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 501–600 of 2,990
Teacher Attrition in Charter Schools
Applegate, B. E., & Miron, G. (2007) · CU Scholar (University of Colorado Boulder) · Cited by 50
What do we know about interventions to improve educator wellbeing? A systematic literature review
Cann, R., Sinnema, C., Rodway, J., & Daly, A. J. (2024) · Journal of Educational Change · doi:10.1007/s10833-023-09490-w · Cited by 54
“Stress is linked to negative impacts on school performance and attrition (Greenberg, 2016; Ingersoll, 2001) and negatively affects teachers who remain in the profession through reductions in teacher-efficacy, job satisfaction (Collie et al., 2012), optimism and motivation (Desrumaux et al., 2015).”
Bristol, T. J. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012200312 · Cited by 49
“During the 1990-91 nationally representative administration of the School and Staffing Survey (SASS) and the 1991-92 Teacher Follow-up Survey (TFS), teachers of color were found to be no more likely to leave their schools than White teachers (Ingersoll, 2001; Shen, 1997).”
BackgroundThe Alternate Route Teachers’ Transition to the Classroom: Preparation, Support, and Retention
Nagy, C. J., & Wang, N. (2007) · NASSP Bulletin · doi:10.1177/0192636506299153 · Cited by 49
Grade-specific experience, grade reassignments, and teacher turnover
Ost, B., & Schiman, J. C. (2015) · Economics of Education Review · doi:10.1016/j.econedurev.2015.03.004 · Cited by 48
Teacher Mobility and Financial Incentives
Fulbeck, E. S. (2013) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713503185 · Cited by 49
“Although there is no definitive method for how best to retain teachers, research suggests one reason for teacher turnover is dissatisfaction with low salaries (Ingersoll, 2001).”
BackgroundMethodBecoming an urban science teacher: How beginning teachers negotiate contradictory school contexts
Marco‐Bujosa, L. M., McNeill, K. L., & Friedman, A. A. (2020) · Journal of Research in Science Teaching · doi:10.1002/tea.21583 · Cited by 49
Turnover intention and job hopping behaviour of music teachers in Malaysia
Feng, W. C., & Angeline, T. (2010) · Global Journal of Business Management · doi:10.5897/ajbm.9000662 · Cited by 49
Dolton, P. (2006) · Handbook of the economics of education · doi:10.1016/s1574-0692(06)02019-8 · Cited by 48
Designing professional development for teachers teaching out-of-field
Kenny, J., Hobbs, L., & Whannell, R. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1613257 · Cited by 50
“Teacher shortages may arise because of insufficient numbers of teachers in the workforce due to recruitment shortages, high attrition of teachers, or because of unequal distribution of teachers, for example, into hard-to-staff schools or regions (Ingersoll 2001).”
BackgroundFrazier, S. L., Dinizulu, S. M., Rusch, D. B., Boustani, M. M., Mehta, T. G., & Reitz, K. (2014) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-014-0608-7 · Cited by 48
“Urban elementary schools are characterized by less effective instruction (Pianta et al. 2007), high teacher turnover, and frequent student mobility (Ingersoll 2001), contributing to students’ experience of educational instability and discontinuity over time, and leading to poor academic outcomes.”
National Estimates of Retention, Migration, and Attrition
Hancock, C. B. (2009) · Journal of Research in Music Education · doi:10.1177/0022429409337299 · Cited by 48
“One concern with assessing the profession’s demand for more teachers is the difficulty in distinguishing reliably between when a teacher leaves the profession (attrition) and when a teacher leaves one school to move to another school (migration; Ingersoll, 2001 ).”
BackgroundA Comprehensive Model for Estimating the Financial Impact of Teacher Turnover
Synar, E., & Maiden, J. (2012) · Journal of education finance · doi:10.1353/jef.2012.a503886 · Cited by 48
“Teaching has become a revolving door through which a third of all teachers (approximately a million teachers) flow in and out and where 90% of new hires are replacements (Ingersoll 2001; NCTAF 2003; Darling-Hammond 2003).”
BackgroundCareer stories of Israeli teachers who left teaching: a salutogenic view of teacher attrition
Yinon, H., & Orland‐Barak, L. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1361398 · Cited by 48
Principal's Leadership Style and Teacher Job Satisfaction: A Case Study in China.Preprint
Huang, H., Jenatabadi, H. S., & Ismail, N. A. (2013) · SSRN Electronic Journal · Cited by 48
Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study
Shernoff, E. S., Frazier, S. L., Maríñez‐Lora, A. M., Lakind, D., Atkins, M. S., Jakobsons, L. J., Hamre, B. K., Bhaumik, D. K., Parker‐Katz, M., Neal, J. W., et al. (2016) · School Psychology Review · doi:10.17105/spr45-2.226-249 · Cited by 51
“…critical given that (a) ECTs consistently rank student misbehavior as the most stressful, complex, and pressing issue they face (Evertson & Weinstein, 2006; Ingersoll & Smith, 2003) and (b) student disruptive behaviors contribute to high teacher turnover (Ingersoll, 2001; Smith & Ingersoll, 2004).”
BackgroundStrategies for Recruiting and Retaining Black Male Special Education Teachers
Scott, L. A., & Alexander, Q. R. (2018) · Remedial and Special Education · doi:10.1177/0741932517732636 · Cited by 47
Taylor, M., McLean, L., Bryce, C. I., Abry, T., & Granger, K. L. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102910 · Cited by 56
Chinese middle school teacher job satisfaction and its relationships with teacher moving
Chen, J. (2010) · Asia Pacific Education Review · doi:10.1007/s12564-010-9085-1 · Cited by 47
Determinants of teacher attrition: Evidence from district-teacher matched data
García, E., Han, E. S., & Weiss, E. (2022) · Education Policy Analysis Archives · doi:10.14507/epaa.30.6642 · Cited by 72
“…it is noteworthy that researchers often treat teacher voice as a professional feature in response to the evolution of the teaching career over time, rather than as the part of organizational characteristics of schools (Borman & Dowling, 2008; Ingersoll, 2001, 2003; Ingersoll & Collins, 2018).”
The relationship between teacher stress and job satisfaction as moderated by coping
Woods, S., Sebastian, J. L., Herman, K. C., Huang, F. L., Reinke, W. M., & Thompson, A. M. (2023) · Psychology in the Schools · doi:10.1002/pits.22857 · Cited by 78
The Developmental Evaluation of School Improvement Networks
Peurach, D. J., Glazer, J. L., & Lenhoff, S. W. (2014) · Educational Policy · doi:10.1177/0895904814557592 · Cited by 46
“For example, see Almy and Theokas (2010) and Ingersoll (2001) for analyses of occupational demographics.”
BackgroundStruyve, C., Daly, A. J., Vandecandelaere, M., Meredith, C., Hannes, K., & Fraine, B. D. (2016) · Journal of Professional Capital and Community · doi:10.1108/jpcc-01-2016-0002 · Cited by 62
Revealing the Principal's Role in the Induction Process: Novice Teachers Telling Their Stories
Bickmore, S. T., & Bickmore, D. L. (2010) · Journal of School Leadership · doi:10.1177/105268461002000404 · Cited by 46
Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection
Reaves, S. J., & Cozzens, J. A. (2018) · Journal of Education and Training Studies · doi:10.11114/jets.v6i12.3566 · Cited by 63
“Ingersoll (2001) found that 33% of novice teachers left schools within the first three years and 46% of them left schools after five years in the profession.”
BackgroundMethodDesigning an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools
Tran, H., & Smith, D. A. (2020) · NASSP Bulletin · doi:10.1177/0192636520927092 · Cited by 46
“This particular reason is worthy of attention given that administrative support has been identified as the most important factor for teacher retention (Horng, 2009; Ingersoll, 2001), and more recently, teacher recruitment as well (Tran & Smith, 2020).”
BackgroundBaker, V. D. (2007) · Journal of Music Teacher Education · doi:10.1177/10570837070170010111 · Cited by 46
“Consistent with previous research (Delgado, 1999; Hill, 2003; Ingersoll, 2001; Quartz, 2003) teachers in urban schools (58.”
ResultTeacher Preparation Programs— and Teacher Labor Markets
Maier, A., & Youngs, P. A. (2009) · Journal of Teacher Education · doi:10.1177/0022487109341149 · Cited by 46
Teacher turnover: Effects, mechanisms and organisational responses
Gibbons, S., Scrutinio, V., & Telhaj, S. (2021) · Labour Economics · doi:10.1016/j.labeco.2021.102079 · Cited by 47
Professional Development and Teacher Job Satisfaction: Evidence from a Multilevel Model
Smet, M. (2021) · Mathematics · doi:10.3390/math10010051 · Cited by 61
Rural Teacher Recruitment and Retention Review of the Research and Practice Literature.
McClure, C., & Reeves, C. A. (2004) · Cited by 45
Lambert, R. G., McCarthy, C. J., Fitchett, P. G., Lineback, S., & Reiser, J. (2015) · Education Policy Analysis Archives · doi:10.14507/epaa.v23.1792 · Cited by 45
“Likewise, Ingersoll and May (2012) found that for both math and science teachers, the incidence of student discipline problems was positively associated with teacher turnover. Examining class size, Schcrff and Hahs-Vaughn (2008) indicated that a minority (40%) of SASS-surveyed English teachers were satisfied with thei…”
BackgroundMethodInfluentialElectronically Mentoring to Develop Accomplished Professional Teachers
Gareis, C. R., & Nussbaum-Beach, S. (2007) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-008-9060-0 · Cited by 45
“Nationally, nearly one-half of all early-career teachers leave the profession within the first 5 years ( Ingersoll 2001 ).”
BackgroundSchool accountability and teacher mobility
Feng, L., Figlio, D., & Sass, T. R. (2017) · Journal of Urban Economics · doi:10.1016/j.jue.2017.11.001 · Cited by 57
Frankenberg, E., Taylor, A., & Merseth, K. K. (2009) · Urban Education · doi:10.1177/0042085908322651 · Cited by 46
“In addition, many new teachers are concentrated in low-income, predominantly minority schools (Ingersoll, 2001) and tend to be disproportionately slated to teach poor students and students of color within these schools (Clotfelter, Ladd, & Vidgor, 2005).”
BackgroundPlanning a Career in Engineering: Parental Effects on Sons and Daughters
Jacobs, J. D., Ahmad, S., & Sax, L. J. (2017) · Social Sciences · doi:10.3390/socsci6010002 · Cited by 45
Does Generation Moderate the Effect of Total Rewards on Employee Retention? Evidence From Jordan
Alhmoud, A., & Rjoub, H. (2020) · SAGE Open · doi:10.1177/2158244020957039 · Cited by 75
“Indeed, scholars have explored gender (e.g., Ingersoll, 2001; Luekens et al., 2004), age (e.g., Borman & Dowling, 2008), level of professional experience (Kavanaugh et al., 2006), and marital status (Crawley, 2005), with interesting results.”
BackgroundNguyen, T. D. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103220 · Cited by 45
It’s Who You Know: The Role of Social Networks in a Changing Labor Market
Jabbar, H., Cannata, M. A., Germain, E., et al. (2019) · American Educational Research Journal · doi:10.3102/0002831219879092 · Cited by 44
“These studies have found that teachers want to work in schools with supportive working conditions (Horng, 2009; Ingersoll, 2001; Johnson, Kraft, & Papay, 2012; Little & Bartlett, 2010), and that they prefer to work close to where they grew up or went to college (Boyd, Lankford, Loeb, & Wyckoff,…”
BackgroundThe Role of crisis in the development of student teachers’ professional identity
Meijer, P. (2011) · SensePublishers eBooks · doi:10.1007/978-94-6091-522-2_3 · Cited by 50
Winters, M. A., & Cowen, J. M. (2013) · Journal of Policy Analysis and Management · doi:10.1002/pam.21705 · Cited by 45
“In particular, teachers certified in elementary education do not appear to be in a nationwide shortage (Ingersoll, 2001; U.S. Department of Education, 2012).”
BackgroundSwanson, P. B. (2012) · Language Teaching Research · doi:10.1177/1362168812455588 · Cited by 43
“Some state that there is an imbalanced distribution of teachers (AAEE, 2006; EFA Global Monitoring, 2009; Voke, 2002) while others find a surplus of certified teachers who actively choose not to teach (Darling-Hammond, 2001; Ingersoll, 2001).”
BackgroundPiecing Together the Teacher Policy Landscape: A Policy Problem Typology
Rice, J. K., Roellke, C. F., Sparks, D. L., et al. (2009) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810911100206 · Cited by 44
“For instance, empirical evidence indicates that salary and benefit levels can be a key factor in teachers’ decisions to enter into and remain teaching, and to move between districts and schools (Brewer, 1996; Gritz & Theobald, 1996; Hanushek et al., 2004; Ingersoll, 2001; Lankford et al., 2002).”
BackgroundInfluentialAn Analysis of the United States Educational Administrator Shortage
Pounder, D. G., Galvin, P. F., & Shepherd, P. O. (2003) · Australian Journal of Education · doi:10.1177/000494410304700203 · Cited by 44
Teachers’ Perceptions of Principal Leadership Practices That Influence Teacher Turnover
Scallon, A., Bristol, T. J., & Esboldt, J. (2021) · Journal of Research on Leadership Education · doi:10.1177/19427751211034214 · Cited by 45
“In a shift from early research that focused on individual teacher characteristics as potential explication for teacher turnover, more recent work has drawn attention to the organizational characteristics of the school (Ingersoll, 2001), including the notable role of the principal and school climate.”
BackgroundMethodInfluentialA Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs
Keese, J., Thompson, C. G., Waxman, H. C., McIntush, K. G., & Svajda-Hardy, M. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100505 · Cited by 52
Zhang, Y., & Zhang, L. J. (2023) · TESOL Quarterly · doi:10.1002/tesq.3289 · Cited by 50
Fast Track Teacher Education: A Review of the Research Literature on "Teach For All" Schemes.
McConney, A. A., Woods‐McConney, A., & Price, A. (2012) · Cited by 43
Describing the Elephant: Preservice Teachers Talk about Spiritual Reasons for Becoming a Teacher.
Marshall, J. M. (2009) · Iowa State University Digital Repository (Iowa State University) · Cited by 43
The Relationship between Teacher Turnover and School Performance
Dolton, P., & Newson, D. (2003) · London Review of Education · doi:10.1080/14748460306685 · Cited by 43
“Ingersoll (2001) suggests high turnover could affect staff teamwork, the continuity of the curriculum and relationships with pupils, parents and the community.”
BackgroundCognitive complexity, the first year of teaching, and mentoring
Bullough, R. V., Young, J. R., Hall, K. M., et al. (2008) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.02.001 · Cited by 43
Tailoring New Urban Teachers for Character and Activism
Boggess, L. B. (2010) · American Educational Research Journal · doi:10.3102/0002831209358116 · Cited by 43
Beyond the Labor Market Paradigm: A Social Network Perspective on Teacher Recruitment and Retention
Baker‐Doyle, K. J. (2010) · Education Policy Analysis Archives · doi:10.14507/epaa.v18n26.2010 · Cited by 43
First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction
Chichekian, T., Shore, B. M., & Tabatabai, D. (2016) · SAGE Open · doi:10.1177/2158244016649011 · Cited by 50
“These challenges multiply when required to teach outside of their fields of training (Ingersoll, 2001).”
BackgroundWettstein, A., Kühne, F., Tschacher, W., & Marca, R. L. (2020) · Frontiers in Neuroscience · doi:10.3389/fnins.2020.00112 · Cited by 48
Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., & Pagani, L. S. (2020) · Teachers and Teaching · doi:10.1080/13540602.2020.1863208 · Cited by 43
“Worldwide, schools located in deprived areas are often characterised by a higher proportion of less-experienced teachers and higher teacher turnover rates than schools located in higher income neighbourhoods (Byrd-Blake et al., 2010; Ingersoll, 2001; Lawson & van Veen, 2016a).”
BackgroundSpecial Education Teacher Attrition: It All Depends on Where You Are Standing
Edgar, E. B., & Pair, A. L. (2005) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/088840640502800403 · Cited by 43
“Thus, 70% were movers and 30% were leavers from teaching, which represents more movers and less leavers than the data reported by Ingersoll (2001). Discussion”
BackgroundResultInfluentialThe effectiveness and retention of teachers with prior career experience
Boyd, D. J., Grossman, P. L., Ing, M. M., Lankford, H., Loeb, S., O’Brien, R., & Wyckoff, J. (2011) · Economics of Education Review · doi:10.1016/j.econedurev.2011.08.004 · Cited by 44
“A study by Ingersoll (2001) uses responses from a nationally representative”
Language Teacher Wellbeing in the Workplace
Babić, S., Mercer, S., Mairitsch, A., Gruber, J., & Hempkin, K. (2022) · Theory and Practice of Second Language Acquisition · doi:10.31261/tapsla.11514 · Cited by 44
Itzchakov, G., Weinstein, N., Vinokur, E., & Yomtovian, A. (2022) · Psychology in the Schools · doi:10.1002/pits.22835 · Cited by 50
Basikin, B. (2007) · ePrints - UNY (Yogyakarta State University) · Cited by 42
Teachers' withdrawal behaviors: integrating theory and findings
Shapira‐Lishchinsky, O. (2012) · Journal of Educational Administration · doi:10.1108/09578231211223329 · Cited by 42
“However, inasmuch as our main results have been shown to be consistent with those of other studies on school ethics and teacher withdrawal behaviors (Ingersoll, 2001, 2004; Rosenblatt and Peled, 2002), it is reasonable to assume that other schools, in Israel and elsewhere, may show similar results.”
BackgroundResultRethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers
Luft, J. A., Wong, S. S., & Semken, S. C. (2011) · Journal of Science Teacher Education · doi:10.1007/s10972-011-9243-2 · Cited by 42
“They posit, as others have (e.g., Ingersoll 2001, 2006 ), that the low number of science teachers is a result of retention practices in schools, not recruitment strategies that are in place.”
BackgroundFall, A.-M., & Billingsley, B. S. (2011) · Remedial and Special Education · doi:10.1177/0741932510361264 · Cited by 43
Zhu, G., Rice, M. F., Rivera, H. H., Mena, J., & van der Want, A. (2020) · Cambridge Journal of Education · doi:10.1080/0305764x.2020.1773763 · Cited by 42
Clinging to the Edge of Chaos: The Emergence of Practice in the First Year of Teaching
Strom, K. J., Martin, A., & Villegas, A. (2018) · Teachers College Record · doi:10.1177/016146811812000701 · Cited by 32
“Given the challenges of first-year teaching and the tension that novices often experience between their preparation as teachers and the pressures of teaching in schools, it is not surprising that approximately half of new teachers leave the profession within 3 to 5 years (Ingersoll, 2001, 2003).”
BackgroundJensen, M. T. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103415 · Cited by 42
Jackson, K. M. (2012) · Journal of School Leadership · doi:10.1177/105268461202200503 · Cited by 42
“Overall, these findings are generally consistent with those of Ingersoll (2001), although that analysis used a two-level turnover outcome, combining movers and leavers into one category.”
BackgroundResultInfluentialPublic perceptions of the teaching profession
Everton, T., Turner, P. H., Hargreaves, L. M., et al. (2007) · Research Papers in Education · doi:10.1080/02671520701497548 · Cited by 42
“Ingersoll’s ( 2001 ) analysis of US national surveys on teacher staffing, however, found that teachers’ own perceptions were much less positive.”
BackgroundManaging teacher retention in a rural school district in South Africa
Mafora, P. (2013) · The Australian Educational Researcher · doi:10.1007/s13384-013-0088-x · Cited by 42
Recruiting and Retaining Male Special Education Teachers
Rice, C. J., & Goessling, D. P. (2005) · Remedial and Special Education · doi:10.1177/07419325050260060501 · Cited by 42
Why Teach? A case study investigating the decision to train to teach ICT
Hammond, M. (2002) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/0260747021000005574 · Cited by 42
“The key issue in tackling teacher shortages is that of retention, a point developed by Ingersoll (2001) in discussing teacher shortages in North America.”
BackgroundHire Today, Gone Tomorrow: The Determinants of Attrition among Public School TeachersPreprint
Feng, L. (2005) · RePEc: Research Papers in Economics · Cited by 42
An Exploration of Leadership in Post-Primary Schools: The Emergence of Toxic Leadership
Snow, N., Hickey, N., Blom, N., et al. (2021) · Societies · doi:10.3390/soc11020054 · Cited by 41
“Teachers have been reported to have a high level of attrition [33,34] and recently it has been reported that “teachers have been leaving the field of education and avoiding leadership roles at an alarming rate”
BackgroundCorbell, K. A., Osborne, J. W., & Reiman, A. J. (2010) · Educational Research and Evaluation · doi:10.1080/13803611003722325 · Cited by 41
“Large numbers of teachers are leaving long before their retirement (Ingersoll, 2001).”
BackgroundTorres, A. C. (2014) · Education Policy Analysis Archives · doi:10.14507/epaa.v22.1614 · Cited by 42
Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers
Grissom, J. A., & Reininger, M. (2012) · Education Finance and Policy · doi:10.1162/edfp_a_00075 · Cited by 40
“…A. Grissom (corresponding author) Peabody College Vanderbilt University Nashville, TN 37203 jason.grissom@vanderbilt.edu Michelle Reininger Center for Education Policy Analysis Stanford University Stanford, CA 94305 reininger@stanford.edu c© 2012 Association for Education Finance and Policy 425”
BackgroundDreer, B. (2020) · International Journal of Applied Positive Psychology · doi:10.1007/s41042-020-00027-7 · Cited by 49
“For example, it was reported, that job satisfaction is related to work performance (e.g., Caprara et al. 2006; Judge et al. 2001) and low job satisfaction can be regarded as a driver of stress and intentions to leave the profession (e.g., Ingersoll 2001).”
BackgroundLeadership and quality management
Saiti, A. (2012) · Quality Assurance in Education · doi:10.1108/09684881211219370 · Cited by 41
What I expect and fear next year: measuring new teachers’ possible selves
Hamman, D., Wang, E., & Burley, H. E. (2013) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2013.765194 · Cited by 41
“Use of this theory may prove especially important for interpreting results from teacher attrition and retention studies (Hong and Greene 2011) that have been largely a-theoretical (e.g. Ingersoll 2001).”
BackgroundRunning the Treadmill: Explorations of Beginning High School Science Teacher Turnover in Arizona
Patterson, N., Roehrig, G., & Luft, J. A. (2003) · The High School journal/The High school journal · doi:10.1353/hsj.2003.0010 · Cited by 43
“Traditionally, this increased demand has been attributed to increasing student enrollments and teacher retirement; however, some researchers make the case that teacher shortages are due more to teacher attrition and teacher migration (Ingersoll, 2001).”
BackgroundResultInfluentialGottfried, M. A. (2012) · Educational Policy · doi:10.1177/0895904812467082 · Cited by 41
“While teacher experience averages at about 4 years in the data set, this number rings true in many urban districts across the United States: According to one study, 40% of teachers exit the profession within the first 5 years of teaching (Ingersoll, 2001).”
BackgroundThe Consequences of Principal and Teacher Turnover for School Social Resources
Hanselman, P., Grigg, J. A., Bruch, S. K., & Gamoran, A. (2016) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1479-353920150000019004 · Cited by 49
“Productive connections among staff members 1 See Ingersoll (2001) for an analogous argument about the organizational causes of turnover. help teachers innovate, coordinate, and improve their practice (e.g. Bryk & Schneider, 2002; Frank, Zhao, & Borman, 2004; Penuel, Riel, Krause, & Frank, 2009),…”
BackgroundInfluential2. RETHINKING ACCOUNTABILITY IN EDUCATION: HOW SHOULD WHO HOLD WHOM ACCOUNTABLE FOR WHAT?
Behn, R. D. (2004) · Research in public policy analysis and management · doi:10.1016/s0723-1318(04)13002-8 · Cited by 41
A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
McPherson, A., Lampert, J., & Burnett, B. (2024) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2024.2323936 · Cited by 40
“…reasons for what the Australian Council of Deans of Education called “teacher exodus” (Aspland, 2016) and others refer to as “the revolving door” (Ingersoll, 2001), teacher burn-out (Rajendran et al., 2020), and teacher plateau (Meister & Ahrends, 2011), there remains a diversity of views and…”
BackgroundA meta-analysis of the antecedents of teacher turnover and retention
Gundlach, H. A. D., Slemp, G. R., & Hattie, J. (2024) · Educational Research Review · doi:10.1016/j.edurev.2024.100606 · Cited by 64
Representation sequencing in computer-based engineering education
Johnson, A. M., Reisslein, J., & Martin Reisslein, B. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.11.010 · Cited by 42
“Regrettably, analyses indicate a shortage of qualified science andmathematics teachers and a high degree of teacher turnover in these subjects (Ingersoll, 2001; Ingersoll & May, 2012; Ingersoll & Perda, 2010; Rumberger, 1987).”
BackgroundClassroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study
Akin-Sabuncu, S., Yıldırım, A., & Goodwin, A. L. (2016) · Educational Sciences Theory & Practice · doi:10.12738/estp.2016.3.0376 · Cited by 48
“As poor classroom management interferes with teaching and learning practices, it eventually becomes a major cause for teacher stress (Friedman, 2006), teacher burnout and job dissatisfaction (Garrahy, Cothran, & Kulinna, 2005; Ingersoll, 2001) and results in teachers transferring to other schools or leaving the profes…”
BackgroundContext as Content in Urban Teacher Education
Williamson, P., Apedoe, X. S., & Thomas, C. (2016) · Urban Education · doi:10.1177/0042085915623342 · Cited by 43
“…they are frustrated with low achieving students who seem unmotivated, other studies indicate that teachers leave not because of student characteristics but because of the contextual realities of the schools where they work (Ingersoll, 2001; Ingersoll & May, 2011a, 2011b; Johnson et al., 2012).”
BackgroundLeadership and the Characteristic of Different Generational Cohort towards Job Satisfaction
Ahmad, H., & Ibrahim, B. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.08.104 · Cited by 40
“It has been confirmed through many study in organizational behaviour and management that job satisfaction is the primary predictor of employees commitment and their intention to switching for another job Knight, Durham & Locke, 2001; Ingersoll, 2001; Ingersoll, 2006).”
BackgroundTeacher Induction—Implications for Physical Education Teacher Development and Retention
Banville, D., & Rikard, G. L. (2009) · Quest · doi:10.1080/00336297.2009.10483613 · Cited by 40
“Data suggested that science and math teachers were more likely to leave teaching than those from other subject specialties (Ingersoll, 2001) and that science teachers had a higher attrition rate than elementary school teachers (Kirby, Berends, & Naftel, 1999).”
BackgroundChambers, G. N., Hobson, A. J., & Tracey, L. (2010) · Teachers and Teaching · doi:10.1080/13540600903475652 · Cited by 40
“In the North American context, Ingersoll ( 1997 , 2001 ) uses the term ‘revolving door effect’ to describe how this category of entrant to the profession may well leave it again.”
BackgroundStanulis, R. N., Burrill, G. F., & Ames, K. T. (2007) · Teacher education quarterly (Claremont, Calif.) · Cited by 40
Why Some Schools Have More Underqualified Teachers Than Others
Ingersoll, R. M. (2004) · Brookings papers on education policy · doi:10.1353/pep.2004.0005 · Cited by 40
Self-citationButin, D. W. (2005) · Educational Studies · doi:10.1207/s15326993es3803_2 · Cited by 40
“Yet recent research by Richard Ingersoll and others (Ingersoll 2001, 2003; Ingersoll and Smith 2003; Lukens et al. 2004) has shown that teacher attrition, rather than teacher recruitment, is at the heart of contemporary teacher shortages.”
School accountability and teacher mobility
Feng, L., Figlio, D., & Sass, T. R. (2010) · National Bureau of Economic Research · doi:10.3386/w16070 · Cited by 39
Teacher placement, mobility, and occupational choices after teaching
Feng, L. (2011) · Education Economics · doi:10.1080/09645292.2010.511841 · Cited by 39
“Worse yet, these teachers are more likely to transfer to new school districts (Ingersoll 2001; Hanushek, Kain, and Rivkin 2004; Imazeki 2004; Boyd et al. 2005).”
BackgroundMentor–mentee relationships as anchors for pre service teachers’ coping on professional placement
Wilson, A., & Huynh, M. (2019) · International Journal of Mentoring and Coaching in Education · doi:10.1108/ijmce-04-2019-0052 · Cited by 39
The Effects of Chinese Seafarers’ Job Demands on Turnover Intention: The Role of Fun at Work
Gu, Y., Liu, D., Zheng, G., Yang, C., Dong, Z., & Tee, E. Y. J. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17145247 · Cited by 50
“Ingersoll defined turnover intention as the likelihood that an employee would voluntarily leave an organization [50].”
BackgroundCan districts keep good teachers in the schools that need them most?
Guarino, C. M., Brown, A. B., & Wyse, A. E. (2011) · Economics of Education Review · doi:10.1016/j.econedurev.2011.04.001 · Cited by 39
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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