensional Model of Teacher Retention and Mobility
Auslander, S. S., Meyers, B., Mays, L. C., & Lack, B. (2009) · Journal of Teacher Education · doi:10.1177/0022487108329116 · Cited by 58
Teacher Shortages in Urban Schools
Ng, J. (2003) · Education and Urban Society · doi:10.1177/0013124503255453 · Cited by 58
“According to Ingersoll (2001), 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…”
BackgroundInfluentialAn exploration of teacher attrition and mobility in high poverty racially segregated schools
Djonko-Moore, C. M. (2015) · Race Ethnicity and Education · doi:10.1080/13613324.2015.1013458 · Cited by 58
“Additionally, a general sense of satisfaction among teachers (Perrachione, Peterson, and Rosser 2008), a supportive administration (Ingersoll 2001; Brill and McCartney 2008) and effective school leadership (Kersaint et al. 2007; Tickle, Chang, and Kim 2011) have been shown to be important factors…”
BackgroundMaier, A. (2012) · Journal of Teacher Education · doi:10.1177/0022487111422071 · Cited by 58
“…attract higher education’s top students, but the even lower status attributed to teachers in low-income schools, coupled with the typically poorer working conditions (Ingersoll, 2001b; Loeb, Darling-Hammond, & Luczak, 2005), makes recruiting recent high-achieving graduates still more challenging.”
BackgroundRichards, K. A. R., & Templin, T. J. (2011) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.30.4.340 · Cited by 58
The Impact of Performance Ratings on Job Satisfaction for Public School Teachers
Koedel, C., Li, J., Springer, M. G., & Tan, L. (2017) · American Educational Research Journal · doi:10.3102/0002831216687531 · Cited by 66
“The turnover studies by Ingersoll (2001) and Stockard and Lehman (2004), which are based on retrospective teacher surveys, are in a better position to examine the variety of factors that build up over time to result in a turnover, and these studies identify job satisfaction as a significant factor…”
BackgroundResultInfluentialNew Evidence on the Frequency of Teacher Turnover: Accounting for Within-Year Turnover
Redding, C., & Henry, G. T. (2018) · Educational Researcher · doi:10.3102/0013189x18814450 · Cited by 72
“net DEcEmbER 2018 577 A substantial research base describes teacher turnover, including higher rates of turnover among novice teachers and retirees and from schools with high concentrations of traditionally underserved racial/ethnic groups and low-income students (Ingersoll, 2001; Lankford, Loeb, & Wyckoff, 2002; Papa…”
InfluentialBeginning teachers’ professional support: A mixed methods social network study
Thomas, L., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.04.008 · Cited by 62
“The significance of this teacher retention crisis (Hunt et al., 2003) is reflected in its negative consequences, including teacher shortages (Ingersoll, 2001) and declining trends in student performance (Ronfeldt, Loeb, & Wyckoff, 2013).”
BackgroundTeacher performance pay: Experimental evidence from Pakistan
Barrera‐Osorio, F., & Raju, D. (2017) · Journal of Public Economics · doi:10.1016/j.jpubeco.2017.02.001 · Cited by 57
Teacher retention in Appalachian schools: Evidence from Kentucky
Cowen, J. M., Butler, J. S., Fowles, J. T., Streams, M. E., & Toma, E. F. (2011) · Economics of Education Review · doi:10.1016/j.econedurev.2011.12.005 · Cited by 58
The Effect of Teachers' Quality of Work Life on Job Satisfaction and Turnover Intentions
ERTÜRK, R. (2022) · International Journal of Contemporary Educational Research · doi:10.33200/ijcer.1022519 · Cited by 57
“This can also negatively affect the quality of teaching, as the intention of teachers to leave the teaching profession may lead to less teaching efforts (Ingersoll, 2001; Shapira-Lishchinsky, 2012).”
BackgroundSaiti, A., & Papadopoulos, Y. (2015) · International Journal of Educational Management · doi:10.1108/ijem-05-2013-0081 · Cited by 71
Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements
Helms‐Lorenz, M., Slof, B., Vermue, C., & Canrinus, E. T. (2011) · Educational Studies · doi:10.1080/03055698.2011.598679 · Cited by 66
“2010 ; Houtveen, Versloot, and Groenen 2006 ; Ingersoll 2001a ; 2001b ).”
InfluentialWhy Black Women Teachers Leave and What Can Be Done About it
Carver-Thomas, D., & Darling‐Hammond, L. (2017) · Emerald Group Publishing Limited eBooks · doi:10.1108/s2051-231720170000006009 · Cited by 57
“Furthermore, high rates of teacher attrition often result in introducing a “revolving door” of inexperienced teachers into classrooms (Ingersoll, 2001), undermining the increases in teacher effectiveness that occur with experience (Kini & Podolsky, 2016).”
BackgroundInfluentialPerson-organization fit and first-year teacher retention in the United States
Miller, J., & Youngs, P. A. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103226 · Cited by 65
Foote, M. Q., Brantlinger, A., Haydar, H. N., et al. (2010) · Education and Urban Society · doi:10.1177/0013124510380420 · Cited by 57
“As mentioned previously, Smith and Ingersoll (2004) find that teacher collaboration and teacher networks are components of effective induction programs.”
BackgroundChanges in teacher stress through participation in pre‐referral intervention teams
Gregory, A. (2009) · Psychology in the Schools · doi:10.1002/pits.20455 · Cited by 60
Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey
Özoǧlu, M. (2015) · Educational Sciences Theory & Practice · doi:10.12738/estp.2015.4.2619 · Cited by 56
“The existing research on attrition-related teacher turnover suggests that teachers’ preferences associated with teacher mobility are similarly associated with teacher attrition (Ingersoll & May, 2012; KuklaAcevedo, 2009). For instance, Boyd, Grossman, Lankford, Loeb, and Wyckoff (2008) found that teacher attrition in…”
BackgroundReeves, T. D., Hamilton, V., & Onder, Y. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103546 · Cited by 76
Induction: A Collective Endeavor of Learning, Teaching, and Leading
Killeavy, M. (2006) · Theory Into Practice · doi:10.1207/s15430421tip4502_9 · Cited by 56
Curriculum for mentor development: problems and promise in the work of new teacher induction leaders
Athanases, S. Z., Abrams, J., Jack, G., Johnson, V. G., Kwock, S., McCurdy, J., Riley, S., & Totaro, S. (2008) · Journal of Curriculum Studies · doi:10.1080/00220270701784319 · Cited by 56
Veteran teachers’ identity: what does the research literature tell us?
Carrillo, C., & Flores, M. A. (2017) · Cambridge Journal of Education · doi:10.1080/0305764x.2017.1394982 · Cited by 56
“The retention of good-quality teachers is essential to improving school performance (Ingersoll, 2001; Santoro et al., 2012) and those VTs who have managed to overcome the challenges at the personal, 648 C.”
BackgroundReducing Burnout and Resignations among Frontline Workers: A Field Experiment
Linos, E., Ruffini, K., & Wilcoxen, S. (2022) · Journal of Public Administration Research and Theory · doi:10.1093/jopart/muab042 · Cited by 56
Larson, K. E., Hirsch, S. E., McGraw, J. P., & Bradshaw, C. P. (2019) · Journal of Special Education Technology · doi:10.1177/0162643419836415 · Cited by 60
Postgraduate Certificate in Education (PGCE) and student motivation
Roness, D., & Smith, K. (2009) · European Journal of Teacher Education · doi:10.1080/02619760902778982 · Cited by 55
“Internationally, the concern for teacher recruitment has become an important issue (Spear, Gould, and Lee 2000; Ingersoll 2001; Cochran-Smith 2004; Richardson and Watt 2006).”
BackgroundSchools as Organizational Models: Implications for Examining School Effectiveness
Griffith, J. E. (2003) · The Elementary School Journal · doi:10.1086/499741 · Cited by 55
Characteristics of Teacher Induction Programs and Turnover Rates of Beginning Teachers
Kang, S., & Berliner, D. C. (2012) · The Teacher Educator · doi:10.1080/08878730.2012.707758 · Cited by 55
“From an organizational-level perspective, employee migration is as important as employee attrition in terms of the performance and effectiveness of organizations (Ingersoll, 2001).”
BackgroundThe Use of Visual-based Simulated Environments in Teacher Preparation
Judge, S. L., Bobzien, J., Maydosz, A., et al. (2013) · Journal of Education and Training Studies · doi:10.11114/jets.v1i1.41 · Cited by 55
“…managing student behavior is frequently cited as a source of frustration for teachers and a common reason why new teachers leave the profession (Ingersoll 2001), leading experts to assert that pre-service teachers should be trained more rigorously on effective, evidence-based classroom…”
BackgroundMethodInfluentialWorkplace predictors of secondary school teachers’ intention to leave
You, S., & Conley, S. (2014) · Educational Management Administration & Leadership · doi:10.1177/1741143214535741 · Cited by 55
“In the current study, following Ingersoll (2001), we used a generalized measure of intentions to leave, as opposed to focusing on a particular subset of turnover.”
BackgroundMethodInfluentialNochumson, T. C. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1585382 · Cited by 62
“In the United States, teacher turnover is a problem (Ingersoll 2001, Boyd et al .”
BackgroundWhat works to improve teacher attendance in developing countries? A systematic review
Guerrero, G., León, J., Zapata, M., Sugimaru, C., & Cueto, S. (2012) · MINISTERIO DE EDUCACION · Cited by 54
Fütterer, T., van Waveren, L., Hübner, N., Fischer, C., & Sälzer, C. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103942 · Cited by 78
Improving science achievement at high-poverty urban middle schools
Ruby, A. M. (2006) · Science Education · doi:10.1002/sce.20167 · Cited by 54
“While national surveys show average teacher turnover rates of 12%, rates for high-poverty, high-minority schools are higher (Ingersoll, 2001; NCES, 1997).”
Eckert, S. A. (2012) · Journal of Teacher Education · doi:10.1177/0022487112460279 · Cited by 55
“Following previous research on teacher retention (Ingersoll, 2001) and teacher efficacy (Chester & Beaudin, 1996; Greenwood, Olejnik, & Parkay, 1990), I controlled for teacher sex (male/female), teacher race (White/non-White), highest degree (ranging from bachelor’s to PhD), teacher age, years of teaching experience,…”
BackgroundMethodIs It Better to Be Good or Lucky? Decentralized Teacher Selection in 10 Elementary Schools
DeArmond, M., Gross, B., & Goldhaber, D. D. (2010) · Educational Administration Quarterly · doi:10.1177/0013161x10365824 · Cited by 54
“By some measures, turnover rates in high-poverty schools are approximately 50% higher than turnover rates in low-poverty schools (Ingersoll, 2001).”
BackgroundGriffith, J. E. (2006) · Journal of Applied Social Psychology · doi:10.1111/j.0021-9029.2006.00085.x · Cited by 60
Learning from novice–expert interaction in teachers’ continuing professional development
Jin, X., Li, T., Meirink, J. A., van der Want, A., & Admiraal, W. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1651752 · Cited by 61
“…of peer support networks, job dissatisfaction, a potential better career in a different work domain and not being able to use effective teaching strategies and so on (Ingersoll 2001, Ingersoll and Smith 2003, Stockard and Lehman 2004, Alliance for Excellent Education 2004, Andrews et al. 2007).”
BackgroundCasely-Hayford, J., Björklund, C., Bergström, G., Lindqvist, P., & Kwak, L. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103664 · Cited by 101
Tompsett, J., & Knoester, C. (2023) · PLoS ONE · doi:10.1371/journal.pone.0284188 · Cited by 77
Grissom, J. A., & Strunk, K. O. (2011) · Educational Policy · doi:10.1177/0895904811417583 · Cited by 52
“Quit probabilities for teachers are highest in their first few years of teaching, then drop dramatically until teachers near retirement age (Hanushek & Rivkin, 2007; Ingersoll, 2001; Murnane & Olsen, 1989a, 1989b).”
BackgroundGoldhaber, D. D., Krieg, J. M., & Theobald, R. J. (2014) · Economics of Education Review · doi:10.1016/j.econedurev.2014.10.003 · Cited by 55
“Rather, shortages in STEM, for example, may be driven by demonstrated differences in the probability that STEM majors pursue teaching degrees (Goldhaber and Liu, 2002; Bacolod, 2007; and Ingersoll and Perda, 2010) and by the higher attrition rates of teachers in high-demand areas (Boe, 2006; Fore et al., 2002; Ingerso…”
InfluentialSun, M. (2018) · AERA Open · doi:10.1177/2332858418784914 · Cited by 53
“As noted, prior studies found that teachers are less likely to move out of schools with better supports (e.g., Boyd et al., 2011; Ingersoll, 2001; Ladd, 2011).”
MethodResultRacial Segregation and School Poverty in the United States, 1999–2016
Fahle, E. M., Reardon, S. F., Kalogrides, D., et al. (2020) · Race and Social Problems · doi:10.1007/s12552-019-09277-w · Cited by 53
Bridwell-Mitchell, E. N., & Cooc, N. (2016) · Educational Researcher · doi:10.3102/0013189x16632191 · Cited by 63
“To the extent that these informal organizational conditions play as important a role in teachers’ experiences as formal organizational conditions, then informal conditions may not only help improve schools but also help keep teachers in the schools they have worked so hard to improve (Ingersoll, 2001).”
BackgroundPreparing New Teachers for Urban Teaching: Creating a Community Dedicated to Social Justice
Borrero, N. E. (2009) · Multicultural Perspectives · doi:10.1080/15210960903445723 · Cited by 52
“Creating Multicultural Classrooms Through a New, Long-Term Teaching Force The high attrition rate for teachers in today’s classrooms is well documented (Ingersoll, 2001).”
BackgroundTeacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety
Pressley, T., & Ha, C. (2021) · The Teacher Educator · doi:10.1080/08878730.2021.1995094 · Cited by 55
“One key contributor to teacher stress within the school environment is the support provided by school administrators (Ingersoll, 2001; Margolis & Nagel, 2006; Ryan et al., 2017).”
BackgroundResultMcCarthy, C. J., Lambert, R. G., Crowe, E. W., et al. (2010) · NASSP Bulletin · doi:10.1177/0192636511403262 · Cited by 52
“Ingersoll (2001) reported that teacher shortages are the result of a “revolving door” in which large numbers of teachers leave for reasons other than 1The University of Texas at Austin, Austin, TX, USA 2University of North Carolina at Charlotte, Charlotte, NC, USA Corresponding Author: Christopher…”
BackgroundZaidi, N., Wajid, R., Zaidi, F., Zaidi, G., & Zaidi, M. (2013) · AFRICAN JOURNAL OF BUSINESS MANAGEMENT · doi:10.5897/ajbm12.290 · Cited by 72
Multiple Resources, Multiple Outcomes: Testing the “Improved”School Finance With NELS88
Grubb, W. N. (2008) · American Educational Research Journal · doi:10.3102/0002831207308636 · Cited by 52
“…of teaching methods; class size reduction and adequate teacher preparation and professional development so that teachers can teach differently (Stecher & Bohrnstedt, 2002); high school teachers with credentials in specific subjects and teaching in their fields of education (Ingersoll, 2001).”
BackgroundTowers, E., & Maguire, M. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1358703 · Cited by 53
“Over the years, many studies have examined the reasons why teachers leave their schools and the profession (Ingersoll, 2001; Jacob, 2007; Smithers and Robinson, 2005).”
BackgroundPrice, H. E., & Weatherby, K. (2017) · School Effectiveness and School Improvement · doi:10.1080/09243453.2017.1394882 · Cited by 71
“Ample research examines how allowing teachers to participate in school decisions bolster their autonomy (Devos et al., 2014; Hallinger, 2003; Harris & Muijs, 2004; Ingersoll, 2001; Leithwood et al., 2008; Muijs & Harris, 2003; Spillane, 2012; Tschannen-Moran, 2009).”
BackgroundHorvath, M. J., Goodell, J. E., & Kosteas, V. D. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.12.007 · Cited by 53
“…Ingersoll & May, 2012; Strunk & Robinson, 2006), social support (Pomaki, DeLongis, Frey, Short, & Woehrle, 2010), and administrative support (e.g., Ingersoll, 2001; Kukla-Acevedo, 2009; Tickle, Chang, & Kim, 2011), and is positively associated with time pressure or workload (Doering & Rhodes,…”
BackgroundSantos, L. M. D. (2019) · Education Sciences · doi:10.3390/educsci9020132 · Cited by 52
“A reasonable rate of employee turnover in the organization, including international schools, is considered to be healthy, as some issues such as retirement cannot be avoided [2,10].”
BackgroundPolizzi, S. J., Zhu, Y., Reid, J. W., Ofem, B., Salisbury, S., Beeth, M. E., Roehrig, G., Mohr‐Schroeder, M. J., Sheppard, K., & Rushton, G. T. (2021) · International Journal of STEM Education · doi:10.1186/s40594-021-00275-2 · Cited by 69
“Lower self-efficacy negatively impacts job satisfaction, decreases the ability to manage stress (Klassen & Chiu, 2010), and may lower the likelihood of persisting in the profession (Ingersoll, 2001).”
BackgroundGregory, S., Dalgarno, B., Campbell, M., Reiners, T., Knox, V., & Masters, Y. (2011) · EPubDev Repository · Cited by 51
Revisiting the Impact of Participative Decision Making on Public Employee Retention
Grissom, J. A. (2011) · The American Review of Public Administration · doi:10.1177/0275074011404209 · Cited by 51
“SASS covers a nationally representative sample of schools, and multiple studies have used earlier iterations of these data to examine teacher retention on a national scale (e.g., Ingersoll, 2001; Shen, 1997).”
BackgroundSmith, T. M. (2006) · American Journal of Education · doi:10.1086/510168 · Cited by 51
“…the likelihood of mentorship did not vary significantly across school location or school poverty level, it may be that a revolving door of turnover (Ingersoll 2001) leads some schools to hire less prepared teachers even though they do not have a sufficient number of experienced teachers able, or…”
BackgroundMethod"Home-Growing" Teachers of Color: Lessons Learned from a Town-Gown Partnership
Irizarry, J. G. (2007) · Teacher education quarterly (Claremont, Calif.) · Cited by 51
The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
Ingersoll, R. M., & May, H. (2010) · doi:10.12698/cpre.2010.rr66 · Cited by 50
Self-citationTaleb, T. F. A. (2012) · Early Childhood Education Journal · doi:10.1007/s10643-012-0526-9 · Cited by 50
Do We Produce Enough Mathematics and Science Teachers?
Ingersoll, R. M. (2011) · Phi Delta Kappan · doi:10.1177/003172171109200608 · Cited by 50
Self-citationRecruiting New Teachers to Urban School Districts: What Incentives Will Work?
Milanowski, A., Longwell‐Grice, H., Saffold, F., et al. (2009) · International Journal of Education Policy and Leadership · doi:10.22230/ijepl.2009v4n8a132 · Cited by 50
“These include administrator support (Loeb, Darling-Hammond, and Luczak 2005; Johnson and Birkeland 2003, Ingersoll 2001; Weiss 1999), the presence of induction programs (Smith and Ingersoll 2004), collegial support (Johnson and Birkeland 2003), class size (Ingersoll 2003; Kirby, Berends, and Naftel…”
BackgroundSearching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction
Farinde-Wu, A., & Fitchett, P. G. (2018) · Urban Education · doi:10.1177/0042085916648745 · Cited by 52
“Student behavior may also affect teacher job satisfaction (Garrahy, Cothran, & Kulinna, 2005; Ingersoll, 2001).”
BackgroundInfluentialSmart, J., & Igo, L. B. (2010) · The Elementary School Journal · doi:10.1086/651196 · Cited by 50
“Previous research suggests that behavior management is a significant source of stress for first-year teachers, who often report low efficacy for managing student behavior (Ingersoll, 2001; Woolfolk-Hoy & Burke-Spero, 2005).”
BackgroundOrganizational Ethics and Teachers’ Intent to Leave: An Integrative Approach
Shapira‐Lishchinsky, O., & Rosenblatt, Z. (2009) · Educational Administration Quarterly · doi:10.1177/0013161x09347340 · Cited by 50
“Because teachers’ intent to leave may reduce school effectiveness (Ingersoll, 2001, 2004), we believe that value-based leadership may reduce teachers’ intent to leave.”
BackgroundResultInfluential
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
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