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 601–700 of 2,990
Peer mentoring in the development of beginning secondary science teachers: three case studies
Forbes, C. T. (2004) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/1361126042000239956 · Cited by 39
“Much of the teacher shortage problem is the result of teacher attrition and migration, especially among younger teachers (Ingersoll, 2001).”
BackgroundLinking Empowerment and Job Enrichment to Turnover Intention: The Influence of Job Satisfaction
Yang, S., & Lee, K. (2009) · International Review of Public Administration · doi:10.1080/12294659.2009.10805152 · Cited by 39
“Some research found a negative relationship between empowerment and turnover intention (Ingersoll 2001; Kim 2005; Moynihan and Landuyt 2008).”
BackgroundMethodHong, J., & Greene, B. (2011) · Journal of Science Teacher Education · doi:10.1007/s10972-011-9247-y · Cited by 39
“Nationally, 30–50% of new teachers leave the field within their first 5 years (Alliance for Excellent Education 2004; Guarino et al. 2006; Ingersoll 2001; Ingersoll 2003; Quality Counts 2000).”
BackgroundThe role of exchange and emotion on commitment: A study of teachers
Price, H. E., & Collett, J. L. (2012) · Social Science Research · doi:10.1016/j.ssresearch.2012.05.016 · Cited by 45
New Evidence on Teacher Labor Supply
Engel, M., & Jacob, B. A. (2011) · National Bureau of Economic Research · doi:10.3386/w16802 · Cited by 39
Skaalvik, C. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09585-9 · Cited by 43
“2008; Hellman 1997; Ingersoll 2001; Skaalvik and Skaalvik 2011).”
BackgroundWang, H., & Klassen, R. M. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104109 · Cited by 38
Retention and turnover of teaching staff in a high-quality early childhood network
Bryant, D., Yazejian, N., Jang, W., Kuhn, L., Hirschstein, M. K., Hong, S. S., Stein, A. G., Bingham, G. E., Carpenter, K., Cobo-Lewis, A. B., et al. (2023) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2023.06.002 · Cited by 41
Teacher Shortages: A Framework for Understanding and Predicting Vacancies
Edwards, D. S., Kraft, M. A., Christian, A., & Candelaria, C. (2024) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737241235224 · Cited by 37
“This affirms the hypothesis that schools with “revolving doors” have more acute staffing challenges (Ingersoll, 2001).”
Induction of newly qualified teachers in New Zealand
Piggot‐Irvine, E., Aitken, H., Ritchie, J., Ferguson, P. B., & McGrath, F. (2009) · Asia-Pacific Journal of Teacher Education · doi:10.1080/13598660902804030 · Cited by 40
“…Bubb, Earley & Totterdell, 2005; Cameron, Baker & Lovett, 2006; Education Review Office, 2004, 2005; Feiman-Nemser, 2001; Heilbronn et al., 2002; Ingersoll, 2001; Kane & Russell, 2003; McCormack, Gore & Thomas, 2004; OECD, 2005; Renwick, 2001; Wong & Wong, 1998) indicates that the nature of…”
Akhtar, B., Khalid, M. A., & Hussain, A. (2019) · International Journal of Educational Management · doi:10.1108/ijem-12-2017-0365 · Cited by 38
Lın, E., & Shi, Q. (2013) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-012-9396-2 · Cited by 39
“Challenges related to teaching in urban settings especially those serving high-immigrants, lower-income, and higher-minority students tend to be similar in both countries where there tends to be higher rates of teacher turnover, lower quality of educational resources, more disadvantageous student/staff ratio, and more…”
BackgroundEconomic Incentives as a Strategy for Responding to Teacher Staffing Problems
Kolbe, T., & Strunk, K. O. (2012) · Educational Administration Quarterly · doi:10.1177/0013161x12441011 · Cited by 38
Roellke, C. F., & Rice, J. K. (2008) · Leadership and Policy in Schools · doi:10.1080/15700760701822124 · Cited by 38
A Brief Summary of Teacher Recruitment and Retention in the Smallest Illinois Rural Schools
Ulferts, J. D. (2018) · The rural educator · doi:10.35608/ruraled.v37i1.292 · Cited by 38
“Rural schools of less than 300 students have the highest rate of teacher turnover (Ingersoll, 2001).”
BackgroundThe Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature
Chu, Y., & Wang, W. (2022) · Urban Education · doi:10.1177/00420859221102976 · Cited by 40
“…higher retention rates of UTR graduates (*Papay et al., 2012; *Roegman et al., 2017), these fi ndings showed hopeful signs that UTRs could help diversify urban teacher workforce and mitigate teacher shortage and attrition facing many urban districts (Ingersoll, 2001; Welsh & Swain, 2020).”
Do Teachers Feel Valued in Society? Occupational Value of the Teaching Profession in OECD Countries
Akiba, M., Byun, S., Jiang, X., Kim, K., & Moran, A. J. (2023) · AERA Open · doi:10.1177/23328584231179184 · Cited by 38
“…& Weatherby, 2018) examined how teachers’ perception of occupational value is associated with their job satisfaction—an important factor that influences teacher retention (Borman & Dowling, 2008; Ingersoll, 2001; Nguyen et al., 2020; Renzulli et al., 2011; Ronfeldt et al., 2013; Wang et al., 2015).”
BackgroundOccupational Labor Shortages: Concepts, Causes, Consequences, and Cures
Barnow, B. S., Trutko, J., & Piatak, J. (2013) · doi:10.17848/9780880994132 · Cited by 37
An Examination of the Instructional Practices of Mathematics Teachers in Urban Schools
McKinney, S. E., Chappell, S., Berry, R. Q., et al. (2009) · Preventing School Failure Alternative Education for Children and Youth · doi:10.3200/psfl.53.4.278-284 · Cited by 37
Shifting from Stories to Live by to Stories to Leave By: Early Career Teacher Attrition.
Schaefer, L., Downey, C. A., & Clandinin, D. J. (2014) · Teacher education quarterly (Claremont, Calif.) · Cited by 37
School principals’ evaluations of their instructional leadership behaviours: realities vs. ideals
Kalman, M., & Arslan, M. C. (2016) · School Leadership and Management · doi:10.1080/13632434.2016.1247049 · Cited by 39
“Although the reasons behind the high rate of teacher turnover may vary, as revealed by Ingersoll (2001), it is usually the case in highpoverty school environments.”
BackgroundDonaldson, M. L. (2012) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811211401008 · Cited by 37
“Such schools often experience high levels of turnover (Ingersoll, 2001) and, as a result, are staffed 2 disproportionately by inexperienced teachers (Peske & Haycock, 2006) who are generally less effective than their more experienced counterparts (Rockoff, 2004).”
BackgroundTran, H., & Smith, D. A. (2020) · American Journal of Education · doi:10.1086/708252 · Cited by 37
Nguyen, T. D. (2020) · AERA Open · doi:10.1177/2332858420966336 · Cited by 37
“STEM and special education teachers and teachers with graduate degrees are also more at risk of turning over in many contexts (Clotfelter et al., 2008; Imazeki, 2005; Ingersoll, 2001).”
BackgroundPhysical education teachers in motion: an account of attrition and area transfer
Salin, K., Hirvensalo, M. H., Laakso, L., et al. (2013) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2013.780590 · Cited by 37
Do Music Education Majors Intend to Teach Music? An Exploratory Survey
Hellman, D. S. (2008) · Update Applications of Research in Music Education · doi:10.1177/8755123308322378 · Cited by 37
“…about teaching, such as their personal preparation (Boyer, 2004; Thornton & Reid, 2001), career choice (Boyer, 2004; Thornton & Reid, 2001), classroom management (Boyer, 2004), family and parenting issues (Boyer, 2004), and student behavior (Boyer, 2004; Ingersoll, 2001; Thorton & Reid, 2001).”
BackgroundMethodInfluentialHelfeldt, J. P., Capraro, R. M., Capraro, M. M., Foster, E., & Carter, N. (2009) · The Teacher Educator · doi:10.1080/08878730802520050 · Cited by 37
“…magnitude of this challenge is heightened for urban schools, which account for more than 50% of the total school districts in the nation (U.S. Department of Education, 2000) that also experience a 30% greater teacher turnover rate when compared to the rest of the nation’s schools (Ingersoll, 2001).”
BackgroundTeacher induction and mentorship policies: the pan‐Canadian overview
Kutsyuruba, B. (2012) · International Journal of Mentoring and Coaching in Education · doi:10.1108/20466851211279484 · Cited by 46
TEACHER MOTIVATION AND IDENTITY FORMATION: ISSUES AFFECTING PROFESSIONAL PRACTICE
Salifu, I., & Agbenyega, J. S. (2016) · MIER Journal of Educational Studies Trends & Practices · doi:10.52634/mier/2013/v3/i1/1555 · Cited by 37
Urban teacher longevity: What keeps teachers of color in one under-resourced urban school?
Kokka, K. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.05.014 · Cited by 52
Haerens, L. L., Matos, L., Koc, A., Benita, M., & Abós, Á. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103821 · Cited by 51
An Examination of Preservice Teachers’ Intentions to Pursue Careers in Special Education
Zhang, D., Wang, Q., Losinski, M. L., & Katsiyannis, A. (2013) · Journal of Teacher Education · doi:10.1177/0022487113510743 · Cited by 36
“Previous research indicated that insufficient preparation and training are the primary reasons for the low efficacy of teachers who serve children with special needs (Brownell et al., 2003; Emery & Vandenberg, 2010; Ingersoll, 2001; Katsiyannis et al., 2003).”
BackgroundChoosing to Teach in Urban Schools Among Graduates of Elite Colleges
Tamir, E. (2009) · Urban Education · doi:10.1177/0042085909339373 · Cited by 36
“For example, data from the pilot study of UTEP and from Center X suggest that these elite college teachers viewed themselves as a vanguard group that seeks to change society by staying in urban school (counter to the overwhelming number of teachers who flee urban schools as quickly as they can (Ingersoll, 2001)) as te…”
BackgroundResultInfluentialA Descriptive Analysis of School Connectedness
Biag, M. (2014) · Urban Education · doi:10.1177/0042085914539772 · Cited by 42
“These include weak parental support, student discipline problems, and teachers who perceive themselves to be overworked and under-valued (Ingersoll, 2001; National Commission on Teaching and America’s Future, 2004).”
BackgroundHancock, C. B. (2015) · Journal of Research in Music Education · doi:10.1177/0022429415612191 · Cited by 36
“…such as extreme student poverty (Smith & Ingersoll, 2004), poor student behavior (Lankford et al., 2002), authoritarian leadership structures (Ingersoll, 2001), disconnected professional development (Johnson & Birkeland, 2003), and lackluster teacher remuneration (Stinebrickner, Hancock…”
BackgroundExplaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles
Fuller, B. C., Waite, A., & Irribarra, D. T. (2016) · American Journal of Education · doi:10.1086/687272 · Cited by 36
“…for lifting student learning, distributed leadership, more time for collaboration, denser social networks, and greater transparency and discussion of teaching practices (Bryk et al. 2010; Hoy and Tschannen-Moran 2003; Ingersoll 2001; Little and McLaughlin 1993; Spillane and Kim 2012).”
BackgroundOwens, J. S., Evans, S. W., Coles, E. K., Holdaway, A. S., Himawan, L. K., Mixon, C. S., & Egan, T. E. (2018) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426618795440 · Cited by 36
“…2011), are stressful for teachers (Greene et al., 2002), and are a top contributor to teacher job dissatisfaction and attrition from the profession (Ingersoll, 2001), reducing violations by half would likely have a substantial impact on learning time for all students, student–teacher relations,…”
Boen, C., Kozlowski, K. P., & Tyson, K. (2020) · SSM - Population Health · doi:10.1016/j.ssmph.2020.100623 · Cited by 35
What Explains the Race Gap in Teacher Performance Ratings? Evidence From Chicago Public Schools
Steinberg, M. P., & Sartain, L. (2020) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373720970204 · Cited by 36
“Higher-performing teachers tend to be systematically assigned to higher-achieving and lower-poverty schools and students (Allensworth et al., 2009; Clotfelter et al., 2006; Goldhaber et al., 2015; Ingersoll, 2001; Kalogrides et al., 2013; Kalogrides & Loeb, 2013; Monk, 1987), and teachers of color tend to be assigned…”
BackgroundRace, Climate, and Turnover: An Examination of the Teacher Labor Market in Rural Georgia
Williams, S. M., Swain, W. A., & Graham, J. (2021) · AERA Open · doi:10.1177/2332858421995514 · Cited by 36
“…Black schools (Allensworth et al., 2009; Borman & Dowling, 2008; Clotfelter et al., 2008; Goldhaber et al., 2015; Goldhaber et al., 2018; Ingersoll, 2001, 2003; Simon & Johnson, 2015) and rural schools (Cowan et al., 2016; Cowen et al., 2012; Gates et al., 2006; Robson et al., Race,…”
BackgroundImagined professional identity: A narrative inquiry into a Chinese teacher’s perezhivaniya in life
Wei, G. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103337 · Cited by 49
ERTÜRK, R. (2021) · International Journal of Contemporary Educational Research · doi:10.33200/ijcer.956667 · Cited by 65
Eycken, L. V., Amitai, A., & Houtte, M. V. (2022) · Research Papers in Education · doi:10.1080/02671522.2022.2089208 · Cited by 35
“…lack of student motivation and working with students of mixed ability, mediated the relationship between teacher efficacy and job dissatisfaction, which is strongly related to teachers’ intention to quit or transfer schools (Ingersoll 2001; Sass, Seal, and Martin 2011; Skaalvik and Skaalvik 2011).”
BackgroundInfluentialRahimi, M., & Arnold, B. (2024) · The Australian Educational Researcher · doi:10.1007/s13384-024-00720-5 · Cited by 35
“Conversely, dissatisfaction with their jobs, including dissatisfaction with working conditions (Ingersoll, 2001), salary or support from leadership (Guarino et al., 2006), increases the likelihood of teachers reporting the intention to leave their positions.”
McPherson, A., & Lampert, J. (2024) · Policy Futures in Education · doi:10.1177/14782103241283106 · Cited by 36
“According to Ingersoll (2001: pp. 524-525), [T]eacher supply and demand imbalances and attendant school staf fi ng problems are neither synonymous with, nor primarily caused by, teacher shortages in the technical sense of a supply-side de fi cit of quali fi ed candidates … school staf fi ng problems…”
The Work-Life Balance of Competitive Marching Band Teachers: A Multiple Case Study
Shaw, R. D. (2014) · Bulletin of the Council for Research in Music Education · doi:10.5406/bulcouresmusedu.200.0063 · Cited by 39
“” But because some research suggests almost 50% of all teachers leave within the first five years (Ingersoll, 2001) and that some preservice teachers may avoid secondary instrumental teaching because of work-life balance concerns (Robinson, 2010), this “trial and error” period is likely of crucial importance.”
BackgroundA model for understanding teachers’ intentions to remain in STEM education
McConnell, J. R. (2017) · International Journal of STEM Education · doi:10.1186/s40594-017-0061-8 · Cited by 42
“exacerbating problem for schools to address (Henke et al. 2001; Ingersoll 2001).”
BackgroundInfluentialBerry, B., & Shields, P. M. (2017) · Phi Delta Kappan · doi:10.1177/0031721717708289 · Cited by 35
“Department of Education, 2015) — and as research by the sociologist Richard Ingersoll has made crystal clear, teachers who experience lower levels of decisionmaking authority in their classes and schools are significantly less likely to stay in teaching as a career (Ingersoll, 2001).”
BackgroundMoon, B., McCluskey, J. D., & Morash, M. (2019) · Aggressive Behavior · doi:10.1002/ab.21840 · Cited by 38
School administrators’ direct and indirect influences on middle school math teachers’ turnover
Redding, C., Booker, L. N., Smith, T. M., & Desimone, L. M. (2019) · Journal of Educational Administration · doi:10.1108/jea-10-2018-0190 · Cited by 35
Collective Pedagogical Teacher Culture and Teacher Satisfaction
Stearns, E., Banerjee, N., Möller, S., & Mickelson, R. A. (2015) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811511700803 · Cited by 35
“There is also a strong association between some aspects of teachers’ job conditions, such as the amount of control they have over classroom and school policies, and their job satisfaction (Ingersoll, 2001b; Ingersoll & Connor, 2009).”
BackgroundRave, R., Itzchakov, G., Weinstein, N., & Reis, H. T. (2022) · Current Psychology · doi:10.1007/s12144-022-03529-6 · Cited by 46
“Turnover is also consequential for schools, which must seek new teachers, train them, and assimilate them into the school’s culture (Ingersoll, 2001).”
Background“Hello, goodbye”: Exploring the phenomenon of leaving teaching early
Torres, A. S. (2011) · Journal of Educational Change · doi:10.1007/s10833-011-9172-z · Cited by 46
Betwixt and Between: Liminality in Beginning Teaching
Pierce, K. (2007) · The New Educator · doi:10.1080/15476880601141615 · Cited by 35
Han, J., & Singh, M. J. (2007) · Asia-Pacific Journal of Teacher Education · doi:10.1080/13598660701447239 · Cited by 35
“Other countries are experiencing similar problems of teacher shortages and therefore compete with Australia in the transnational labour market for teachers (Beynon, Ilieva, & Dichupa, 2004; Ingersoll, 2001).”
BackgroundThe Plight of the Novice Teacher
Clark, S. (2012) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2012.689783 · Cited by 44
“These sobering statistics climb even higher in low-income schools where teacher turnover rates are as much as 50 percent higher than in higher-income schools (Ingersoll 2001 ).”
BackgroundHarris, D. C. (2007) · Peabody Journal of Education · doi:10.1080/01619560701312970 · Cited by 35
“Experience is also a determinant of teacher mobility, with previous studies finding a higher rate of turnover among relatively inexperienced teachers compared to their more experienced peers (Ingersoll, 2001a).”
BackgroundResultInfluentialThe retention and attrition of juvenile justice teachers
Houchins, D. E., Shippen, M. E., & Cattret, J. (2004) · Education and Treatment of Children · Cited by 35
Determining Long Term Effects of Teacher Education
Brouwer, C. N. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.00644-8 · Cited by 36
Impact of mindfulness training on the well-being of educators.
Dave, D. J., McClure, L. A., Rojas, S. R., De Lavalette, O., & Lee, D. J. (2020) · The Journal of Alternative and Complementary Medicine · doi:10.1089/acm.2019.0451 · Cited by 34
Dike, I. C., Onyishi, C. N., Adimora, D. E., Ugodulunwa, C. A., Adama, G. N., Ugwu, G. C., Eze, U. N., Eze, A., Ogba, F. N., Obiwluozo, P. E., et al. (2021) · Medicine · doi:10.1097/md.0000000000025801 · Cited by 34
“Teachers who are overwhelmed by burnout encounter repeated emotional exhaustion, depersonalization, and feeling of lack of accomplishments.([25,26]) Teachers of children with”
BackgroundWhy Teachers Leave Teaching: The Case of Pretertiary Institutions in Ghana
Agezo, C. K. (2010) · International Journal of Educational Reform · doi:10.1177/105678791001900104 · Cited by 34
“Ingersoll (2001) found that although pay and other factors influence teacher attrition, teacher participation in decision making, administrative support, and school climate are all statistically associated with teacher turnover.”
BackgroundInfluentialCoaching Classroom-Based Preventive Interventions
Pas, E. T., Bradshaw, C. P., & Cash, A. H. (2013) · Issues in clinical child psychology · doi:10.1007/978-1-4614-7624-5_19 · Cited by 36
Gil-Flores, J. (2017) · Revista de Psicodidáctica · doi:10.1016/s1136-1034(17)30039-4 · Cited by 36
“La baja satisfacción con el trabajo podría llevar a cambiar de centro o incluso abandonar la profesión docente, fenómeno de preocupante prevalencia en algunos sistemas educativos (Ingersoll, 2001).”
BackgroundTeacher-Directed Violence and Stress: the Role of School Setting
Bounds, C., & Jenkins, L. N. (2018) · Contemporary School Psychology · doi:10.1007/s40688-018-0180-3 · Cited by 34
How Principal Leadership Seems to Affect Early Career Teacher Turnover
Kim, J. (2019) · American Journal of Education · doi:10.1086/705533 · Cited by 34
Using Measures of Fit to Predict Beginning Teacher Retention
Miller, J., Youngs, P. A., Perrone, F., & Grogan, E. (2020) · The Elementary School Journal · doi:10.1086/707094 · Cited by 35
“In addition, female teachers have been found to have higher attrition rates than theirmale counterparts (Ingersoll, 2001),White teachers tend to have higher attrition rates than racial or ethnicminorities (Ingersoll, 2001; Kirby et al., 1999), and more qualified teachers (i.e., those with higher…”
BackgroundMethodResultInfluentialThe Role of Social Networks in the Teacher Job Search Process
Cannata, M. A. (2011) · The Elementary School Journal · doi:10.1086/657656 · Cited by 34
“…on teacher career decisions presents potential teachers as individual agents who weigh discrete characteristics of schools, such as geographic location, administrative support, school climate, and salary, against their own preferences (Boyd et al., 2005a; Ingersoll, 2001; Johnson & Birkland, 2003).”
BackgroundCritical Concepts of Mentoring in an Urban Context
Yendol‐Hoppey, D., Jacobs, J., & Dana, N. F. (2009) · The New Educator · doi:10.1080/1547688x.2009.10399562 · Cited by 34
“…schools face conditions such as overcrowding, inadequate facilities, limited funding, violence, and an uncertifi ed or alternatively certifi ed work force (Ingersoll, 2001; Kozol, 1991; Kretovics & Nussel, 1994; Meyerson, 2001; Weiner, 1993) with these challenges intensifying in the next decade.”
BackgroundKwon, K., Jeon, S., Castle, S. L., & Ford, T. G. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-021-01253-7 · Cited by 33
“While there is some emerging evidence in ECE, most of extant studies of the relationship of child behavioral challenges as a predictor of teacher turnover or intent to leave have attended to teachers of older students (Borman & Dowling, 2006; Ingersoll, 2001; Tran & Winsler, 2011).”
BackgroundResultGender and gender role differences in student–teachers’ commitment to teaching
Moses, I., Admiraal, W., & Berry, A. K. (2016) · Social Psychology of Education · doi:10.1007/s11218-016-9340-3 · Cited by 33
“Nevertheless, Guarino et al. (2006) identified higher attrition rates among female student–teachers and in-service teachers compared to males; Ingersoll (2001) found that male teachers were less likely to depart than were female teachers 478 I. Moses et al. in the USA and Mulkeen et al. (2007)…”
BackgroundModeling Student Interest in Science, Technology, Engineering and Mathematics
Wells, B. H., Sanchez, H. A., & Attridge, J. M. (2007) · doi:10.1109/mgdete.2007.4760362 · Cited by 33
“Less than 1% of teachers leave the profession as a result of school staffing actions of all types [28].”
BackgroundRoloff, J., Klusmann, U., Lüdtke, O., & Trautwein, U. (2020) · AERA Open · doi:10.1177/2332858419897884 · Cited by 39
“This finding is especially important as student discipline problems (which might result from a lack of classroom management) are one of the most important reasons for teacher turnover (Ingersoll, 2001).”
BackgroundDecentralisation of professional development: teachers' decisions and dilemmas
Kelly, P., & Williamson, M. (2002) · Journal of In-service Education · doi:10.1080/13674580200200189 · Cited by 33
“Ingersoll (2001) highlights in his recent study, finding that ‘the degree of employee input into and influence over organisational policies’ is associated with lower rates of teacher turnover (p. 506).”
BackgroundPursuing and Securing Collaboration to Improve Results
Lawson, H. A. (2003) · Yearbook of the National Society for the Study of Education · doi:10.1111/j.1744-7984.2003.tb00065.x · Cited by 34
Lundeen, C. (2004) · Early Child Development and Care · doi:10.1080/0300443042000187068 · Cited by 33
Tamir, E. (2013) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811311500608 · Cited by 34
“Scholars cite this failure to sustain a stable teaching force as a major impediment to creating and maintaining high levels of teacher quality (Ingersoll, 2001; Quartz & TEP research Group, 2003; rinke, 2008).”
BackgroundResultInfluentialSartain, L., & Steinberg, M. P. (2015) · The Journal of Human Resources · doi:10.3368/jhr.51.3.0514-6390r1 · Cited by 33
Wronowski, M. L. (2017) · Education and Urban Society · doi:10.1177/0013124517713608 · Cited by 34
“…on Teaching and America’s Future, 2003) For example, in California, one out of five teachers is underqualified, with the highest poverty schools having so many unprepared teachers as to make those schools dysfunctional (Esch et al., 2005; Ingersoll, 2001; Stanford Research Institute, 2003).”
BackgroundCarmel, R., & Badash, M. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.11.014 · Cited by 34
A Profile of Twenty-First Century Secondary Social Studies Teachers
Fitchett, P. G. (2010) · The Journal of Social Studies Research · doi:10.1177/235227982010034002004 · Cited by 33
Teacher Quality and Teacher MobilityPreprint
Feng, L., & Sass, T. R. (2012) · SSRN Electronic Journal · doi:10.2139/ssrn.2020373 · Cited by 32
Teacher Stress and Coping Strategies—The Struggle to Stay in Control
Skaalvik, E. M., & Skaalvik, S. (2021) · Creative Education · doi:10.4236/ce.2021.126096 · Cited by 52
“However, international research also reveals that teacher attrition—the departure of teachers from their teaching jobs—has become a global problem (e.g., Chang, 2009; Hong, 2012; Ingersoll, 2001).”
BackgroundOakes, J., & Saunders, M. (2002) · eScholarship (California Digital Library) · Cited by 32
Risk for occupational stress among U.S. kindergarten teachers
Lambert, R. G., Boyle, L., Fitchett, P. G., et al. (2018) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2018.07.003 · Cited by 32
Nguyen, T. D., Pham, L. D., Springer, M. G., & Crouch, M. (2019) · EdWorkingPapers.com · Cited by 32
Effects of Monetary Incentives on Teacher Turnover: A Longitudinal Analysis
Ryu, S., & Jinnai, Y. (2020) · Public Personnel Management · doi:10.1177/0091026020921414 · Cited by 32
“Contemporary educational theory asserts that adequate staffing is problematic owing to teacher shortages, mainly due to the turnover of the field (Ingersoll, 2001).”
BackgroundMethodInfluentialSünbül, Z. A., & Gördesli, M. A. (2021) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2021.1877086 · Cited by 39
“A widespread lack in well-qualified teaching professionals has been much-observed as a global issue (Ingersoll 2001), with teacher attrition and retention on the rise across various nations (Skaalvik and Skaalvik 2011).”
BackgroundMaking sense of early-career teacher support, satisfaction, and commitment
Auletto, A. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103321 · Cited by 49
School Violence and Teacher Professional Engagement: A Cross-National Study
Yang, Y., Qin, L., & Ning, L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.628809 · Cited by 32
“, 1989), tended to be unmotivated and less committed to their job (Van Ginkel, 1987; Vettenburg, 2002), and even left the profession altogether (Ingersoll, 2001; Scheckner et al., 2002).”
BackgroundInfluentialAkin‐Little, K. A., Little, S. G., & Laniti, M. (2007) · School Psychology International · doi:10.1177/0143034307075680 · Cited by 32
“More recently, Ingersoll (2001) found that 30 percent of those leaving the teaching profession reported doing so because of stress, at least partly, from poor classroom management skills.”
BackgroundCareer intentions of Australian physical education teachers
Mäkelä, K., & Whipp, P. R. (2015) · European Physical Education Review · doi:10.1177/1356336x15584088 · Cited by 32
“It has been reported that teachers who leave the profession do so usually before five years of service (Huberman, 1989; Ingersoll, 2001), with one in six Australian teachers exiting in the first two years of employment (Martinez, 2004).”
BackgroundUnderstanding Supply and Demand Among Mathematics and Science Teachers
Ingersoll, R. M. (2006) · ScholarlyCommons (University of Pennsylvania) · Cited by 32
Self-citationSuperintendent Shortage: The Wrong Problem and Wrong Solutions
Kowalski, T. J. (2003) · Journal of School Leadership · doi:10.1177/105268460301300303 · Cited by 33
“is greater than the quantity supplied: increase the supply or decrease the demand (Ingersoll, 2001).”
BackgroundInfluentialThe Uncertainty of High Expectations
Torres, A. C. (2016) · Journal of School Leadership · doi:10.1177/105268461602600103 · Cited by 32
“Recent studies show that many working conditions can have an influence on teacher turnover, such as teachers’ perceptions of their influence in decision-making, student discipline and school safety, administrative support, quality of facilities and resources, colleagues, community support, professional supports, and s…”
BackgroundInfluentialStrategies for Recruitment and Retention of Secondary Teachers in Central U.S. Rural Schools
Beesley, A. D., Atwill, K., Blair, P., et al. (2019) · The rural educator · doi:10.35608/ruraled.v31i2.937 · Cited by 32
“6%) schools (Ingersoll, 2001; Luekens et al., 2004) and a lower percentage of teaching vacancies (66.”
BackgroundMethodResultInfluentialSchool Accountability and Teacher Mobility
Feng, L., Figlio, D., & Sass, T. R. (2010) · PsycEXTRA Dataset · doi:10.1037/e722192011-001 · Cited by 32
Understanding teachers’ job satisfaction and flow: the dual process of psychological needs
Shim, S. S., Finch, W. H., Cho, Y., & Knapke, M. (2021) · Educational Psychology · doi:10.1080/01443410.2021.1985970 · Cited by 41
“administrators’ support for teacher autonomy, lack of teacher influence over decision-making) were a significant predictor of teachers’ overall job satisfaction, intrinsic motivation, low level of stress, and turnover (Ingersoll, 2001; Nie et al., 2015).”
BackgroundGrant, A. A., & Brantlinger, A. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104156 · Cited by 31
Doan, S., Steiner, E. D., Pandey, R., & Woo, A. (2023) · RAND Corporation eBooks · doi:10.7249/rra1108-8 · Cited by 38
Metadata
- Authors
- Ingersoll, R. M.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Ingersoll, Richard M.
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 3
- Pages
- 499-534
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155377858
- Cited by
- 2,989
- References
- 86
- Citations by year
- 2026: 110 · 2025: 149 · 2024: 119 · 2023: 149 · 2022: 144 · 2021: 179 · 2020: 162 · 2019: 221 · 2018: 135 · 2017: 136 · 2016: 163 · 2015: 140 · 2014: 131 · 2013: 146 · 2012: 139
- FWCI
- 221.37
- Type
- journal article
- Language
- en
- Open access
- green
- repository.upenn.edu
- Locations
- American Educational Research Journal (publishedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teacher turnover, teacher shortage, school staffing, teacher retention, teacher retirement, revolving door, Schools and Staffing Survey
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