Leaving lessons: learning from the exit decisions of experienced teachers

Glazer, Jeremy

doi:10.1080/13540602.2017.1383238

Cited by 19 publications

(16 citation statements)

References 32 publications

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“…Theoretical models of teacher employment decisions based on static influences of the teacher or school factors miss the nuances associated with such decisions (Glazer, 2018). Instead of focusing solely on the teacher pipeline or teacher retention broadly, the teacher’s entire career and how the confluence of personal, individual, and environmental factors should inform career decisions.…”

Section: Resultsmentioning

confidence: 99%

“…Another underutilized strategy is to increase teachers’ classroom/educational autonomy. Scholars associate the loss of teachers’ educational discretion with turnover (Glazer, 2018; Santoro, 2017). The culture of performativity, with its focus on standardized test-based accountability and limited teacher discretion, has resulted in increased pressure and a perceived lack of respect for the teaching profession, which exacerbates teacher shortages—in both recruitment and retention (Tran & Smith, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…While all teachers can benefit from recognition, realistic expectations, encouragement, clear expectations, actionable feedback and less uncertainty with their day-to-day work environment, for beginning teachers, these types of support are particularly critical. Most of the research on teacher employment and retention strategies focus on teachers in this stage of the career cycle (Lindqvist et al, 2014), likely because this is when a large portion of teacher attrition (i.e., almost 20%) occurs (Glazer, 2018; Gray & Taie, 2015).…”

Section: The Teacher Journeymentioning

confidence: 99%

“…Glazer (2018) examined the influence of workplace changes on attrition for teachers who had taught beyond the initial “survival” years (Huberman, 1989). Some of these “invested leavers” depart the profession even after providing multiple years of service and obtaining additional certifications and advanced degrees.…”

Section: The Teacher Journeymentioning

confidence: 99%

“…There are many who no longer see teaching as a career-long occupation, as evident by the increase of short-term teachers relative to their career-long counterparts (Glazer, 2018). The U.S. national teacher turnover rate is approximately 8% a year, two-thirds of which leave before retirement age (Sutcher et al, 2016).…”

mentioning

confidence: 99%

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Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Tran

Smith

2020

NASSP Bulletin

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Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: The Teacher Journeymentioning

confidence: 99%

Section: The Teacher Journeymentioning

confidence: 99%

mentioning

confidence: 99%

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Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Tran

Smith

2020

NASSP Bulletin

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Implementation of drama therapy services in the North American school system: Responses from the field

Frydman

Mayor

2021

Psychology in the Schools

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Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in an online Qualtrics survey. A qualitative thematic analysis was conducted on open-ended response items, the results of which reflect drama therapists' experiences pioneering direct and indirect services and responding to implementation challenges. Findings suggest that while drama therapists provide a number of critical school services, there are identifiable barriers to full integration into the system. Implications for drama therapists include the need for a further specified and structured role, formalized inclusion in student support teams, consistent opportunities to support both students and staff, more secure funding sources, clear implementation logistics, and increased awareness and education about drama therapy among school administrators, faculty, and mental health support staff.

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Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support

Prout

Moffa

Bohnenkamp

et al. 2022

School Mental Health

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The current study analyzed 502 responses from members of the education workforce on the Resilience at Work (RAW) scale and other measures of health and job satisfaction as part of an initiative offering training and technical assistance to support student and staff well-being. A latent profile analysis using scores on components of the RAW identified three resilience profiles: lower, moderate, and higher capacities for resilience. Profiles were differentiated across components related to resilience capacity including alignment of work and personal values, level of social support, and ability to manage stress. Differences between profiles were observed across days of poor physical health, days of poor mental health, days of activity restriction, general health rating, and domains of burnout, compassion satisfaction, and secondary traumatic stress. These findings reinforce calls to support the education workforce through changes that allow access to meaningful work, an evaluation of demands including workload, relevant training on emotional wellness, positive experiences, connections with others, and stress management.

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Leaving lessons: learning from the exit decisions of experienced teachers

Cited by 19 publications

References 32 publications

Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Implementation of drama therapy services in the North American school system: Responses from the field

Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support

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