Preservice Music Teachers’ Employment Preferences

Robinson, Nicole R.

doi:10.1177/0022429412454723

Cited by 22 publications

(23 citation statements)

References 48 publications

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“…Adaptive conjoint analysis (henceforth ACA) is a survey design that addresses this concern. Originally developed for marketing research, several recent studies of teacher mobility decision-making utilized ACA because of multiple distinct advantages (Horng, 2009; Robinson, 2012). First, the ACA format asks respondents to choose between different attributes of a school profile such that they must express relative preferences.…”

Section: Methodsmentioning

confidence: 99%

What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools

Viano

Pham

Henry

et al. 2020

American Educational Research Journal

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Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.

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Section: Methodsmentioning

confidence: 99%

What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools

Viano

Pham

Henry

et al. 2020

American Educational Research Journal

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“…This study used an Embedded Mixed Method design (Creswell & Plano Clark, 2011) utilizing Adaptive Choice-Based Conjoint Analysis (ACBC). This is similar to the procedure used by Horng (2009) and Robinson (2012), described above. One key difference between the ACBC methodology used in this study and the Adaptive Conjoint Analysis (ACA) methodology used in the prior studies is the introduction of a forced choice between competing options, rather than a ranking of a single option (Johnson, Huber, & Bacon, 2003), which more closely mimics the choice teachers face in the labor market.…”

Section: Methodsmentioning

confidence: 91%

“…Two more promising studies are those done by Horng (2009) and Robinson (2012). Each of these studies used Adaptive Conjoint Analysis to attempt to find the relative importance of different factors when teachers made trade-offs between hypothetical schools.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Unfortunately, each of these studies is limited in its sample. Robinson (2012) only evaluated the preferences of pre-service music teachers, while Horng (2009) looked only at elementary school teachers within a single district. Additionally, while Horng noted some differences in importance scores based on demographic characteristics, there was not a robust analysis of these differences.…”

Section: Review Of the Literaturementioning

confidence: 99%

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Quantifying the value teachers place on non-monetary factors when evaluating job opportunities

Gunther

2019

EPAA

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The way in which working conditions, personal characteristics, and school factors influence teacher recruitment and retention is an oft-studied topic in the field of education finance and policy. Through decades of research, it has become increasingly clear that teachers respond to a set of monetary and non-monetary factors when making decisions in the teacher labor market. What is less clear is the relative or absolute value teachers place on factors such as salary, student demographic factors, school conditions, and other working conditions such as class size, curricular autonomy, and principal support, to name a few. This project introduces the use of a novel survey methodology to the field to aim to answer these questions. This study utilizes Adaptive Choice-Based Conjoint (ACBC) analysis to quantify the relative importance of various monetary and non-monetary job factors to practicing teachers as they consider the desirability of various hypothetical schools. The use of ACBC in an estimate of the value placed on various working condition factors by secondary teachers in Utah and an analysis of how those valuations vary with personal and demographic factors. The results of this research provide practical recommendations for administrators and policymakers that aim to make schools more desirable for teachers and demonstrates the use of a novel methodology to answer outstanding questions in the field of teacher recruitment and retention.

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“…While financial incentives do affect teacher supply in hard-to-staff schools (Clotfelter, Glennie, Ladd, & Vigdor, 2008;Springer et al, 2016), and can yield temporary improvements, it does not address the root cause 876 for teacher attrition (Boyd et al, 2011). According to both prospective (Tran & Smith, 2020a) and active teachers (Balu, Beteille, & Loeb, 2009;Horng, 2009;Kraft, Marinell, & Shein-Wei Yee, 2016) school administrative support has been reported to be more critical than any other single factor for teacher retention in research throughout the globe (Ladd, 2011;Mancuso, Roberts, & White, 2010;Robinson, 2012;Rhodes, Nevill, & Allan, 2004;Tran & Dou, 2019). This is in line with the broader retention literature outside of education that suggests successful efforts to retain employees cannot be restricted only to financial factors such as salaries, as addressing pecuniary concerns is necessary but insufficient by itself (Ambrosius, 2018;Boyd et al, 2011;Tran & Smith, 2020b).…”

Section: Educator Turnover Challenges and Its Detriment To Studentsmentioning

confidence: 99%

Untitled

2020

REAL

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Many, if not most, of my writing comes from experience, as it does for many scholars-either observing situations and events, being among those involved in these, and the many discussions with students and colleagues about the experiences they have gone through in many countries I have visited or worked in. This topic of mentoring and the related role of role modelling initially came to me shortly after doing my doctorate in a mentoring mode with Christopher Hodgkinson in Canada, and my ideas about this were reinforced when I was mentored in informal postdoctoral work with Wolfgang Mommsen in Germany in the 1990s. Since that time, I have mentored some of my doctoral students, particularly in the last few years working with several in the Arabian Gulf. It was time for me to revisit my research and understanding of this topic after going through several years of research trips, guest lecturing and collaborative projects in Western, Central and Eastern Europe, followed by several years in the Gulf learning about the embeddedness of such roles in

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Preservice Music Teachers’ Employment Preferences

Cited by 22 publications

References 48 publications

What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools

What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools

Quantifying the value teachers place on non-monetary factors when evaluating job opportunities

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