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 701–800 of 2,990
Planning for Principal Succession: A Conceptual Framework for Research and Practice
Russell, J. L., & Sabina, L. L. (2014) · Journal of School Leadership · doi:10.1177/105268461402400402 · Cited by 31
“Fink and Brayman (2006) found that turnover was associated with decreased school staff satisfaction: a cause for concern given the relationship between teacher satisfaction and attrition (Ingersoll, 2001).”
BackgroundRobertson‐Kraft, C., & Zhang, R. S. (2016) · Educational Policy · doi:10.1177/0895904816637685 · Cited by 31
“In general, teachers are more likely to stay in teaching if their workplaces provide comprehensive supports (Ingersoll, 2001; Johnson et al., 2005; Rosenholtz, 1989), including a collaborative professional environment, feedback on their performance, adequate resources and materials, control over…”
BackgroundResultInfluentialHeissel, J. A. (2016) · Economics of Education Review · doi:10.1016/j.econedurev.2016.05.001 · Cited by 31
Leadership identity construction practices
Tubin, D. (2017) · Educational Management Administration & Leadership · doi:10.1177/1741143216682503 · Cited by 31
“…that the main reason for teacher turnover is dissatisfaction due to: low fit with school-wide and classroom decision making; loose links with students (discipline problems); school administration (lack of support); and low sacrifices as manifested in lateness and poor motivation (Ingersoll, 2001).”
Background“I love this stuff!”: a Canadian case study of mentor–coach well-being
Hollweck, T. (2019) · International Journal of Mentoring and Coaching in Education · doi:10.1108/ijmce-02-2019-0036 · Cited by 37
Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools
James, J., & Wyckoff, J. (2020) · AERA Open · doi:10.1177/2332858420932235 · Cited by 31
“These policies, however, along with much research, often treat teacher retention as unambiguously beneficial (CarverThomas & Darling-Hammond, 2019; Ingersoll, 2001; National Commission on Teaching and America’s Future, 2003), despite broad recognition that teaching quality varies widely.”
BackgroundPromoting Learning for Students Experiencing Adversity and Trauma
Koslouski, J. B., & Stark, K. (2021) · The Elementary School Journal · doi:10.1086/712606 · Cited by 35
“Teaching shortages have been attributed to teachers frequently leaving the profession rather than a lack of qualified candidates entering the profession (Ingersoll, 2001).”
BackgroundTeachers' Job Satisfaction: Multilevel Analyses of Teacher, School, and Principal Effects
ÖZKAN, U. B., & AKGENÇ, E. (2022) · FIRE Forum for International Research in Education · doi:10.32865/fire202273271 · Cited by 34
“…teachers plays an important role in students' learning (Ainley & Carstens, 2018; Michaelowa & Wittmann, 2007; Ostroff, 1992), attitudes towards students' motivation and beliefs (Salehi et al., 2015), and the continuation of teachers' profession (Bogler 2002; Houchins et al., 2004; Ingersoll, 2001).”
BackgroundUnderstanding the out-of-field teaching experience
Plessis, A. E. D. (2013) · RUNE (Research UNE) · Cited by 31
Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices
Robertson, L., & Jones, M. G. (2013) · International Journal of Science Education · doi:10.1080/09500693.2013.792439 · Cited by 37
“Large numbers of teachers are leaving the profession; these teachers cite lack of autonomy and support from administrators as primary reasons for their dissatisfaction (Ingersoll, 2001).”
BackgroundInfluentialPhysical Assaults Among Education Workers
Tiesman, H. M., Hendricks, S. A., Konda, S., & Hartley, D. (2014) · Journal of Occupational and Environmental Medicine · doi:10.1097/jom.0000000000000147 · Cited by 31
Misdiagnosing the Teacher Quality Problem
Ingersoll, R. M. (2020) · Routledge eBooks · doi:10.4324/9781003064466-24 · Cited by 30
Self-citationCOVID-19 and the pre-existing language teacher supply crisis
Moser, K., & Wei, T. (2021) · Language Teaching Research · doi:10.1177/13621688211040297 · Cited by 35
“Regarding teacher attrition and capital , the Organisation for Economic Co-operation and Development (OECD) defines social capital as ‘networks together with shared norms, values and understandings that facilitate co-operation within or among groups’ (OECD, 2001, p. 41).”
Astor, R. A., Benbenishty, R., Capp, G., Watson, K., Wu, C., McMahon, S. D., Worrell, F. C., Reddy, L. A., Martinez, A., Espelage, D. L., et al. (2023) · Journal of Community Psychology · doi:10.1002/jcop.23084 · Cited by 32
“In Finland, for example, 28% of teachers reported that exhaustion at work and bullying made them consider leaving their schools (Ingersoll, 2001; Pyhältö et al., 2015).”
Goodwin, A. L., Madalińska-Michalak, J., & Flores, M. A. (2023) · European Journal of Teacher Education · doi:10.1080/02619768.2023.2299926 · Cited by 30
“Teacher shortages have deep historical roots, with various factors contributing to an insufficient quantity of teachers (European Commission/EACEA/Eurydice 2018; Ingersoll 2001; Rumberger 1987).”
BackgroundBeginning early childhood education teachers’ classroom management concerns
Akdağ, Z., & Haser, Ç. (2016) · Teachers and Teaching · doi:10.1080/13540602.2016.1158959 · Cited by 30
“The reason is that many first-year teachers lose their idealism, ambition and enthusiasm (Delgado, 1999) and have difficulty in adapting to the teaching profession and the school environment in the first years of teaching (Feiman-Nemser, 2003; Ingersoll, 2001).”
BackgroundPrincipal leadership changes and their consequences for school performance in South Africa
Wills, G. (2016) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2016.08.005 · Cited by 30
Kamanzi, P. C., da Costa, C. B., & Ndinga, P. (2017) · McGill Journal of Education / Revue des sciences de l'éducation de McGill · doi:10.7202/1040807ar · Cited by 45
“Au plan normatif, cet état de stress favorise également le développement d’un sentiment d’inefficacité, voire d’incompétence qui, à son tour, peut générer le regret, la déception et la frustration (Betoret, 2007 ; Ingersoll, 2001 ; Maroy, 2006).”
BackgroundTeacher Victimization in Authoritative School Environments
Kapa, R. R., Luke, J. B., Moulthrop, D., & Gimbert, B. (2018) · Journal of School Health · doi:10.1111/josh.12607 · Cited by 31
Can UTeach? Assessing the relative effectiveness of STEM teachers
Backes, B., Goldhaber, D. D., Cade, W., Sullivan, K., & Dodson, M. (2018) · Economics of Education Review · doi:10.1016/j.econedurev.2018.05.002 · Cited by 30
Sınıf Öğretmenlerinin İş Doyumu ve İş Yaşamındaki Yalnızlık Düzeylerinin İncelenmesi
Gafa, İ., & Dikmenli, Y. (2019) · Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi · doi:10.31592/aeusbed.567562 · Cited by 30
Patterns of Teacher Attrition by Preparation Pathway and Initial School Type
Guthery, S., & Bailes, L. P. (2019) · Educational Policy · doi:10.1177/0895904819874754 · Cited by 48
“In addition, this study is able to distinguish between movers (those who switch schools) and leavers (those who leave the profession; Ingersoll 2001).”
BackgroundInfluentialCountry effects on teacher turnover intention: a multilevel, cross-national analysis
Qin, L. (2020) · Educational Research for Policy and Practice · doi:10.1007/s10671-020-09269-3 · Cited by 50
The Identity Triangle: toward a unified framework for teacher identity
Dugas, D. (2021) · Teacher Development · doi:10.1080/13664530.2021.1874500 · Cited by 38
“teachers leave teaching within the first five years (Ingersoll 2001).”
BackgroundSchool Poverty Status, Time of Year, and Elementary Teachers' Perceptions of Stress
O'Donnell, M., Lambert, R. G., & McCarthy, C. J. (2008) · The Journal of Educational Research · doi:10.3200/joer.102.2.152-160 · Cited by 29
The teacher educator’s role in promoting institutional versus individual teacher well-being
Margolis, J., Hodge, A., & Alexandrou, A. (2014) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2014.929382 · Cited by 30
“…the same time, an overemphasis on resistance can leave teachers and teachers-to-be unable to find a position; unable to hold a position, quickly filing through the ‘revolving door’ in-and-out of the profession (Ingersoll 2001); and/or unwilling to collaborate and see perspectives beyond their own.”
BackgroundBurstein, N. D., Czech, M., Kretschmer, D., et al. (2009) · Action in Teacher Education · doi:10.1080/01626620.2009.10463508 · Cited by 30
Robinson, S. S., & Edwards, M. C. (2012) · Journal of Agricultural Education · doi:10.5032/jae.2012.01150 · Cited by 30
“Ingersoll (2001) found that teachers leave the profession due to retirement, school staffing actions, personal reasons, to pursue another job, and dissatisfaction overall.”
BackgroundWho Joins Teach For America and Why? Insights Into the “Typical” Recruit in an Urban School District
Straubhaar, R., & Gottfried, M. A. (2014) · Education and Urban Society · doi:10.1177/0013124514541463 · Cited by 30
“Teacher recruitment and retention continue to be pressing areas of concern within educational policy circles (Guarino, Santibanez, & Daley, 2006; Ronfeldt, 2012) because numerous studies have noted that the percentage of teachers who leave the profession is alarmingly high (Hanushek, Kain, & Rivkin, 2004; Ingersoll, 2…”
BackgroundRecruiting “Talent”: School Choice and Teacher Hiring in New Orleans
Jabbar, H. (2017) · Educational Administration Quarterly · doi:10.1177/0013161x17721607 · Cited by 34
“Charter schools have disproportionately opened in urban areas that have historically faced teacher shortages, disparities in qualified teachers, and difficulty attracting and retaining teachers for a host of reasons, including school funding, working conditions, and concentration of poverty (Beteille, Kalogrides, & Lo…”
BackgroundKillian, J. N., & Baker, V. D. (2006) · Journal of Music Teacher Education · doi:10.1177/10570837060160010106 · Cited by 30
Teacher Performance Pay: Synthesis of Plans, Research, and Guidelines for Practice
Heneman, H. G., Milanowski, A., & Kimball, S. M. (2007) · doi:10.12698/cpre.2007.rb46 · Cited by 30
“Studies of teacher satisfaction and turnover indicate that other important rewards or penalties associated with teaching include opportunities for leadership experience, level of cooperation among teachers, availability of materials and resources, level of student misconduct and discipline, and teacher participation i…”
BackgroundAlternative Certification of Teachers
Glass, G. V. (2008) · CU Scholar (University of Colorado Boulder) · Cited by 30
Teacher victimization and teachers' subjective well‐being: Does school climate matter?
Yang, C., Chan, M. M., Nickerson, A. B., Jenkins, L. N., Xie, J., & Fredrick, S. S. (2022) · Aggressive Behavior · doi:10.1002/ab.22030 · Cited by 38
Exploring Urban Commitment of Graduates from an Urban-Focused Teacher Education Program
Taylor, A., & Frankenberg, E. (2009) · Equity & Excellence in Education · doi:10.1080/10665680903032344 · Cited by 30
Gil-Flores, J. (2016) · Revista de Psicodidáctica (English ed ) · doi:10.1387/revpsicodidact.15501 · Cited by 36
“profession entirely, a phenomenon with a worryingly high prevalence in some education systems (Ingersoll, 2001).”
Teachers’ responses to student misbehavior: the role of expertise
Glock, S., & Kleen, H. (2018) · Teaching Education · doi:10.1080/10476210.2018.1444023 · Cited by 29
McLean, L., Abry, T., Taylor, M., & Gaias, L. M. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102956 · Cited by 40
Perceived Effects of Scholarships on STEM Majors’ Commitment to Teaching in High Need Schools
Liou, P., Kirchhoff, A., & Lawrenz, F. P. (2010) · Journal of Science Teacher Education · doi:10.1007/s10972-010-9191-2 · Cited by 29
“It has also been noted that retention is more than an issue of the personal characteristics of teachers; the broad effects of school characteristics such as administrative support, salaries, class size, length of planning time, and student behaviors for example, have a significant influence on teachers’ decisions to l…”
BackgroundSong, J. H., Martens, J., McCharen, B., et al. (2011) · Career and Technical Education Research · doi:10.5328/cter36.1.3 · Cited by 29
Bridges to Success: A Developmental Induction Model for Rural Early Career Special Educators
Irinaga-Bistolas, C., Schalock, M. D., Marvin, R., et al. (2007) · Rural Special Education Quarterly · doi:10.1177/875687050702600103 · Cited by 29
“Nationally, the number of special educators leaving the profession may actually exceed the number of new teachers recruited into the profession yearly (Ingersoll, 2001).”
BackgroundWronowski, M. L., & Urick, A. (2019) · Education Policy Analysis Archives · doi:10.14507/epaa.27.3858 · Cited by 29
“In the late 1990s, nearly 50% of all teachers left the profession within their first five years of teaching, never reaching a high experience level (Ingersoll, 2001b).”
BackgroundResultInfluentialTeachers' beliefs about the determinants of student achievement predict job satisfaction and stress
Heyder, A. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102926 · Cited by 36
Mitchem, K., Kossar, K. R., & Ludlow, B. L. (2006) · Rural Special Education Quarterly · doi:10.1177/875687050602500303 · Cited by 29
“They experience higher attrition of teaching personnel (Ingersoll, 2001), especially special education teachers (Williams, Martin, & Hess, 2002).”
BackgroundBurnout, motivation, and (de-)motivating teaching style in different phases of a teaching career
Hellebaut, S., Haerens, L. L., Vanderlinde, R., & Cocker, K. A. D. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104168 · Cited by 50
Caring as a salutogenic aspect in teachers' lives
Nilsson, M. I., Ejlertsson, G., Andersson, I. H., & Blomqvist, K. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.10.009 · Cited by 33
Alleviating praxis shock: Induction policy and programming for urban music educators
Shaw, J. T. (2016) · Arts Education Policy Review · doi:10.1080/10632913.2016.1185655 · Cited by 28
“Noting that teachers in high-poverty urban settings are more likely to be discouraged by colleagues’ lack of professionalism (Ingersoll, 2001), Quartz”
BackgroundDeveloping Resilient K-12 STEM Teachers
Wright, D. S., Balgopal, M. M., McMeeking, L. B. S., & Weinberg, A. E. (2018) · Advances in Developing Human Resources · doi:10.1177/1523422318814483 · Cited by 39
Park, J., Cooc, N., & Lee, K.-H. (2020) · Educational Management Administration & Leadership · doi:10.1177/1741143220971287 · Cited by 28
“Research shows that teacher job satisfaction contributes to various individual and organizational benefits, including desirable positive attitudes (Shann, 1998), long-term growth in the profession (Oloube, 2005), high commitment toward the profession (Bogler and Somech, 2004; Ingersoll, 2001), reduced absenteeism and…”
BackgroundMa, L., Zhou, F., & Liu, H. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.601992 · Cited by 28
“Teachers’ retention intention is affected not only by objective factors such as school atmosphere (Ingersoll, 2001), occupational reputation (Wynn et al., 2007), working conditions (Kelly, 2004), and leadership support (Brown and Wynn, 2009), but also by demographic characteristics such as…”
BackgroundPrincipal Support and Teacher Turnover Intention in Kuwait: Implications for Policymakers
Al‐Mahdy, Y. F. H., & Alazmi, A. A. (2021) · Leadership and Policy in Schools · doi:10.1080/15700763.2021.1879168 · Cited by 38
“The teacher turnover rate has become a pressing issue for education policymakers across the globe (Brown & Wynn, 2009; Ingersoll, 2001; Loeb et al., 2005; Long & Thean, 2011).”
BackgroundInfluentialPotential classroom stressors of teachers: An audiovisual and physiological approach
Junker, R., Donker, M. H., & Mainhard, T. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101495 · Cited by 33
Masoom, M. R. (2021) · Education Research International · doi:10.1155/2021/4787558 · Cited by 56
When teachers face teachers: listening to the resource “right down the hall”
Margolis, J. (2008) · Teaching Education · doi:10.1080/10476210802425628 · Cited by 28
“Improved professional conditions for teachers through such structures as more leadership opportunities are often more cost-effective long-term (Ingersoll, 2001) and have been shown to improve student achievement in more lasting ways (Southeast Center for Teaching Quality, 2005a, 2005b).”
BackgroundTeacher community in elementary charter schools.
Cannata, M. A. (2007) · Education Policy Analysis Archives · doi:10.14507/epaa.v15n11.2007 · Cited by 28
“As SASS is increasingly being used to model school organizational effects on teachers’ satisfaction and career patterns (see, for example, Ingersoll, 2001), perhaps the sampling strategy should allow for larger within-school sample sizes.”
MethodPreservice Music Teachers’ Employment Preferences
Robinson, N. R. (2012) · Journal of Research in Music Education · doi:10.1177/0022429412454723 · Cited by 28
“…departures was attributable to retirement; the remaining 84%, approximately half a million teachers, either left the profession (attrition) or transitioned from one school to another (mobility) (Boe et al., 2007; Horng, 2009; Ingersoll, 2001; Ingersoll & Smith, 2003; Johnson & Birkeland, 2003).”
BackgroundInfluentialFreedman, L., & Carver, C. L. (2007) · Journal of Adolescent & Adult Literacy · doi:10.1598/jaal.50.8.4 · Cited by 28
Leaving lessons: learning from the exit decisions of experienced teachers
Glazer, J. (2017) · Teachers and Teaching · doi:10.1080/13540602.2017.1383238 · Cited by 28
Masud, H., Daud, W., Zainol, F. A., Rashid, N., & Afthanorhan, A. (2018) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v8-i11/5159 · Cited by 30
“For example, around 30% of newly hired teachers leave their job within five years of their joining period and this proportion is seen high in less developed areas (Hong, 2010; Ingersoll, 2001).”
BackgroundEconomic Analysis and the Design of Alternative-Route Teacher Education Programs
Dai, C., Sindelar, P. T., Denslow, D., et al. (2007) · Journal of Teacher Education · doi:10.1177/0022487107306395 · Cited by 28
“Ingersoll (2001, 2003) has argued that the annual supply of new teachers is adequate to meet demand, that stemming attrition could alleviate if not eliminate shortages, and that good induction and mentoring does stem attrition (Smith & Ingersoll, 2004).”
BackgroundInfluentialUnderstanding teacher burnout following COVID-19
Pressley, T., Marshall, D. T., & Moore, T. (2024) · Teacher Development · doi:10.1080/13664530.2024.2333982 · Cited by 42
“These results also align with previous literature conducted before COVID-19, suggesting the importance of administrative support and the influence it may have on teacher burnout (R. M. Ingersoll 2001; Margolis and Nagel 2006).”
Exploring the stress management and well-being needs of pre-service teachers
Zito, S., Petrovic, J., Böke, B. N., Sadowski, I., Carsley, D., & Heath, N. L. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104805 · Cited by 45
Caillier, J. G. (2011) · State and Local Government Review · doi:10.1177/0160323x11403325 · Cited by 27
Bergem, O. K., Kaarstein, H., Nilsen, T., Blömeke, S., Scherer, R., & Frøyland, M. (2016) · Universitetsforlaget eBooks · doi:10.18261/97882150279999-2016 · Cited by 36
Goodwin, A. L., Low, E. L., Li, C., & Yeung, A. S. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.03.015 · Cited by 27
Cramer, T., & Cappella, E. (2019) · American Journal of Community Psychology · doi:10.1002/ajcp.12338 · Cited by 27
Teacher Labor Market Responses to Statewide Reform: Evidence From Michigan
Brunner, E., Cowen, J. M., Strunk, K. O., & Drake, S. (2019) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373719858997 · Cited by 28
“Also see Boyd, Lankford, Loeb, and Wyckoff (2005), Scafidi, Sjoquist, and Stinebrickner (2007), Falch and Strøm (2005), and Ingersoll (2001), among others, for further evidence on factors that affect teacher attrition.”
BackgroundWronowski, M. L. (2020) · Leadership and Policy in Schools · doi:10.1080/15700763.2020.1734209 · Cited by 27
“…genders were retained at higher levels than white teachers (Adams, 1996; Allen, 2005; Borman & Dowling, 2008; Guarino, Santibanez, Daley, & Brewer, 2004; Guarino, Santibanez, & Daley, 2006; Ingersoll, 2001a; Kirby, Berends, & Naftel, 1999; Murnane et al., 1989; Murnane & Olsen, 1989; Shin, 1995).”
BackgroundResultInfluentialLee, H., Shores, K., & Williams, E. (2022) · Peabody Journal of Education · doi:10.1080/0161956x.2022.2107369 · Cited by 28
“This last result aligns with prior knowledge on teacher retention, as evidence shows that teacher turnover rates are higher in schools with more economically disadvantaged and racial/ethnic minority students (e.g., Ingersoll, 2001; Loeb et al., 2005).”
ResultReeves, T. D., & Hamilton, V. (2022) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2022.101216 · Cited by 27
Attracting and Keeping Teachers in High-Need Schools.
Petty, T. M., Fitchett, P. G., & O’Connor, K. (2012) · American secondary education · Cited by 27
Lothaire, S., Dumay, X., & Dupriez, V. (2012) · Revue française de pédagogie · doi:10.4000/rfp.3931 · Cited by 27
“En outre, en ce qui concerne l’origine ethnique12 des enseignants, si l’analyse de son impact sur le turnover a reçu une attention particulière aux États-Unis, elle est nettement moins étudiée dans le cadre d’études européennes. Ainsi, Kirby, Berends et Naftel (1999) ont mis en évidence que sur le territoire américain…”
InfluentialGuerrero, G., León, J., Zapata, M., & Cueto, S. (2013) · Journal of Development Effectiveness · doi:10.1080/19439342.2013.864695 · Cited by 32
“For example, older, female and less-qualified teachers were more satisfied with their job than were younger, male and more-qualified teachers (Chapman and Lowther 1982; Murnane 1987; Perie, Baker, and Whitener 1997; Ingersoll 2001; Sargent and Hannum 2005).”
BackgroundBrown, K. M., & Schainker, S. A. (2008) · Journal of Cases in Educational Leadership · doi:10.1177/1555458908325045 · Cited by 27
A Brazilian Portuguese survey of school climate: Evidence of validity and reliability
Bear, G. G., Holst, B., Lisbôa, C. S. D. M., Chen, D., Yang, C., & Chen, F. (2015) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2015.1094430 · Cited by 38
“…job satisfaction (Collie, Shapka, & Perry, 2012; Ma & MacMillian, 1999; Taylor & Tashakkori, 1995), burnout and retention (Grayson & Alvarez, 2008; Ingersoll, 2001; Loeb, Darling-Hammond, & Luczak, 2005; McLesky & Billingsley, 2008), perceptions of work conditions (Liu & Meyer, 2005), and to…”
The Coleman Report, 50 Years On: What Do We Know about the Role of Schools in Academic Inequality?
Hill, H. C. (2017) · The Annals of the American Academy of Political and Social Science · doi:10.1177/0002716217727510 · Cited by 38
Is teacher attrition a poor estimate of the value of teacher education? A Swedish case
Carlsson, R., Lindqvist, P., & Nordänger, U. K. (2019) · European Journal of Teacher Education · doi:10.1080/02619768.2019.1566315 · Cited by 27
“The first type of inevitable and not necessarily harmful attrition is the so called ”healthy” attrition (Ingersoll 2001) consisting of moderately engaged, disappointed teachers who leave the job because it does not match their sense of professional identity (Lindqvist and Nordänger 2016) or who…”
BackgroundTeacher Retention and Mobility: A Look Inside and Across Districts and Schools in Washington State.
Plecki, M. L., Elfers, A. M., Loeb, H., et al. (2005) · Cited by 27
Building a Network of Support for New Teachers
Wilkins, E. A., & Clift, R. T. (2007) · Action in Teacher Education · doi:10.1080/01626620.2007.10463426 · Cited by 27
“…to recruit over 500,000 new teachers to the profession, only to lose between 30% and 50% of them within the first 5 years (Curran & Goldrick, 2002; Herbert & Ramsay, 2004; Ingersoll, 1999a, 2001, 2002, 2006; Ingersoll & Kralik, 2004; National Commission on Teaching and America’s Future, 1997).”
BackgroundInitiatives to address teacher shortage
Lonsdale, M., & Ingvarson, L. (2003) · ACEReSearch Repository (Australian Council for Educational Research) · Cited by 27
Power Play? Teacher Characteristics and Class Assignments
Kalogrides, D., Loeb, S., & Béteille, T. (2011) · PsycEXTRA Dataset · doi:10.1037/e721612011-001 · Cited by 27
“Schools with harder to serve student bodies generally face the burden of high teacher turnover (Allensworth, Ponisciak, and Mazzeo 2009; Boyd, Grossman, Ing, Lankford, Loeb, and Wyckoff 2009; Ingersoll 2001).”
BackgroundTeacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review
Palma-Vásquez, C., Carrasco, D., & Tapia-Ladino, M. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19042313 · Cited by 31
“Both cause teachers to exert sustained mental or physical effort on the job and predict burnout and attrition [34,53,62].”
BackgroundInternational perspectives on teacher induction: A systematic review
Courtney, S. A., Austin, C. K., & Zolfaghari, M. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104047 · Cited by 35
Niu, J., Fan, C., Wang, Z., & Chen, Y. (2023) · SAGE Open · doi:10.1177/21582440231178533 · Cited by 37
“Teacher turnover negatively influences institutional collegiality, reciprocal trust, and student learning motivation (Ingersoll, 2001; Skaalvik & Skaalvik, 2011; Toropova et al., 2021).”
BackgroundImpact of job satisfaction on teacher well-being and education quality
Assaf, J., & Antoun, S. (2024) · Pedagogical Research · doi:10.29333/pr/14437 · Cited by 58
“Therefore, given that salary is frequently mentioned as a key factor contributing to leaving the teaching profession (Ingersoll, 2001), teacher turnover emerged as a substantial concern in Lebanon.”
BackgroundPension Enhancements and the Retention of Public Employees
Koedel, C., & Xiang, P. B. (2016) · Industrial and Labor Relations Review · doi:10.1177/0019793916650452 · Cited by 32
“As would be expected from the extant literature on teacher attrition (Ingersoll 2001; Loeb, Darling-Hammond, and Luczak 2009; Boyd et al. 2011), the figure shows that young and inexperienced teachers have the lowest retention rates.”
BackgroundResultLes enseignants canadiens à risque de décrochage : portrait général et comparaison entre les régions
Kamanzi, P. C., Tardif, M., & Lessard, C. (2016) · Mesure et évaluation en éducation · doi:10.7202/1036551ar · Cited by 29
Shifting the Discourse on Neo-Institutional Theory in Comparative and International Education
Wiseman, A. W., & Chase-Mayoral, A. (2013) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1479-3679(2013)0000020014 · Cited by 26
“, expansion of mass education systems around the world) over time these frameworks have been used to investigate organizational culture in schools and educational systems (Buchmann & Charles, 1995; Ingersoll, 2002; Powell & DiMaggio, 1991), the alignment of expectations about the form and operation of schools worldwid…”
BackgroundEllison, D. W., & Woods, A. M. (2016) · Urban Education · doi:10.1177/0042085916672287 · Cited by 32
“Using data from the Schools and Staffing Survey and its supplement, the Teacher Follow-Up Survey conducted by the National Center for Education Statistics, Ingersoll (2001) controlled for school location, school level, and demographic characteristics of teachers and students.”
MethodWhite, T. (2018) · Journal of Transformative Leadership & Policy Studies · doi:10.36851/jtlps.v7i1.496 · Cited by 26
“…and interviews with leaders to inform my selection of cases, paying attention to founder type, descriptions of decision-making and autonomy, and relationships between leaders and teachers (Henig et. al, 2005; Ingersoll, 1996, 2001, Kardos et. al, 2001; Jehn & Jonsen, 2010; Simon & Johnson, 2015).”
BackgroundChanging the Composition of Beginning Teachers: The Role of State Alternative Certification Policies
Redding, C. (2021) · Educational Policy · doi:10.1177/08959048211015612 · Cited by 26
“These programs and others focused on the recruitment of teachers in difficult to staff subjects, such as math, science, 1794 Educational Policy 36(7) special education, and English as a second language (ESL), may have helped to reduce shortages (Scribner & Akiba, 2010).”
BackgroundInfluentialZhao, Y., Lu, Z., Cheng, X.-L., & Li, J. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph191912403 · Cited by 26
“Teachers’ turnover intention is defined as their willingness to leave the organization or quit a job [1], which is a precursor of actually resigning [2,3].”
BackgroundOwens, J. S., Storer, J., Holdaway, A. S., Serrano, V. J., Watabe, Y., Himawan, L. K., Krelko, R. E., Vause, K. J., Girio-Herrera, E. L., & Andrews, N. (2015) · School Psychology Review · doi:10.17105/spr44-1.21-40 · Cited by 26
“…Greenberg, Malone, & Conduct Problems Prevention Research Group, 2008; Moilanen, Shaw, & Maxwell, 2010) and are associated with significant teacher stress, negative teacher–student interactions, and even workforce turnover (Greene, Beszterczey, Katzzenstein, Park, & Goring, 2002; Ingersoll, 2001).”
BackgroundK-12 Teachers' Perceptions of School Policy and Fear of School Violence
Ricketts, M. L. (2007) · Journal of School Violence · doi:10.1300/j202v06n03_04 · Cited by 26
“Other researchers have shown that teachers who felt unsafe at school due to potential violence had lower levels of job satisfaction (Williams, Winfree, & Clinton, 1989), tended to be unmotivated and less committed to their job (Vettenburg, 2002; Van Ginkel, 1987), and even left the profession altogether (Scheckner, Ro…”
BackgroundFirst‐year Secondary Science Teachers
Bang, E., Kern, A. L., Luft, J. A., et al. (2007) · School Science and Mathematics · doi:10.1111/j.1949-8594.2007.tb18287.x · Cited by 26
The Role of Technology in Improving K-12 School Safety
Schwartz, H. L., Ramchand, R., Barnes‐Proby, D., Grant, S., Jackson, B., Leuschner, K. J., Matsuda, M., & Saunders, J. M. (2016) · RAND Corporation eBooks · doi:10.7249/rr1488 · Cited by 26
“Teacher job dissatisfaction and turnover may also result from school violence and disorder (Ingersoll, 2001) as well as direct victimization.”
BackgroundLessons Learned From the Great Recession
Goldhaber, D. D., Strunk, K. O., Brown, N., & Knight, D. S. (2016) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373716647917 · Cited by 26
Mihans, R. (2008) · Phi Delta Kappan · doi:10.1177/003172170808901016 · Cited by 26
“And teachers who work in urban schools with high percentages of minority populations generally experience the poorest conditions.(17) When qualified teachers leave urban schools to seek better working conditions, usually in suburban settings, shortages arise in the schools from which they departed.”
BackgroundOwens, J. S., McLennan, J. D., Hustus, C. L., Haines‐Saah, R., Mitchell, S., Mixon, C. S., & Troutman, A. C. (2019) · School Mental Health · doi:10.1007/s12310-019-09320-6 · Cited by 31
“Because teachers in the USA and Canada report high levels of daily stress as a function of challenging student behavior (Canadian Teachers’ Federation, 2018; Ingersoll, 2001), this is an important predictor to consider prior to planning for broader dissemination of the DRC.”
BackgroundBrown, C. P., Ku, D. H., & Barry, D. P. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103029 · Cited by 26
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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