The Influence of School Administrators on Teacher Retention Decisions
Abstract
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school administration has by far the greatest influence on teacher retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
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?
A large body of research finds that strong professional environments are directly related to teacher retention.
“A large body of research finds that strong professional environments are directly related to teacher retention (Allensworth, Ponisciak, & Mazzeo, 2009; Boyd et al., 2011; Johnson et al., 2012; Ladd, 2011; Loeb et al., 2005).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Boyd et al., 2011
School contexts influence student achievement.
“Recent studies document the influence of school contexts on teachers’ career decisions, teacher effectiveness, and student achievement (Boyd et al., 2011; Johnson, Kraft, & Papay, 2012; Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Boyd et al., 2011
School contexts influence teachers' career decisions.
“Recent studies document the influence of school contexts on teachers’ career decisions, teacher effectiveness, and student achievement (Boyd et al., 2011; Johnson, Kraft, & Papay, 2012; Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Boyd et al., 2011
School contexts influence teacher effectiveness.
“Recent studies document the influence of school contexts on teachers’ career decisions, teacher effectiveness, and student achievement (Boyd et al., 2011; Johnson, Kraft, & Papay, 2012; Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Boyd et al., 2011
The school context in which teaching and learning occurs can have important consequences for teachers and students.
“Mounting evidence suggests that the school context in which teaching and learning occurs can have important consequences for teachers and students.”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Boyd et al., 2011
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 70 · Cited by 710
- Authors
- Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J.
- Affiliations
- University at Albany, State University of New York (US)
- Stanford University (US)
- University of California, Riverside (US)
- University of Virginia (US)
- Venue
- American Educational Research Journal
- Published
- 2011-04
- Volume
- 48
- Issue
- 2
- Pages
- 303-333
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2155226819
- Cited by
- 710
- References
- 70
- Citations by year
- 2026: 34 · 2025: 41 · 2024: 41 · 2023: 47 · 2022: 48 · 2021: 69 · 2020: 55 · 2019: 64 · 2018: 54 · 2017: 49 · 2016: 66 · 2015: 38 · 2014: 26 · 2013: 33 · 2012: 30
- FWCI
- 117.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- 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 retention, teacher turnover, school administrators, school context, teacher perceptions, novice teachers, teacher attrition, New York City public schools
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
