Employee Turnover: A Meta-Analysis and Review with Implications for Research

Cotton, John L.; Tuttle, Jeffrey M.

doi:10.5465/amr.1986.4282625

Cited by 1,030 publications

(551 citation statements)

References 91 publications

Supporting

Mentioning

484

Contrasting

Unclassified

Order By: Relevance

“…A long tradition of research has shown that, in addition to the perceptions and characteristics of individual employees, the overall conditions of workplaces and job sites significantly affect the attachment of employees to the organization (e.g., Cotton & Tuttle, 1986;Griffeth, Hom, & Gaertner, 2000;Halaby & Weakliem, 1989;Hom & Griffeth, 1995;Kalleberg & Mastekaasa, 1998;Mobley, 1982;Mueller & Price, 1990;Price, 1977). This premise also shaped the methodology we used.…”

Section: The Studymentioning

confidence: 99%

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

Ingersoll

May

2012

Educational Evaluation and Policy Analysis

209

View full text Add to dashboard Cite

This study examines the magnitude, destinations, and determinants of the departures of mathematics and science teachers from public schools. The data are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey and its longitudinal supplement, the Teacher Follow-up Survey. Our analyses show that rates of mathematics and science teacher turnover, both those moving between schools and those leaving teaching altogether, have increased over the past two decades, but have not been consistently different than those of non-mathematics/science teachers. Mathematics and science teachers who left teaching were also no more likely than other teachers to take non-education jobs, such as in technological fields, or to be working for private business or industry.The data also show that, like other teachers, there are large school-to-school differences in mathematics and science turnover. High poverty, high minority, and urban public schools have among the highest mathematics and science turnover levels. In the case of cross-school migration, the data show there is an annual asymmetric reshuffling of a significant portion of the mathematics and science teaching force from poor to not poor schools, from high-minority to low-minority schools, and from urban to suburban schools. However, our multivariate analyses showed that a number of key organizational characteristics and conditions of schools accounted for these school differences in turnover. The strongest factors for mathematics teachers were the degree of individual classroom autonomy held by teachers, the provision of useful professional development , and the degree of student discipline problems. For science teachers, the strongest factors were the maximum potential salary offered by school districts, the degree of student discipline problems in schools, and useful professional development. Disciplines About the Consortium for Policy Research in Education (CPRE)Established in 1985, CPRE unites researchers from seven of the nation's leading research institutions in efforts to improve elementary and secondary education through practical research on policy, finance, school reform, and school governance. CPRE studies alternative approaches to education reform to determine how state and local policies can promote student learning. The Consortium's member institutions are the University of Pennsylvania, Teachers College-Columbia University, Harvard University, Stanford University, the University of Michigan, University of Wisconsin-Madison, and Northwestern University.Most recently, CPRE has opened two major centers-the Center on Continuous Instructional Improvement, a center engaged in research and development on tools, processes, and policies intended to promote the continuous improvement of instructional practice; and the Strategic Management of Human Capital in Public Education, a center focused on improving the quality of classroom instruction and student outcomes in K-12 classrooms by radically improving the strate...

show abstract

Section: The Studymentioning

confidence: 99%

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

Ingersoll

May

2012

Educational Evaluation and Policy Analysis

209

View full text Add to dashboard Cite

show abstract

“…But the most considerable influence so far has been the loss motivation model by Price & Mueller (1977, 2000) [13,14]. On the one hand, these theoretical models and studies indicated that turnover intention was the principal cognitive precursor of turnover behavior with greatly explanatory power [15,16]. On the other hand, turnover intention could also better reflect the real level of organization management compared with turnover behavior, which is easily affected by external factors.…”

Section: Introductionmentioning

confidence: 99%

The relationship between job satisfaction, burnout, and turnover intention among physicians from urban state-owned medical institutions in Hubei, China: a cross-sectional study

Zhang

Feng

2011

BMC Health Serv Res

226

193

View full text Add to dashboard Cite

BackgroundThroughout China, a growing number of physicians are leaving or intending to depart from their organizations owing to job dissatisfaction. Little information is available about the role of occupational burnout in this association. We set out to analyze the relationship between job satisfaction, burnout, and turnover intention, and further to determine whether occupational burnout can serve as a mediator among Chinese physicians from urban state-owned medical institutions.MethodsA cross-sectional survey was carried out in March 2010 in Hubei Province, central China. The questionnaires assessed sociodemographic characteristics, job satisfaction, burnout, and turnover intention. The job satisfaction and occupational burnout instruments were obtained by modifying the Chinese Physicians' Job Satisfaction Questionnaire (CPJSQ) and the Chinese Maslach Burnout Inventory (CMBI), respectively. Such statistical methods as one-way ANOVA, Pearson correlation, GLM-univariate and structural equation modeling were used.ResultsOf the 1600 physicians surveyed, 1451 provided valid responses. The respondents had medium scores (3.18 +/-0.73) on turnover intention, in which there was significant difference among the groups from three urban areas with different development levels. Turnover intention, which significantly and negatively related to all job-satisfaction subscales, positively related to each subscale of burnout syndrome. Work environment satisfaction (b = -0.074, p < 0.01), job rewards satisfaction (b = -0.073, p < 0.01), organizational management satisfaction (b = -0.146, p < 0.01), and emotional exhaustion (b = 0.135, p < 0.01) were identified as significant direct predictors of the turnover intention of physicians, with 41.2% of the variance explained unitedly, under the control of sociodemographic variables, among which gender, age, and years of service were always significant. However, job-itself satisfaction no longer became significant, with the estimated parameter on job rewards satisfaction smaller after burnout syndrome variables were included. As congregated latent concepts, job satisfaction had both significant direct effects (gamma21 = -0.32, p < 0.01) and indirect effects (gamma11 × beta21 = -0.13, p < 0.01) through occupational burnout (62% explained) as a mediator on turnover intention (47% explained).ConclusionsOur study reveals that several, but not all dimensions of both job satisfaction and burnout syndrome are relevant factors affecting physicians' turnover intention, and there may be partial mediation effects of occupational burnout, mainly through emotional exhaustion, within the impact of job satisfaction on turnover intention. This suggests that enhancements in job satisfaction can be expected to reduce physicians' intentions to quit by the intermediary role of burnout as well as the direct path. It is hoped that these findings will offer some clues for health-sector managers to keep their physician resource motivated and stable.

show abstract

“…Yet understanding the impact of NCLB on teachers is keenly important, not only because teachers are a main stakeholder group in education policy but also because teacher attitudes and perceptions of the work environment have been linked empirically to policy-relevant outcomes, such as teacher turnover (Allensworth, Ponisciak, & Mazzeo, 2009;Grissom, 2012;Ingersoll, 2001;Ladd, 2011;Loeb, Darling-Hammond, & Luczak, 2005). The importance of work attitudes as an appropriate outcome for study is reinforced by voluminous research from other fields connecting work attitudes not only to employee retention but also to such job outcomes as performance, lateness, and absenteeism (e.g., Cotton & Tuttle, 1986;Currivan, 2000;Harrison, Newman, & Roth, 2006;Judge, Thoresen, Bono, & Patton, 2001;Tett & Meyer, 1993).…”

mentioning

confidence: 96%

Estimating the Effects of No Child Left Behind on Teachers’ Work Environments and Job Attitudes

Grissom

Nicholson‐Crotty

Harrington³

2014

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

Ten years into the implementation of No Child Left Behind (NCLB), a growing body of research seeks to assess the law's impact on American public schools. Much of this work rightly focuses on effects on students, with evidence suggesting that NCLB has resulted in small but positive effects on student achievement, particularly in math (e.g., Ballou & Springer, 2011;Dee & Jacob, 2011). Although research into the mediating factors driving this achievement growth is nascent, it is unlikely that NCLB could affect student learning without affecting the learning environment, including instruction. The logic of accountability underlying the law suggests as much: Providing measures of student outcomes pegged to established standards and enacting consequences for poor performance should give schools incentives to find ways to improve, including changing teachers' approaches to teaching (Manna, 2011). Indeed, studies find that NCLB has led teachers to devote more classroom time to core subjects, spend more time searching for better instructional strategies, and, perhaps less productively, "teach to the test" (Dee, Jacob,

show abstract

Employee Turnover: A Meta-Analysis and Review with Implications for Research

Cited by 1,030 publications

References 91 publications

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

The relationship between job satisfaction, burnout, and turnover intention among physicians from urban state-owned medical institutions in Hubei, China: a cross-sectional study

Estimating the Effects of No Child Left Behind on Teachers’ Work Environments and Job Attitudes

Contact Info

Product

Resources

About