Physics Teacher Retention, Migration, and Attrition

Palermo, Martin; Kelly, Angela M.; Krakehl, Robert

doi:10.1080/1046560x.2021.1946638

Cited by 6 publications

(12 citation statements)

References 72 publications

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“…This is consistent with prior research conducted on physics teacher attrition and migration, where physics teachers with a higher course load were more likely to experience turnover, suggesting that science content specialists have a higher degree of dissatisfaction. 5 Migration was predicted by experience and isolation, yet unlike attrition, it was also predicted by school-level chemistry performance. Teachers may have experienced frustration and a lack of confidence if they did not feel their students were demonstrating mastery of chemical concepts.…”

Section: ■ Discussionmentioning

confidence: 94%

“…48 Specifically, this framework incorporates both teacher-level and school-level characteristics to identify factors related to teachers' career behaviors. Research has shown that teacher-level factors that influence retention include experience, [4][5][6][7]10,40,47 disciplinary certification, 23−25 out-of-field teaching, 49 and isolation. 40,45,47 Other research has identified school-level retention predictors, including socioeconomic status, 15,48 school locale, 19,50 standardized testing performance, 51 and advanced science enrollment.…”

Section: ■ Theoretical Frameworkmentioning

confidence: 99%

“…Research has indicated relatively high teacher turnover rates in specific school settings and specific disciplines, with urban and rural locales having the highest turnover. ,,,− In a recent study of Chicago teachers, more than half of the teachers who migrated to other schools moved from low achieving, low socioeconomic schools to higher achieving, higher socioeconomic schools, creating localized staffing problems . In terms of disciplinary focus, studies have confirmed that science and mathematics have experienced chronic turnover, − particularly in lower socioeconomic schools where mathematics and science turnover rates are nearly 70% greater than higher socioeconomic schools …”

Section: Review Of the Literaturementioning

confidence: 99%

“…The challenge of staffing U.S. high schools with highly qualified chemistry teachers involves two fundamental issuesrecruitment and retention. Teacher turnover has been defined in previous studies as teachers who left the profession (leavers) and teachers who changed schools or school districts (movers), in contrast with teachers who remained in the same school or district (stayers). − Teacher turnover includes both attrition and migration as the movement between schools has the same impact on school districts. , However, staffing policies have focused mainly on recruitment incentives such as signing bonuses and student loan forgiveness to attract more individuals to the profession. , The retention of teachers is an equally if not more important issue because high turnover rates also impact the quality of teaching and learning . In addition, novice teachers are more likely to leave teaching, − creating a “revolving door” (p 7 of ref ) of inexperienced teachers that often impacts student achievement, particularly in science. , …”

Section: Introductionmentioning

confidence: 99%

“…Previous studies on teacher turnover have mainly analyzed school staffing issues from a national perspective, but these staffing challenges are more localized and can vary on the basis of geographic locale and subject area . Science teachers and those teaching in urban or rural schools are more likely to experience attrition or migration, ,, creating localized shortages that may be decontextualized by national studies that have indicated an expanding teacher workforce . State-level studies provide insights situated within the decentralized nature of the U.S. education system, where individual states determine their own policies on teacher certification, student performance accountability, and curricular standards .…”

Section: Introductionmentioning

confidence: 99%

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Chemistry Teacher Retention, Migration, and Attrition

2021

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The chemistry teacher pipeline has experienced considerable loss of teachers due to turnover. High turnover rates create localized staffing problems and a revolving door of novice teachers, particularly in the sciences and in urban and rural locales, which impacts student learning and achievement. This nonexperimental longitudinal study examined patterns in teacher turnover (retention, attrition, and migration) of one cohort of chemistry teachers (n = 2410) over a five-year period between 2012 and 2017. The theoretical framework for the study incorporated teacher and school-level characteristics in predicting teacher career satisfaction and behaviors. Of the 2410 teachers, 196 retired from teaching during the five-year period. Descriptive statistics were generated for the remaining 2214 chemistry teachers, and data revealed that 79.4% of the chemistry teachers (n = 1757) stayed in their school districts, 11.6% (n = 256) left public school teaching (preretirement), and 9.1% (n = 201) moved to other school districts. Of the teachers who migrated to different locales, 61% moved from urban or rural schools to suburban schools. A multinomial logistic regression model revealed that professional age (years since certification), urban and rural locale, course load taught in chemistry, certification in chemistry, and teaching in isolation were all predictors of chemistry teacher attrition. The model also indicated that chemistry teacher migration was predicted by professional age, student chemistry performance, and teaching in isolation. The overall model had a large effect size. These findings have implications for the preparation and support of chemistry teachers, particularly novice teachers in urban and rural locales and those teaching in isolation.

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Section: ■ Discussionmentioning

confidence: 94%

Section: ■ Theoretical Frameworkmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Chemistry Teacher Retention, Migration, and Attrition

2021

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I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic

et al. 2022

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As the pandemic began to disrupt school systems in March 2020, teachers were expected to quickly modify their instructional approaches. We recruited science, technology, engineering, and mathematics teachers who were recipients of National Science Foundation scholarships based on their high-quality academic record and commitment to working in high-needs school districts to participate in a longitudinal survey study. Participants (n = 153) graduated from universities or colleges in the Mountain West or western region of the Midwest. Through a series of three surveys administered throughout 2020 to all participants and follow-up focus group interviews with a subset (n = 42) in early 2021, we examined participants' perceptions and beliefs about the educational system's response to COVID-19. Participants perceived that the continuation of instructional delivery was the highest priority and that their professional needs were the lowest priority.

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Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

2022

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Research has shown that student access and achievement in advanced precollege chemistry has been largely inequitable when considering certain demographic factors. In this nonexperimental observational study, an intersectional analysis of ethnicity and gender was utilized to examine United States student participation and performance (N = 146,610) in Advanced Placement (AP) Chemistry during the 2019 examination administration. The theoretical framework was based upon the intersectional hypothesis, which suggests that intersectional groups may have unique roles in social hierarchies; exploring disparities in the performance of these groups may inform policies and practices in advanced chemistry study in precollege settings. Methods included chi square goodness of fit and analysis of variance with post hoc Games-Howell tests. Results indicated that access to AP Chemistry was statistically equitable across gender, but large disparities existed among ethnic and intersectional groups (ethnicity × gender) in terms of access. Ethnic groups traditionally underrepresented in STEM were underrepresented in AP Chemistry participation. Intersectional groups showed differences in performance with a medium to large effect size. Women of color had the highest failure rates, followed by men of color, suggesting that widescale interventions are necessary to improve preparation for advanced chemistry, acquisition of chemistry knowledge and skills, and a reduction in the achievement gap in AP Chemistry performance. Implications for policy and practice are discussed.

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Physics Teacher Retention, Migration, and Attrition

Cited by 6 publications

References 72 publications

Chemistry Teacher Retention, Migration, and Attrition

Chemistry Teacher Retention, Migration, and Attrition

I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

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